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PART 1. INTRODUCTION

1.1 Summary of History and Development of Nong Lam University

1.1.1 Mandates

1.1.2 Vision (to 2030)

1.1.3 Mission

1.1.4 Strategic Objectives

1.1.5 Organizational Structure and Management

1.2 General Introduction of the Department of Biotechnology

1.2.1 Vision to 2030

1.2.3 General objectives

1.2.4 Specific objectives

1.3 Self-Assessment of AUN-QA Criteria at the Programme Level

1.4 Processes, Methods and Tools for the Self-Assessment

PART 2. ASSESSMENT OF AUN-QA CRITERIA AT PROGRAMME LEVEL

2.1 Criterion 1- Expected Learning Outcomes

2.1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university

2.1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes

2.1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders

2.2 Criterion 2 - Programme Specification

2.2.1 The information in the programme specification is comprehensive and up-to-date

2.2.2 The information in the course specification is comprehensive and up-to-date

2.2.3 The programme and course specifications are communicated and made available to the stakeholders

2.3 Criterion 3 - Programme Structure and Content

2.3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes

2.3.2 The contribution made by each course to achieve the expected learning outcomes is clear

2.3.3 The curriculum is logically structured, sequenced, integrated and up-to-date

2.4 Criterion 4 - Teaching and Learning Approach

2.4.1 The educational philosophy is well articulated and communicated to all stakeholders

2.4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes

2.4.3 Teaching and learning activities enhance life-long learning

2.5 Criterion 5- Student Assessment

2.5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes

2.5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students

2.5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment

2.5.4 Feedback of student assessment is timely and helps to improve learning

2.5.5 Students have ready access to appeal procedure

2.6 Criterion 6 - Academic Staff Quality

2.6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfill the needs for education, research and service

2.6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service

2.6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated

2.6.4 Competences of academic staff are identified and evaluated

2.6.5 Training and development needs of academic staff are identified and activities are implemented to fulfill them

2.6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service

2.6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement

2.7 Criterion 7 - Support Staff Quality

2.7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfill the needs for education, research and service

2.7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated

2.7.3 Competences of support staff are identified and evaluated

2.7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them

2.7.5 Performance management including rewards and recognition and implemented to motivate and support education, research and service

2.8 Criterion 8 – Student Quality and Support

2.8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date

2.8.2 The methods and criteria for the selection of students are determined and evaluated

2.8.3 There is an adequate monitoring system for student progress, academic performance, and workload

2.8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability

2.8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being

2.9 Criterion 9 - Facilities and Infrastructure

2.9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research

2.9.2 The library and its resources are adequate and updated to support education and research

2.9.3 The laboratories and equipment are adequate and updated to support education and research

2.9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research

2.9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented

2.10 Criterion 10 - Quality Enhancement

2.10.1 Stakeholders’ needs and feedback serve as input to curriculum design and development

2.10.2 The curriculum design and development process is established and subjected to evaluation and enhancement

2.10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment

2.10.4 Research output is used to enhance teaching and learning

2.10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement

2.10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement

2.11 Criterion 11 - Output

2.11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement

2.11.2 The average time to graduate is established, monitored and benchmarked for improvement

2.11.3 Employability of graduates is established, monitored and benchmarked for improvement

2.11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement

2.11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for Improvement

PART 3. STRENGTHS AND WEAKNESS ANALYSIS

3.1 Criterion 1: Expected Learning Outcomes

3.2 Criterion 2: Programme Specification

3.3 Criterion 3: Programme Structure and Content

3.4 Criterion 4: Teaching and learning Approach

3.5 Criterion 5: Student Assessment

3.6 Criterion 6: Academic Staff Quality

3.7 Criterion 7: Support Staff Quality

3.8 Criterion 8: Student Quality and Support

3.9 Criterion 9: Facilities and Infrastructures

3.10 Criterion 10: Quality Enhancement

3.11 Criterion 11: Output

PART 4. APPENDICES

Appendix 1: Checklist for AUN-QA Assessment at Programme Level

Appendix 2: Programme Specification

Appendix 3: Programme structures: The programmemed structure comprises of the 136 credits following 8 semesters, with extra studies in summer course and thesis course

Appendix 4: Matrix of courses vs. Programme learning outcomes (Skills matrix)

Appendix 5: Curriculum flow chart

Appendix 6: Supporting documents and evidences

 

 

 

 

 

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