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The ‘new’ programme review process
Three principles underpin the ‘new’ programme review approach. First, the process aligns to the Higher Education Quality Committee’s (HEQC) criteria for accreditation (CHE 2004), but is developmental and focused on curriculum, and learning and teaching. Second, UJ programmes remain abreast of the changing external context and trends, and preferably anticipate these, and are underpinned by an appreciation of the position of a university
in society. Third, the process recognises that quality assurance is a contested territory.
The healthy tensions these concerns collectively represent are integrated into discussions of programme design and delivery such that meaningful innovation and collaboration within and beyond UJ is enabled.1 UJ’s key priorities – the Fourth Industrial Revolution, decolonisation and sustainable development goals – are integrated into the process. Finally, the process enhances the positive aspects of the programme and identifies and addresses areas for development in design or delivery. Bench-marking opportunities, external input and feedback are shared in the workshops from which the self-evaluation results and areas for further support and development are identified.
In the previous review process, one or two individuals in a department would prepare a report in which the responses to the 19 accreditation criteria as well as the additional UJ criteria were presented with the evidence. A site visit would then occur. Following the site visit, a report would be issued, and the department would then write the improvement plan in response to the report. The ‘new’ review process, collaborative and explorative in nature,
is premised on a series of workshops (usually three) involving all academics teaching on the programme. In each succeeding workshop or ‘spin-off’ discussion session, the programme is interrogated in increasing depth. The programme team, with the QA team, then determines what the themes of the review will be. The panel members are selected on this basis, ensuring that the programme team is able to obtain meaningful input into the area they have identified as in need of consideration. Although the new programme review process may take up to nine months to complete, it is punctuated by amendments to the programme being submitted through faculty and Senate structures, by additional development in curriculum and assessment, and by internal discussions and deliberations on matters raised (for example, module changes, credit weighting changes, changes to assessment practices, etc.).
The ‘new’ programme review process is fundamentally respectful of the importance of the academic and is designed to promote the development of academics and crucial support staff. Although not necessarily a programme review outcome, the workshops develop shared understandings of the regulatory and accreditation requirements for curriculum development, assessment, programme management and the student experience. The process has been adapted to suit the needs of programmes recognised by professional bodies.
The programme review process is perceived as a valuable quality assurance tool, allowing for both acknowledgement of successes achieved and for critical self-reflection, ensuring ongoing programme development and relevance. The minimum of three facilitated workshops affords all academic staff on a programme the opportunity to engage (face- to-face or virtually) on programme management and programme quality issues. The focus of the engagement in the workshops is on teaching and learning at the programme level. However, no aspect is excluded, and enables the identification of factors external to the teaching and learning process that may impede the successful delivery of programmes, such as inadequate infrastructure, facilities, internet access, etc.
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1 For good coverage of the role of universities in meeting ‘needs’, see Bear & Skorton (2018).
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