1. PART 1: INTRODUCTION
2. PART 2: AUN-QA CRITERIA
2.1. CRITERION 1 - EXPECTED LEARNING OUTCOMES
2.1.1. The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university
2.1.2. The expected learning outcomes cover both subject specific and generic (i. transferable) learning outcomes
2.1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders
2.2. CRITERION 2 - PROGRAMME SPECIFICATION
2.2.1. The information in the programme specification is comprehensive and up-to-date
2.2.2. The information in the course specification is comprehensive and up-to-date
2.2.3. The programme and course specifications are communicated and made available to the stakeholders
2.3. CRITERION 3 - PROGRAMME STRUCTURE AND CONTENT
2.3.1. The curriculum is designed based on constructive alignment with the expected learning outcomes
2.3.2. The contribution made by each course to achieve the expected learning outcomes is clear
2.3.3. The curriculum is logically structured, sequenced, integrated and up-to-date
2.4. CRITERION 4 - TEACHING AND LEARNING APPROACH
2.4.1. The educational philosophy is well articulated and communicated to all stakeholders
2.4.2. Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes
2.4.3. Teaching and learning activities enhance life-long learning
2.5. CRITERION 5 - STUDENT ASSESSMENT
2.5.1. The student assessment is constructively aligned to the achievement of the expected learning outcomes
2.5.2. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students
2.5.3. Methods including assessment rubrics and marking schemes are used to ensure validity, reliability, and fairness of student assessment
2.5.4. Feedback of student assessment is timely and helps to improve learning
2.5.5. Students have ready access to appeal procedure
2.6. CRITERION 6 - ACADEMIC STAFF QUALITY
2.6.1. Academic staff planning (considering succession, promotion, re-planning, termination, and retirement) is carried out to fulfil the needs for education, research and service
2.6.2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research, and service
2.6.3. Recruitment and selection criteria including ethics and academic freedom for appointment, planning and promotion are determined and communicated
2.6.4. Competences of academic staff are identified and evaluated
2.6.5. Training and developmental needs of academic staff are identified, and activities are implemented to fulfil them
2.6.6. Performance management including rewards and recognition is implemented to motivate and support education, research, and service
2.6.7. The types and quantity of research activities by academic staff are established, monitored, and benchmarked for improvement
2.7. CRITERION 7 - SUPPORT STAFF QUALITY
2.7.1. Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service
2.7.2. Recruitment and selection criteria for appointment, planning and promotion are determined and communicated
2.7.3. Competences of support staff are identified and evaluated
2.7.4. Training and developmental needs of support staff are identified, and activities are implemented to fulfil them
2.7.5. Performance management including rewards and recognition is implemented to motivate and support education, research, and service
2.8. CRITERION 8 - STUDENT QUALITY AND SUPPORT
2.8.1. The student intake policy and admission criteria are defined, communicated, published, and up-to date
2.8.2. The methods and criteria for the selection of students are determined and evaluated
2.8.3. There is an adequate monitoring system for student progress, academic performance, and workload
2.8.4. Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability
2.8.5. The physical, social, and psychological environment is conducive for education and research as well as personal well-being
2.9. CRITERION 9 - FACILITIES AND INFRASTRUCTURE
2.9.1. The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research
2.9.2. The library and its resources are adequate and updated to support education and research
2.9.3. The laboratories and equipment are adequate and updated to support education and research
2.9.4. The IT facilities including e-learning infrastructure are adequate and updated to support education and research
2.9.5. The standards for the environment, health, and safety; and access for people with special needs are defined and implemented
2.10. CRITERION 10 - QUALITY ENHANCEMENT
2.10.1. Stakeholders’ needs, and feedback serve as input to curriculum design and development
2.10.2. The curriculum design and development process is established and subjected to evaluation and enhancement
2.10.3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment
2.10.4. Research output is used to enhance teaching and learning
2.10.5. Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement
2.10.6. The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement
3. PART 3: ANALYSIS OF STRENGTHS, WEAKNESSES
3.1. Assess strengths and weaknesses
3.2. Self-assessment results
3.3. List of evidence
