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QUALITY ENHANCEMENT CELL

QUALITY ENHANCEMENT CELL. University of the Punjab Current Location: Institute of Quality & Technology Management. BRIEF BACKGROUND. 2002 PU Established QMD at ICET Objectives of QMD Offer Postgraduate Courses : MS, PGD etc Implement QA System in Punjab University

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QUALITY ENHANCEMENT CELL

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  1. QUALITY ENHANCEMENT CELL University of the Punjab Current Location: Institute of Quality & Technology Management

  2. BRIEF BACKGROUND 2002 • PU Established QMD at ICET Objectives of QMD • Offer Postgraduate Courses: MS, PGD etc • Implement QA System in Punjab University • We are Leader in this field

  3. BRIEF BACKGROUND 2003 • Proposal was sent to Ministry of S & T to include QMD in NQP 2004 • First draft of NQP includes QMD with Rs.45 Million in the budget 2005 • Proposal to HEC for Establishment of QEC & approved 2006 • March 17, 2006 Cell formally approved.

  4. ESTABLISHMENT OF OFFICE • IQTM located in ICET • Shifting to new building in Jan, 2007.

  5. STEPS TAKEN • Approval of Steering Committee in which all Deans are member. “Task: policy making, resource provisions” • Request made to Faculties fornomination of Program Teamsfrom the departments • Self-assessment Manual prepared by Patron of the Institute and sent to all faculties for implementation. • Peer-review sent to faculties for departmental / review program • Proper plan prepared and submitted to authorities for approval • Designed a Quality Policy of QEC.

  6. QUALITY POLICY OF QEC “We are committed to maintain and enhance academic standards to the level of the best in the world. We shall ensure that steps are taken at all levels of the University Quality Assurance. In order to achieve our goal we in coordination with the academia shall enhance student learning, establish verification & monitoring of our programs provide feedback, we shall endeavor to satisfy the needs of our student and upgrade the knowledge imparted to them to the international standards”

  7. QA in Universities • QA can be of the University, department as well as for the program • QA in University can be divided into teaching and non teaching side • QA System of the program (teaching) is based on four distinct processes.

  8. Definition of Quality • Value of money (Donor’s view) • Customer satisfaction • Enhance knowledge and learning of the students (Teachers’ view) • Levels of Quality: Customer is Satisfied, happy, glad & unsatisfied, angry, quarrel. • Degree of excellence • BSI (British Standard Institution): “The totality of features/characteristics of product/services which satisfy the customer requirements”.

  9. QUALITY • A product or service free of deficiencies. (ASQ)

  10. Implementation of a QA Program

  11. Models of Excellence There are applicable to Manufacturing as well as Service Industries.

  12. TQM Philosophy • ISO 9001:2000 • MBNQA • Self assessment Manual For improvement of • our Internal Processes • Customer Satisfaction • To bring academic excellence

  13. TQM Philosophy

  14. TQM Philosophy ( Contd.) Social System It includes the • The “human side of the enterprise” • Relationship between people and groups • The politics • Reward Structure • The power structure • The shaping of the norms and values

  15. Technical System It includes all the work steps performed, whether by equipment, computers, or people; whether manual labor or decision making; or whether factory worker or office worker. TQM Philosophy ( Contd.)

  16. TQM Philosophy ( Contd.) Management System • Strategy Management • Process Management • Individual Activity Management

  17. Our Customers • Students • Parents • Employer • Community

  18. ISO-9001:2000 • Top Management Responsibilities • Vision, Mission, Policy, Planning, Management Review, Resource Provision • Teaching & Learning Process • Program Design & Approval • Students Related Process • Hiring of Teacher / Staff • Process of Teaching • Evaluation, Analysis & Improvement • Internal Audit • Evaluation & Monitoring of Students • Evaluation & monitoring of processes.

  19. Baldrige Criteria for Performance Excellence • Leadership • Strategic Planning • Customer and Market Focus • Measurement analysis & knowledge management • Human Resource Focus • Process Management • Business Results

  20. Self Assessment Manual Self-Assessment Process • Program Teams • Self Assessment Report • Self Assessment Teams (Internal Audit) • Report to Competent Authority • External Audit (Quality Assurance Agency)

  21. Self Assessment • Self assessment is an assessment conducted by the institution to assess whether programs meet their educational objectives and outcomes with the purpose to improve program’s quality and enhancing students learning.

  22. Objectives of Self Assessment • Improve and maintain academic standards •     Enhance students’ learning. •     Verify that the existing programs meet their objectives and institutional goals. •     Provide feedback for quality assurance of academic programs.

  23. Components of The Self Assessment Process • Criteria : Eight Criteria for Self assessment. • Procedure: Specifies the process of initiating, conducting, and implementing the assessment.

  24. Criteria • Each criterion has an intent: A statement of requirements to be met. • Each criterion has several standards: They describe how the intents are minimally met

  25. Criteria and Standards 1.Program Mission, Objectives and Outcomes ( 3 standards). 2.  Curriculum Design and Organization(7). 3.  Laboratories and Computing Facilities (2). 4.  Student Support and Guidance (3)

  26. Criteria and Standards 5.  Process Control ( 5 ) 6.  Faculty ( 2) 7.  Institutional Facilities ( 2 ) 8. Institutional Support ( 3)

  27. Criterion 1: Program Mission, Objectives and Outcomes • Intent : Each program must have a mission, quantifiable measurable objectives and expected outcomes for graduates. Outcomes include competency and tasks graduates are expected to perform after completing the program. A strategic plan must be in place to achieve the program objectives. The extent to which these objectives are achieved through continuous assessment and improvements must be demonstrated.

  28. Vision • IQTM will be a dynamic contributor of the professionals, to the local, regional, national, and international manufacturing and services sector in the field of industrial Engineering and Quality Management.

  29. Mission The IQTM has a 3 fold educational mission. The teaching mission is to provide high quality undergraduate and postgraduate programs in the industrial engineering and Quality Management. The Research mission is to advance knowledge of Industrial Engineering & Quality Management to Strengthen and support manufacturing & service sector. The service mission is to participate in the faculty governance, in the broader community of the engineering profession, and in the mission of university.

  30. CORE VALUES Team Spirit Transparency Honesty Trust Integrity Accountability Fairness Respect Commitment

  31. Criterion 1: Standards • Standard 1-1: The program must have documented measurable objectives (SMART) that support departmental and institution mission statements

  32. Meeting Standard 1-1 • Document institution, departmental and program mission statements. • State program objectives. • Describe how each objective is aligned with program, departmental and institution mission statements. • Outline the main elements of the strategic plan to achieve the program mission and objectives. • Provide for each objective how it was measured, when it was measured and improvements identified and made

  33. Criterion 1: Standards • Standard 1-2 : The program must have documented outcomes for graduating students. It must be demonstrated that the outcomes support the program objectives and that graduating students are capable of performing these outcomes.

  34. Meeting Standard 1-2 • Describe the means for assessing the extent to which graduates are performing the stated program outcomes/learning objectives. 1.   Conducting a survey of graduating seniors every semester. 2.    Conduct a survey of alumni every two years. 3.    Conduct a survey of employers every two years.

  35. Meeting Standard 1-2 4.   Carefully designed questions asked during projects presentations. 5. Outcome assessment examination

  36. Criterion 1 Standards • Standard 1-3: The results of program’s assessment and the extent to which they are used to improve the program must be documented.

  37. Meeting Standard 1-3 • Describe the actions taken based on the results of periodic assessments. • Describe major future program improvements plans based on recent assessments.

  38. Criterion 2: Curriculum Design and Organization • Intent: The curriculum must be designed and organized to achieve the program’s objectives and outcomes. Also course objectives must be in line with program outcomes. The breakdown of the curriculum must satisfy the standards specified in this section. Curriculum standards are specified in terms of credit hours of study. A semester credit hour equals one class hour or two to three laboratory hours per week. The semester is approximately sixteen weeks.

  39. Criterion 2: Standards • Standard 2-1: The curriculum must be consistent and support the program’s documented objectives.

  40. Meeting Standard 2-1 • Describe how the program content (courses) meets the program objectives • Complete the matrix shown in Table 4.4 linking courses to program outcomes. List the courses and tick against relevant outcomes.

  41. Meeting Standard 1-2 Courses Vs. Program Outcomes

  42. Criterion 2 Standards • Standard 2-2: Theoretical background, problems analysis and solution design must be stressed within the program’s core material.

  43. Meeting Standard 2-2 • Indicate which courses contain a significant portion (more than 30%) of the elements in standard 2-2 in the following table. Standard 2-2 Requirement

  44. Criterion 2 Standards • Standard 2-3: The curriculum must satisfy the mathematics and basic sciences requirements for the program, as specified by the respective accreditation body. • Standard 2-4: The curriculum must satisfy the major requirements for the program as specified by the respective accreditation body.

  45. Criterion 2 Standards • Standard 2-5: The curriculum must satisfy humanities, social sciences, arts, ethical, professional and other discipline requirements for the program, as specified by the respective accreditation body. • Standard 2-6 : Information technology component of the curriculum must be integrated throughout the program. • Standard 2-7: Oral and written communication skills of the student must be developed and applied in the program.

  46. Meeting Standards 2-6 and 2-7 • Indicate the courses within the program that will satisfy the standard. • Describe how they are applied and integrated through out the program. • Indicate the courses within the program that will satisfy the standard. • Describe how they are applied.

  47. Criterion 3: Laboratories and Computing Facilities • Intent: Laboratories and computing facilities must be adequately available and accessible to faculty members and students to support teaching and research activities. To meet this criterion the standards in this section must be satisfied. In addition departments may benchmark with similar departments in reputable institutions to identify their shortcomings if any.

  48. Criterion 3 Standards • Standard 3-1: Lab manuals / documentation / instructions for experiments must be available and readily accessible to faculty and students. • Standard 3-2: There must be adequate support personnel for instruction and maintaining the laboratories. • Standard 3-3: The University computing infrastructure and facilities must be adequate to support program’s objectives.

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