Programme Management
STANDARD: at the programme level, policies are in place to raise awareness about inclusiveness of digital education. Policies and regulations follow the norms that exist at institutional level, and are harmonised between the courses to streamline the students experience and avoid inconsistencies. A proactive approach is taken to foster cooperation and exchange of information among the various actors of the programme (faculty and programme management staff).
CRITERIA
2.1. The programme management and the non-academic staff in charge are trained to the specificities and challenges of digital education. Information and training sessions (formal/unformal) are organized to raise awareness on inclusiveness. The programme management adopts a proactive position for
the exchange of best practices related to inclusiveness among the faculty members and encourages information sharing.
2.2. Whenever possible, time zones are taken in consideration to minimize inconvenience for international students. Students are informed that courses may be delivered outside of their local working hours.
2.3. The programme encourages consistency between the different courses to avoid different rules of conduct.
Examples of such practices may include assiduity/participation, choice between online/F2F, course etiquette/” netiquette”, evaluation and exams rules.
2.4. The programme promotes the use of compatible equipment among the courses to minimize financial costs, and adopts a principle of parsimony (avoiding non-essential equipment).
2.5. If it does not infringe confidentiality, information about students at risk (identification, follow up and possibility of individual support) is made available/shared among the programme faculty and management.
2.6. If it does not infringe confidentiality, information about students at risk (identification, follow up and possibility of individual support) is made available/shared among the programme faculty and management.
Examples of such preparation may include introduction to the experience of learning online and what is needed to manage challenges successfully. Information may also be provided to students about specific digital education challenges that they may encounter (procrastination, sense of isolation, computer fatigue, extra workload etc.) and a list of possible countermeasures.
EVALUATION
No information is available or no evidence had been encountered. It is not possible to define whether inclusiveness is taken into consideration at the course design stage.
Partial evidence has been encountered; it indicates that inclusiveness is taken into consideration at the course design stage, but further progress could be made.
Much concordant evidences indicate that inclusiveness is an important aspect and efforts are made take it into consideration at course design and preparation stage.
COMMENTS AND SUGGESTIONS
o Suggested improvements for Programme management.
o Main shortcomings that should be remedied.
o Best practice or remarkable achievement:
QUALITY ASSURANCE FRAMEWORK STANDARDS & CRITERIA
IDEA PROJECT TEAM
