Internal Reviews The first half of 2021 had seen 22 internal programme reviews under way, in addition to four research centre reviews. Two reviews were completed in the same period, with excellent outcomes. FADA held a successful Health Professions Council of South Africa (HPCSA) site visit for the newly accredited Master of Arts in Art Therapy. The reviewers praised the programme as a ground-breaking take on the discipline. Engineering Council of South Africa (ECSA) and South African Council for Planners (SACPLAN) site visits were also undertaken, with seven of FEBE’s engineering programmes subjected to review during the 29-30 July 2021 site visit. Preparations are under way for site visits in August by the South African Council for Quantity Surveying Profession (SACQSP) and the South African Council for the Project and Construction Management Professions (SACPCMP) for a further two FEBE programmes. CAPQP contributes also to the broader development of staff, working in collaboration with the CASD to present on programme development, the development and approval of Short Learning Programmes (SLPs), and programme reviews. In 2022, CAPQP reported on the themes which emerged from the reports on the programmes reviewed to STLC. These are as follows: The need for improved research writing skills and general writing ability for students: more support is needed for students to improve their writing abilities. The development of the kinds of skills required for research needs to begin in the lower-level qualifications. Continuous and developmental opportunities or developing writing skills are needed across all levels of study. Tracking graduate employability: there is a need for a more systematic approach to tracking graduate employability and programme impact as both of these provide invaluable input into curriculum and pedagogy. Service modules and relationships with service departments: consistent across all reports is the finding that service modules impact on student success and throughput with questions about relevance and content being raised. The moderation process should be reviewed at an institutional level: CAPQP recommended that the template for the moderator’s report be amended to engage moderators in deeper reflection on assessment practices across the various levels. Roles of Bridging programmes should be clarified at an institutional level: care should be taken not to duplicate the curriculum of a formal programme. Constructive alignment, programme purpose and type: the differences between a diploma and a degree in the same discipline mut be clear in respect of purpose and exit level and are to be clearly articulated to students and staff so that the alignment of outcomes, levels and assessment are coherent. 2022 ANNUAL REPORT: DIVISION FOR TEACHING EXCELLENCE 71
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