http://ir.lib.ruh.ac.lk/handle/iruor/8569 Wed, 13 May 2026 20:50:47 GMT 2026-05-13T20:50:47Z http://ir.lib.ruh.ac.lk/handle/iruor/8658 Rethinking 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. Wed, 21 Sep 2022 00:00:00 GMT http://ir.lib.ruh.ac.lk/handle/iruor/8658 2022-09-21T00:00:00Z http://ir.lib.ruh.ac.lk/handle/iruor/8656 Introduction 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). Wed, 21 Sep 2022 00:00:00 GMT http://ir.lib.ruh.ac.lk/handle/iruor/8656 2022-09-21T00:00:00Z http://ir.lib.ruh.ac.lk/handle/iruor/8655 Implementation 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. Wed, 21 Sep 2022 00:00:00 GMT http://ir.lib.ruh.ac.lk/handle/iruor/8655 2022-09-21T00:00:00Z http://ir.lib.ruh.ac.lk/handle/iruor/8654 Centralized 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. Wed, 21 Sep 2022 00:00:00 GMT http://ir.lib.ruh.ac.lk/handle/iruor/8654 2022-09-21T00:00:00Z