RUQAS 2022http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/85692024-03-28T17:42:33Z2024-03-28T17:42:33ZRethinking built-in quality in higher education: Strategies for successBandara, Deepthihttp://ir.lib.ruh.ac.lk/xmlui/handle/iruor/86582022-09-28T07:07:39Z2022-09-21T00:00:00ZRethinking built-in quality in higher education: Strategies for success
Bandara, Deepthi
The modern concept of quality, which evolved from the original “fitness for purpose” or “exceptional
nature with zero defects” to a “process of transformation providing value for money”, is now
considered a desirable attribute of every human activity including higher education. However, unlike
the industrial model of quality where precise control is expected of its product, in the role of
Universities and Higher Education Institutes (HEIs) as providers of knowledge generation or
innovation, the concept of quality is applied to the education service and not only to the output of the
process - it is graduate. Hence, the concept of quality in higher education has to be viewed for its
multi-dimensional nature, which encompasses all its functions and activities including teaching/
learning, research, and community service.
2022-09-21T00:00:00ZIntroduction of a competency-based evaluation framework to assess clinical skills in undergraduates of BSc (Hons) in speech and hearing sciences in audiologyIleperuma, L. D.de Silva, M. D. K.http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/86562022-09-28T07:01:59Z2022-09-21T00:00:00ZIntroduction of a competency-based evaluation framework to assess clinical skills in undergraduates of BSc (Hons) in speech and hearing sciences in audiology
Ileperuma, L. D.; de Silva, M. D. K.
Implementation of Competency-Based Curricula (CBC) and the use of valid and reliable methods in
assessing clinical competence have taken the attention of medical educationalists in the last few
decades. This system is known to promote the acquisition of knowledge and the development of
necessary skills and attitudes for practising in relevant fields to meet the demands in the labour market
(Santos, 2011).
Audiology is a multidimensional field involving carrying out evidence-based and client/family-centred
audiological practices, health promotion and wellbeing through appropriate communication and
collaborations, lifelong learning, maintenance of ethical and professional behaviour, and advocacy.
Audiology education programmes are offered at varying levels according to the requirements and
resources available in different countries. In Sri Lanka, holders of the certificate of diploma issued by
the Ministry of Health and graduates of the BSc (Hons) in Speech and Hearing Sciences in Audiology
offered by the University of Kelaniya work as audiology technicians and audiologists, respectively in
public and private audiology settings. The BSc (Hons) degree programme consists of four years of
full-time study with a total of 120 credits on par with the Sri Lanka Qualification Framework (SLQF)
level 6.
The graduate profile of Audiology graduates is based on the three cardinal areas; (1) Audiologist as a
clinician, (2) Audiologist as a researcher, and (3) Audiologist as a professional, all of which are
compatible with the SLQF level 6 learning outcomes and level descriptors. The general competencies
of the programme include knowledge, clinical skills, application, interpersonal skills, community
health engagement and health promotion, evidence-based practice, professional ethics and integrity,
and reflective practice.
The curriculum includes theoretical modules and clinical practica across the four years. In the
curriculum implemented from 2008- 2015, the clinical practica consisted of 21 credits contributing to
945 hours. These included clinical teaching, observations, supervised sessions, documentation, and independent work. The assessment of practica consisted of a set of summative examinations; Objective
Structured Clinical Examination (OSCE), portfolio, case presentation, and viva voce (Table 1).
2022-09-21T00:00:00ZImplementation of teaching excellence model and measuring teaching performance: Case of Department of Finance in University of Kelaniya, Sri LankaWeligamage, S. S.Abeyesekera, R.Premarathne, W. G. I. D.Perera, P. A. S. D.http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/86552022-09-28T06:53:21Z2022-09-21T00:00:00ZImplementation of teaching excellence model and measuring teaching performance: Case of Department of Finance in University of Kelaniya, Sri Lanka
Weligamage, S. S.; Abeyesekera, R.; Premarathne, W. G. I. D.; Perera, P. A. S. D.
Quality assurance models play major roles in improving quality of educational services including the
teaching quality and final focus of quality assurance models is to identify the appropriate performance
measurement indicators in different aspects. Yorke (1998) considered performance indicators as
standard components of the language of accountability in higher education. Hence, monitoring and
assessing teaching performance, moving towards greater accountability and thereby making
improvements had become as key requirements for higher education (Maheu, 1995; Alexander, 2000;
Behn, 2003). In a successful organization, performance is measured by the improvements of services
quality experienced by the customers as well as by the results delivered to other stakeholders. Dunkin
(1992, as cited in Richardson, 2005) highlighted the purposes of collecting students‟ evaluation of
teaching to provide diagnostic feedback to teachers about the effectiveness of their teaching and
feedback information can be used as a measurement of teaching effectiveness to be used in
administrative decision making. But the usage of those information and lack of communication of
feedback can be taken as weak points in this process. At the same time, excellence in teaching should
evaluate from different aspects of integrated and coherent academic practice (Harland, 2016; Zou et
al., 2020). In order find a better solution, Department of Finance, introduced and implemented the
Teaching Excellence Model to measure the teaching performance of existing staff members.
The main objectives of implementation of this award are to motivate the staff members, enhance the
quality of the programmes offered by the Department of Finance, University of Kelaniya, to recognize
and reward excellent teaching, to raise the esteem for teaching and to use the student feedback for
administrative purposes.
2022-09-21T00:00:00ZCentralized online course evaluations conducted by the Faculty of Medicine in the University of Ruhuna, Sri LankaJayasinghe, S. S.Chandrasiri, U. A. P. A.Manthika, H. G. G. I.Prasadi, W. K. A.http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/86542022-09-28T06:49:04Z2022-09-21T00:00:00ZCentralized online course evaluations conducted by the Faculty of Medicine in the University of Ruhuna, Sri Lanka
Jayasinghe, S. S.; Chandrasiri, U. A. P. A.; Manthika, H. G. G. I.; Prasadi, W. K. A.
Course evaluation is an integral part in higher education system. A course evaluation is a paper or
electronic questionnaire, which requires a written or response answer to a series of questions in order
to evaluate a given course. It is recommended by the University Grants Commission as a best practice
to be internalized, that facilitates a better understanding on how well teaching / learning needs are met
by the students. The course evaluations allow a faculty to develop an action plan for course
improvement as needed and to implement course changes and student concerns (Schiekirka, Feufel,
Herrmann-Lingen & Raupach, 2015).
Ongoing course evaluation is a key component of quality improvement in higher education. The
literature recommends a comprehensive approach in evaluating curricular, teaching / learning,
assessments, learning environment and student support (Abrahams & Friedman, 1996). However, there
remain a number of challenges in implementing the course evaluation process. The most critical fact is
maintaining acceptable response rates. According to the literature acceptable response rate is 50%
(Goodman, Anson & Belcheir, 2015).
The MBBS degree programme in the Faculty of Medicine, University of Ruhuna consist
of 15 different subjects involving 15 departments, running for 5-year degree programme. The course
evaluation in the faculty implemented centrally through Internal Quality Assurance Cell (IQAC) since
2020.
This paper aims to share how the Faculty of Medicine internalized course evaluation and improve the
course based on the feedback received from the students.
2022-09-21T00:00:00Z