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European Journal of <strong>Educational</strong> Studies 2(2), 2010student performance, achieved academic standards, opinions of external assessors, representatives of stakeholders, employers,industry and other related beneficiaries.Learning: This dimension requires examining its related general precepts for institutions to ensure that facilities and resourcesare adequate to achieve the ILOs, student support programmes including details of academic and pastoral supportprogrammes, special provisions for outstanding and challenged students and a handbook providing details of all academic andnon-academic support services available to students, learning resources with reference to facilities and infrastructure and theiradequacy to academic and non-academic staff, student feedback on courses indicating the availability of the mechanism,teaching staff response, compliance of institution with the assessment system and the use of assessment in academicdevelopment.Management: This component entails checking its related general precepts, institution’s vision for quality enhancementindicating the strategy, followed mechanism, procedures, means to monitors its effectiveness and mechanisms fordisseminating and implementing policies, extent to which institution’s policies and regulations have been implemented,extent to which stakeholders have been engaged to gain the community’s trust in the academic programmes with reference toinstitution’s response to stakeholders’ views, extent to which the internal review system for quality assurance has beeneffective, impact of review reports (peer review, external assessor, student reviews and other assessment reports) on overallstudent performance; action plan for improving the quality of education including specific actions, time framework,responsible persons, resource needs and the origins of resources.Research: This dimension needs outlining its related general precepts, research plans indicating their bases and how theymeet institutional and national goals and the mechanisms for reviewing plans, participation of teaching staff in researchclarifying the percentage of research-active teaching staff by department how this matches research plans and researchcapacity building of staff, awards offered by the institution, sources and amount of research funding indicating the share ofthe total budget, share of different sources, research cost sharing between stakeholders, and the role of private sector, researchoutput, and an action plan for the research plan including actions, timeframe for execution, responsibility, resource needs, andthe origin of resources.Community: this factor requires illustrating its related general precepts, contribution of the institution to the community,society and environmental affairs with reference to indicate the number of units for community service in the institution,different types of activities for community service (training programmes, workshops, conferences, technical services and soon), mechanisms for assessing the impact of community services, action plan for community development with a list ofactions including responsible agencies, time frame, resource needs, origin of resources and expected outcomes. (Beccari andRauret, 2008: Pp. 74-76 and Didriksson and Herrera, 2007: Pp. xliii-xlv)Strategic reviewThe applicant Faculty of Social Work in Helwan University in Egypt for assuring and accrediting its quality must provide anoverall strategic review covers its policy and practice as a complement of self-study part required by agencies for QAAHE.The process of preparing strategic review should include several elements. Illustration of these elements follows.Objectives: The review of this element must refer how the institution assesses changing needs and priorities, identifiesemerging priorities, articulates strategic goals, secures means to achieve these goals and commits teaching staff andassociated organisations to a realistic plan.Preparation: Undertaking the review of this element requires carrying out preparatory tasks such as designating the person incharge, preparing a timetable paralleled with the related activities, defining review scope, preparing a review team includingan external reviewer, creating capacity involving related stakeholders, and recording key steps in review exercise for futureuse.Evidence: In this element, the institutional strategic review is based on evidence gleaned from the institution reports withreference to cover full critical account, SWOT analysis enabling the strategic review to be taken of performance andeffectiveness of systems and processes taking place, the direction the institution needs to follow in the foreseeable future, andbenchmarks from comparable institutions and professional organisations that publish standards and good practicesconstituting additional source of evidence.Content: This element requires indicating the text to which the institutional strategic review should cover specific fields.Illustration of these fields follows.60
European Journal of <strong>Educational</strong> Studies 2(2), 2010- The institution’s mission, its relevance and how it was adapted.- Academic programmes, their adequacy and an action plan for them.- Research and scholarly activities, their adequacy and an action plan for them.- Community involvement and an action plan for that.- Quality assurance systems, their adequacy and an action plan for them.- Governance and leadership with reference to indicate the ability of governing bodies, leaders and managers toarrange existing academic activities and respond to development and change, capacity of systems and academicleaders to encourage proactive approaches engaging stakeholders to be conducive to the full achievement of themission and its future role creating means to develop these approaches, identifications of any aspects that can beimproved to optimise the strategic position of the institution covering processes by which the institution is able toidentify priorities based on sound interpretation of facts and able to make plans happen, and an action plan forimproving governance and leadership.- Overall action plan with reference to structure this element in a way that includes introduction, summary of keystrengths, issues that need to be addressed, external factors that need to be taken into account, priorities at each levelof the activities covering all expressed components in realistic terms of timing, required resources, origin ofresources, responsible agencies, key monitoring indicators, and expected outcomes.- Appendices summarising quality reports.- Bibliography of any other sources used. (ibid., pp. 76-77)Department of Social Group Work, Faculty of Social Work in Helwan University in EgyptAssuring and accrediting quality of the Department of Social Group Work, Faculty of Social Work in Helwan University inEgypt entails that agencies of QAAHE requires from Faculty of Social Work in Helwan University in Egypt to guarantee thatall its departments have internal mechanisms for conducting a periodic review of their programmes and publish a report onthis review in order to ensure and enhance quality in keeping with its mission and based on acceptable academic standards.The specifications for assuring and accrediting the quality of the Department of Social Group Work, Faculty of Social Workin Helwan University in Egypt require basic information for providing all programme details including the name of theprogramme coordinator and external assessors and the date the programme was approved by the pertinent authority(UNESCO: 1992, pp.11-12).To assure and accredit the quality of the Department of Social Group Work, Faculty of Social Work in Helwan University inEgypt, certain types of information required to be attained. Illustration of these types follows.Basic Information: Structuring the basic information of the Department of Social Group Work, Faculty of Social Work inHelwan University in Egypt for assuring and accrediting its quality requires including certain elements. Some of theseelements include: aims of the department including its ILOs; academic standards that are to be achieved by graduates uponcompletion of programme based on external references/benchmarks and TLSs; programme structure, content, minimumduration required for completion in accordance with teaching staff bylaws, ILOs and TLSs; programme admissionrequirements providing the criteria and rules for admission and the level at which the programme starts; regulationsconcerning academic progression, completion of programmes and inter-programmes/teaching, staff mobility; and programmeassessment detailing assessment mechanisms and involvement of stakeholders and external assessors. (Sanyal: 2007, pp. 73-74)Statistical Information: Statistical information about the Department of Social Group Work, Faculty of Social Work inHelwan University in Egypt for quality assurance and accreditation requires: number of students starting its academicprogramme programme, with a view to consider that if programme is a specialisation starting in a later year, number ofstudents in that year must be provided; results of student assessment, including percentage of students passing and failing ineach year/level/semester and a percentage of those starting and distribution of students passing by marks or scores. (Harrisand Sauri: 2008, p. 19)Professional Information: Professional information of the Department of Social Group Work, Faculty of Social Work inHelwan University in Egypt deals with the extent to which the programme specifications of the department have beenachieved, and how the quality of programme can be assured and accredited. Professional information of the Department ofSocial Group Work, Faculty of Social Work in Helwan University in Egypt for quality assurance and accreditation requires:academic standards for achieving the ILOs, relevance of the subject matter, assessment methods and student achievement;quality of learning opportunities including a comparison of: the executed TLSs and planned; the actual available support tostudents in addition to the planned one; and the available learning resources planned along with suggestions for correctivemeasures for deficiencies and further development; quality management including comments on: the existence of periodicquality assessment of the programme; the system management effectiveness in meeting ILOs and the steps taken to correct61
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