Timeline and Guidelines

Step 1

• Review the data provided. The results of the exit survey of UG students (SESQ) are particularly important.
• Consider additional information that might be helpful: the number of students in UROP/internships/exchange; student academic progress; graduate employment...
• Ask colleagues to provide input on “good practice”: innovation in teaching or assessment; student advising and mentoring; co-curricular activities...

Step 2

• Look at the results of stakeholder feedback
• What did students contribute through joint meetings or focus-group sessions?
• What had alumni or employer contacts or formal sessions contributed?
• Had there been visits/reviews by academic peers?
• Consider accreditation-related feedback to report, or other benchmarking activities

Step 3

• Reflect on the data and feedback. What does it indicate about areas of strength and weakness, what issues have been raised?
• Reflect on your unit’s QA arrangements
• Was QA aligned with the requirements of the HKUST QA Framework?
• Could arrangements be streamlined or strengthened?
• Were decision-makers receiving the information they require?
• Had students and other stakeholders been informed of decision makers' actions?

Step 4

• Determine the key issues for the reporting period and the priorities for the year ahead.

Step 5

• Provide a Draft report based on Steps 1 to 4. Discuss the Draft with colleagues. Present the Draft through the Head to the Department
• Develop a revised Report, based on comments. 

• Do keep the Report brief (no more than five pages for department reports on UG education and TPg programs);
• Do show that evidence has been reviewed and has had an impact on plans;
• Do try to identify trends and patterns;
• Do give priority to feedback from “external points of reference”;
• Do refer back to action items from previous reports;
• Do make the most of the good things you are doing for student learning;
• Do be frank and self-critical, but, where you express concerns, show that there are plans for improvement;
• Do try to demonstrate that your QA process is working: issues have been raised in the right committee, referred to the right place, dealt with appropriately and implementation actions monitored;
• Do be forward-looking and present plans for action.

• Don’t reproduce data is already available;
• Don’t make assertions unless you have some evidence or examples that can back them up;
• Don’t simply describe your existing QA arrangements or activities supporting students without reflection and evaluation;
• Don’t try to be comprehensive: focus on areas of concern for the reporting period.