CCT QUALITY ASSURANCE
HANDBOOK
2008, revised 2013
December 2013
COLLEGE OF COMPUTER TRAINING (CCT)
TABLE OF CONTENTS
PAGE NO.
Section A
1. Handbook Introduction
3
Section B
2. Mission Statement
4
Section C
3. Quality Assurance Overview
5
Section D
4. Organisation Management Structure
20
Section E
5. Internal Procedures and Guidelines for the Design,
34
Institutional Approval and External Validation of
New Programmes
Section F
6. Procedures and Guidelines for the Assessment of Learners
41
Section G
7. Procedures for Ongoing Monitoring of Programmes
59
Section H
8. Procedures for Periodic Evaluation of Programmes
65
Section I
9. Procedures for Selection, Appointment, Appraisal and
74
Development of Staff
Section J
10. Procedures for Evaluating Premises, Equipment and Facilities 85
Section K
11. Procedures for Evaluating Services Related to Programmes 90
of Higher Education and Training
Section L
12. Procedures for Evaluating the Effectiveness of Quality
100
Assurance Procedures
Appendices
104
A contents breakdown of each section is displayed on the cover page of each Section
CCT QA Handbook 2008, revised 2013
2
COLLEGE OF COMPUTER TRAINING (CCT)
Section A
1. HANDBOOK INTRODUCTION
The College of Computer Training (CCT) has committed itself to embracing an inclusive
Quality Assurance culture. This Quality Assurance handbook demonstrates that
commitment.
As an independent, third-level educational institution, providing full-time and part-time
ICT and Business programmes, CCT aims to continually agree its Quality Assurance
policies and procedures with Quality & Qualifications Ireland (QQI) to enable further and
higher education level programmes to be validated by the Council.
Following the establishment of QQI under the Qualifications & Quality Assurance
(Education and Training) Act, 2012, and the requirement also under this act of providers
to establish and agree Quality Assurance procedures with QQI, CCT has revised its QA
policies and procedures in this handbook.
This updated Handbook details systematic quality assurance procedures for a range of
data collection and analysis, identifies the appropriate forum for monitoring the data and
requires both a recording of actions to be taken and a review of the effectiveness of
these actions.
This revised CCT QA Handbook will be available for download electronically on its
website and in hard copy format in the college Library. The Handbook is presented in
modular form to facilitate accessibility, transparency, and ongoing modifications.
The contact details of CCT are as follows:
Tel.: (01) 6333444; Fax: (01) 6333446; Email: info@cct.ie, Web: www.cct.ie
CCT QA Handbook 2008, revised 2013
3
COLLEGE OF COMPUTER TRAINING (CCT)
Section B
2. MISSION STATEMENT
CCT was established to provide a wide range of part-time and full-time computing and
business courses to meet the increasing demand around the world to develop and
enhance IT knowledge, skills, and opportunities. CCT was also formed to offer Irish and
International students a unique, multicultural educational and training experience.
It aims to achieve this in an innovative, responsive, caring, and flexible learning
environment, with state-of-the-art facilities.
CCT is committed to producing capable professional graduates, providing access to
students of all ages and backgrounds, and to achieving quality and excellence in all
aspects of its work. CCT strives to maintain a learner focus in directly preparing our
students for further study or careers in the Information Technology and Business
industries and the global economy as a whole. CCT aims to promote a working
environment that encourages equal opportunities based on initiative, innovation,
teamwork, high standards and integrity.
CCT firmly believes in the individual potential of the learner and that learning is lifelong.
The college seeks to fulfill this mission by:
(a) providing full-time, high-quality, accessible and interactive third-level education,
largely comprising nationally validated programmes at certificate, diploma,
undergraduate degree and postgraduate diploma levels in the area of computing
and business
(b) providing continuing education training programmes offering largely part-time
certificate and diploma programmes of ICT and Business education and training
in a flexible mode to those unable to avail of full-time programmes
(c) providing customised ICT and Business training for enterprises in the Dublin
region
(d) promoting and developing a quality assurance culture within the institution, and
continually reviewing and developing policies and procedures on all pertinent QA
areas
CCT QA Handbook 2008, revised 2013
4
SECTION C
3. QUALITY ASSURANCE OVERVIEW
3.1
Introduction
3.2
Transparency & Accountability
3.3
Communications
3.4
Equality
3.5
Learner Participation
3.6
Learning
3.7
Learner Support
3.8
Learner Protection
3.9
Assessment
3.10 Teaching
3.11 Programme Development, Delivery & Review
3.12 Committee Structure
3.13 Campus Learning Environment
3.14 Staff Development
3.15 Verifiable Data & Monitoring Mechanisms
3.16 Access, Transfer & Progression
3.17 Provision & Maintenance of Resources
3.18 Continuous Improvement
3.19 CCT Quality Assurance Committee Structure
3.20 Governing Body
3.21 Academic Council
3.22 Quality Assurance Committee
3.23 Audit Team
3.24 Course Board
3.25 Facilities & Resources Committee
3.26 Marketing & Communications Committee
3.27 Student Services & Support Committee
3.28 Teaching, Learning & Assessment Committee
CCT QA Handbook 2008, revised 2013
5
COLLEGE OF COMPUTER TRAINING (CCT)
Section C
3. QUALITY ASSURANCE OVERVIEW
3.1 INTRODUCTION
3.1.1 It is necessary that CCT’s quality assurance policies and procedures must be
subject to the same rigorous monitoring and review process as its educational and
training programmes. The college is committed to self-evaluation and external review.
These mechanisms will play a pivotal role in monitoring the effectiveness of quality policy
and procedures.
3.1.2 The college, through its Quality Assurance Policy, sets out to establish a coherent
framework for enhancing the quality of education and training provided and showing that
standards are safeguarded.
3.1.3 The Quality Assurance Handbook should, upon completion, permit the monitoring
of mechanisms to ensure that the policy is delivered and learners’ rights prioritised. This
policy is proofed against the Mission Statement and is in accordance with the current
college Strategic Plan.
3.1.4 The following principles and commitments fulfilled by CCT are the principles and
policies which underpin the college’s Quality Assurance. Please also note that each
committee illustrated in the Quality Assurance Chart (Appendix C1), and described
below, is currently active with various roles and responsibilities, but it is anticipated that
as the college grows some of these responsibilities will be divided into sub-committees.
3.2 Transparency & Accountability
3.2.1 CCT will ensure that relevant information is made accessible to stakeholders. A
quality ethos must be embedded in a culture of openness and transparency. All relevant
programme information, e.g. syllabi, class notes, schedules and assessment
requirements are made available in electronic and/or hard copy. Learners can access
the college Course Management System called Moodle to download all lecture notes.
Greater Transparency is achieved by using internet and intranet facilities to publish
college development and course information, policy documents and procedures adopted.
3.2.2 In any educational institution promoting a quality sensitive culture, it is vital to
ensure that all stakeholders know who is accountable in all areas of the college. While
the systems put in place to manage quality evolve from the active involvement of all
relevant stakeholders, senior management has clear responsibility for promoting and
CCT QA Handbook 2008, revised 2013
6
maintaining a college-wide quality culture and approach. It is also acknowledged and
accepted that management must create an environment conducive to participation, trust,
teamwork, empowerment and pride in performance.
3.3 Communications
3.3.1 CCT is committed to the free-flowing, two way exchange of information between
learners, staff, and other stakeholders, inclusive of diversity. CCT endeavours to provide
updated and accurate information while seeking feedback on all its programmes and
services; to enable them to remain relevant and useful to stakeholders and students
alike.
3.3.2 CCT strives to continually develop its communication tools and information
resources, as the college views effective communication with current and potential
learners, staff and other stakeholders as a vital element to fulfilling the college’s overall
mission.
3.4 Equality
3.4.1 The College of Computer Training (CCT) is committed to delivering programmes of
education and training whilst providing all other related services, in a manner which
accommodates diversity, combats discrimination and promotes equality of opportunity.
3.5 Learner Participation
3.5.1 Learner representatives will be included and identified with a role in quality
assurance of the college. CCT will strive to develop and administer systematic methods
for gathering learner feedback on education programmes and support services. Fair and
transparent mechanisms for processing complaints and appeals and a commitment to
speedily and adequately address perceived weaknesses are prerequisites in
guaranteeing learners’ rights.
3.6 Learning
3.6.1 CCT will endeavour to create an environment in which learners have responsibility
for their own learning. All relevant course information must be accessible and all
appropriate library and IT facilities readily available to create ideal conditions for
individual learning.
3.6.2 To provide opportunities for active learning, the college encourages the use of
group and project work, fieldwork, reflective practice, work placements, dissertation
writing, real case studies, practical sessions with facilitative Demonstrators in class if
necessary, and the simulation of employment skills.
3.6.3 CCT strives to maintain an interactive learning environment at undergraduate and
postgraduate level. This cultivates a more interactive learning style between teacher
CCT QA Handbook 2008, revised 2013
7
and learner, ensuring that more attention is afforded on an individual basis and classes
can be broadly delivered in lecture/tutorial styles.
3.7 Learner Support
3.7.1 CCT prides itself on the high levels of academic, technological, and developmental
support it can offer its learners as a small, educational institution. The college will strive
to maintain and improve the academic and general support services available to its
learners.
3.7.2 CCT is committed to providing a stimulating learning experience in a supportive
environment. It is acknowledged that quality accessible support services combined with
evaluation systems and procedures are necessary and inherent to an active quality
assurance culture.
3.8 Protection of Enrolled Learners
3.8.1 As a private educational profit-making institution, CCT has specific arrangements
in place to provide for and protect learners in the unlikely event CCT would cease to
provide a particular programme.
3.8.2 In the unlikely event of a programme of study unexpectedly ceasing, learners will
be transferred to another provider offering the same or similar programme. To facilitate
this, CCT plans to establish agreements with two educational providers to which course
participants will be directed in the unlikely event of cessation of a programme. In the
event of a programme of study unexpectedly ceasing, where the option of transfer is not
acceptable or feasible to the learner, CCT will refund the most recently paid fees.
3.9 Assessment
3.9.1 The College of Computer Training (CCT) is committed to ensuring that the
assessment of its learners is fair and consistent, accounting for individual needs, and is
integrated across all programmes, consistent across assessors, concurs with national
best practice and orientated entirely towards the progress, development and
achievement of its student body.
3.9.2 Established fair and consistent assessment practices that satisfy external
standards is a fundamental quality objective. CCT is committed to having an
examination and assessment system which is continuous, fair, consistent, transparent,
and effective in measuring the extent to which learners achieve the stated learning
outcomes. To protect the integrity of grades, learners must have available sufficient
information on assessment requirements and all component elements of final grades.
3.10 Teaching
3.10.1 The process of teaching and learning, and the relationship between teachers and
learners is the essence of any educational institution. CCT is committed to supporting
CCT QA Handbook 2008, revised 2013
8
innovative teaching methods by recognising and promulgating best teaching practice.
Academic support of the learner begins with the teaching process. Strong
communication between administrative and teaching staff, as well as the provision of the
necessary resources for effective teaching and learning must then be available to
provide academic support to students of varied abilities and backgrounds. Similarly CCT
has monitoring systems to ensure this support.
3.10.2 The advantages of exposing learners to different teachers, teaching styles,
cutting-edge technologies and to an appropriate mix of learning modes, e.g. lectures,
seminars, tutorials, and practical’s, is recognised by CCT. Regular progress feedback to
learners by teachers and other staff members, together with timely and appropriate
responses to coursework, form a necessary backdrop to quality programme delivery.
3.11 Programme Development, Delivery and Review
3.11.1 The college endeavours to offer a suite of relevant programmes of approved
content and standard together with a systematic process for the monitoring, evaluation
and continuous enhancement of these programmes. Where CCT is running
programmes validated and awarded by external bodies, every effort is made to comply
with the relevant bodies’ requirements and recommendations with regard to the
aforementioned processes.
3.11.2 The involvement of external specialists in the design, monitoring and review of
programmes is critical. Central to its quality assurance system, is CCT’s policy and set
of procedures pertaining to Self-Evaluation. Self-Evaluation, if conducted in a structured
and systematic way, should lead to improvement of programmes and services.
Learners, management, staff and an external evaluator contribute to the Self-Evaluation
process conducted by CCT.
3.12 Committee Structure
3.12.1 Operating a committee structure that will deal most effectively with maintaining
and improving the quality of education provided is paramount. All committees with an
input to quality assurance will have clearly outlined membership and terms of reference.
These committees will operate under unambiguous standing orders with minutes
recorded and retained.
3.13 Campus Learning Environment
3.13.1 CCT must ensure that its premises, equipment, and facilities meet the needs of a
small, third-level learner body. CCT has mechanisms in place whereby staff and
learners can regularly monitor this aspect of CCT’s learning environment and make
recommendations. It is recognised that actions taken in response to these
recommendations must be recorded and the effectiveness of these actions evaluated
and recorded.
CCT QA Handbook 2008, revised 2013
9
3.14 Staff Development
3.14.1 Every effort will be made to recruit and retain the staff required to ensure the
delivery of a quality education service. CCT is committed to having a qualified,
committed teaching staff in sufficient numbers, employing suitable teaching and research
methods in line with the programme requirements and learner needs.
3.14.2 CCT recognises that staff development and training is a necessary and
worthwhile commitment especially in the IT industry. Technology is constantly
advancing; having staff and learners that are abreast of these advances is imperative for
the continued advancement of CCT and its learners. CCT strives to create and promote
opportunities that allow staff to become and/or remain experts in their field.
3.15 Verifiable Data and Monitoring Mechanisms
3.15.1 The college will generate and collate all necessary data in order to monitor critical
quality indicators, e.g. continuous assessment results, examination results, completion
rates, class attendance rates, learner feedback, extern examiners’ reports, committee
reports, graduate destination data.
3.15.2 Data will be managed and used for planned interventions, to be decided by the
relevant college committee. It is through the basic process of acting and intervening on
results of verifiable data, and evaluating these interventions that change and ultimately
continuous improvement can be achieved.
3.15.3 Examples of monitoring mechanisms already in use by CCT are: learner
feedback and staff feedback forms. All data is protected in accordance with current Data
Protection legislation in Ireland.
3.16 Access, Transfer & Progression
3.16.1 CCT is committed to providing current and prospective learners with all the
information necessary to allow them to make informed decisions regarding their chosen
programme of study. It is the intention of the college to evaluate a student’s prior
learning in accordance with CCT policy and relevant accrediting bodies, requirements,
making every effort to promote an equitable and fair admission process, whilst also
providing programmes of study which facilitate learners who wish to transfer or progress
to other programmes leading to recognised awards.
3.17 Provision and Maintenance of Resources
3.17.1 The provision of a quality learning resource is a very high priority and the college
will continuously strive to upgrade existing facilities in line with high standards and those
of industry leaders, within the context of the college’s financial budgets.
CCT QA Handbook 2008, revised 2013
10
3.18 Continuous Improvement
3.18.1 The quality assurance system of CCT is fundamentally based on the principle of
continuous improvement. The college is committed to constantly striving to make the
organisation and the quality assurance system more effective. Continuous improvement
is the core management strategy of the College and covers all aspects of the operation
of the College. All continuous improvement activities are recorded and tracked with
regard to the procedures and processes they affect.
CCT QA Handbook 2008, revised 2013
11
3.19 CCT QUALITY ASSURANCE COMMITTEE STRUCTURE
3.19.1 Please see Appendix C1, for an illustration of the CCT Quality Assurance Chart,
and how Quality Assurance is structured and managed at CCT. Outlined below are the
details of the main responsibilities and functions of each of the QA committees at CCT,
and which positions these committees entail.
3.20 Governing Body & College Advisory Board
3.20.1 The Governing Body is responsible for significantly contributing to setting the
strategic objectives and targets and overseeing the strategic planning and financial
management of the College. It is also responsible for contributing to the integration of
the quality assurance policies and procedures into the Colleges’ strategic plans.
3.20.2 The Governing Body meets three times per year to monitor the quality of
education, view student achievement, and to facilitate an exchange of information
between the College and its stakeholders.
3.20.3 At a basic level, each individual lecturer is responsible for delivering academic
quality in his/her module or course. The management, administration, and academic
structure of the college are designed to guide, underpin and help that individual’s work.
The quality assurance system requires both committees and individuals to undertake
specific responsibilities as summarised below and overseen by the Governing Body.
3.20.4 The Governing Body comprises of: Two strategic mentors (one external
academic expert and one financial and legal management external expert), and the
College Director.
3.20.5 The College Advisory Board is a non-executive external expert support group to
serve to enhance the following at CCT: a) help shape the strategic development of the
college; b) significantly contribute to the improvement of the student experience; c) to
significantly contribute to the development of industry relevant, high standard academic
programmes; and d) to advise and assist the college in nurturing relationships between
CCT, its graduates and the wider community, and to the enhancement of public
confidence in CCT. The Advisory Board may be comprised of industry business leaders,
academic leaders within the disciplines of Business and ICT, and alumni of CCT.
3.21 Academic Council
3.21.1 The Academic Council is responsible to the College for the quality of all
programmes of study and the institution itself. The Academic Council’s main
responsibility is the design, implementation, maintenance, and ongoing improvement of
the quality assurance procedures and institutional quality.
3.21.2 It also monitors the implementation of continuous improvement activities, reviews
the operations of the College and initiates change where it is required. The Academic
CCT QA Handbook 2008, revised 2013
12
Council is responsible, along with the Governing Body, to help plan the future operations
of the College.
3.21.3 Many of the Academic Council’s responsibilities are delegated through
committees. Currently, as a small institution, the Academic Council monitors the
effectiveness by which such responsibilities are discharged through the consideration of
minutes and reports of the various sub-committees.
3.21.4 The Academic Council is comprised of: College Director, Director of Facilities
Management, Director of Academic Affairs & Quality Assurance, Director of
Administration & Student Services, Director of Admissions & Marketing, both Faculty
Heads and their nominees where relevant. (This list is not exhaustive)
3.21.5 The Academic Council meets at least three times per year.
3.22 Quality Assurance Committee
3.22.1 The Quality Assurance Committee is a sub-committee of the Academic Council.
Membership is determined through approved nomination of experienced staff and
approved by the Academic Council.
3.22.2 The main terms of reference of the Quality Assurance Committee are:
• To report and advise the Academic Council on the effectiveness of CCTs’ quality
control procedures
• To audit the effectiveness by which departments fulfil the College’s quality
assurance procedures
• To review the plan for internal audit, approve the annual plan, and monitor
results as presented in the internal audit’s annual report
• To monitor and evaluate resources so that quality assurance procedures are
satisfactorily implemented
• To monitor and evaluate programme approval
• To monitor and review all procedures for annual monitoring
• To oversee periodic programme review and co-ordinate necessary actions
arising from it
3.22.3 This committee is comprised of: Director of Academic Affairs & Quality
Assurance, Director of Administration & Student Services, Quality Assurance Officer,
Faculty Heads and/or their nominees. (This list is not exhaustive)
3.22.4 The Quality Assurance Committee meets at least three times per annum.
3.23 Audit Team
3.23.1 An audit team is appointed by the QA Committee and is directly responsible to the
Chair (College Director) of the Academic Council for the discharge of their duties.
CCT QA Handbook 2008, revised 2013
13
3.23.2 At least one member (usually the Director of Academic Affairs & Quality
Assurance or the Quality Assurance Officer) of CCT will be part of the three person Audit
team. At least two members will be experienced senior staff (current or retired), from
other accredited third-level Irish institutions, with direct knowledge and practice in
coordinating college quality assurance strategies.
3.23.3 Terms of reference for the audit team are:
• To independently check and verify that a department is fully discharging its
responsibility for quality and standards
• To ensure that self-evaluation at all levels is systematic and rigorous, and
supported with reliable evidence
• To identify areas for improvement by stimulating self-critical reflection
• To present written reports to the QA Committee on its findings and
recommendations
3.24 Programme Board
3.24.1 The Heads of Faculties at CCT are responsible for the establishment and running
of Programme Boards for each academic year. The Programme Board has the
overriding responsibility for developing, continuous improving, and managing the
effective delivery of programmes under CCT policy, within their respective Faculty.
Programme Boards are also responsible for the conception, and initial planning of
programme design and development, along with establishment of more specific
Programme Development Teams for full design and development of new programmes.
3.24.2 A Programme Board is comprised of the following: Head of Faculty, Director of
Academic Affairs & Quality Assurance or the Quality Assurance Officer, student
representative where possible and all teaching staff and related to the programme.
3.24.3 Additional staff members may include active representation of Admissions staff,
Library and Information Services staff, and administration staff, based on invitations from
the Programme Board as appropriate.
3.24.4 The Programme Board is required to meet at least twice a semester (usually once
at the beginning of semester or pre-commencement of semester to plan ahead). The
Chair of the Programme Board will be the Faculty Head or nominee.
3.24.5 Programme Board terms of reference are as follows:
• Monitor and manage the course on an ongoing basis
• Ensure that the course is maintained and kept up to date and relevant, and that
the curriculum content and assessment is suitable for the learning outcomes
• Compile and submit an Annual Monitoring Report to the Quality Assurance
Committee and implement action plans identified in the Report
CCT QA Handbook 2008, revised 2013
14
• Advise the Academic Council on the proposal of new courses, initially plan for
development of new programme once approval has been received, and assist in
the External Validation process
• Submit a self-evaluation report for the periodic evaluation of the courses to the
QA Committee and implement action plans identified in the process
• Monitor, self-evaluate and manage good assessment practice, including ongoing
coordinated planning of assessment, and regular assessment feedback to
learners
• Identify and share good practice between members of staff.
3.25 Facilities and Resources Committee
3.25.1 The provision and management of physical resources is designated to the
Facilities and Resources Committee. This committee will meet at least three times per
year, and report to the Quality Assurance Committee. The members of this committee
will include: Director of Facilities Management, Director of Administration & Student
Services, and Quality Assurance Officer. Additional staff are invited as appropriate
including Director of Admissions & Marketing, College Director, and Heads of Faculty or
their nominees.
3.25.2 Learner feedback on college Facilities and Resources is measured in a variety of
ways, including the Student Welfare and Support survey (see Appendix C3).
3.25.3 The Facilities and Resources Committee has the following duties and
responsibilities:
• To define the physical and resource requirements of the college - in line with the
strategic plan, development and goals of CCT – and to draw up action plans to
meet those objectives and to monitor achievement of these on an ongoing basis,
• To liaise closely with the management and faculty of CCT,
• To allocate resources across all college departments in a manner consistent with
those plans,
• To produce an annual resources report to the Quality Assurance Committee,
based on findings and developments of the previous academic year,
• To receive feedback from the Quality Assurance Committee and implement
appropriate recommendations
• To receive and carefully consider regular feedback including ongoing reports
from the Library and Information Services Officer on continually improving the
additional learning resources of the college
CCT QA Handbook 2008, revised 2013
15
3.26 Marketing and Communications Committee
3.26.1 The Marketing and Communications Committee will have the following duties:
• to formulate and implement policies and strategies for the dissemination of
information to stakeholders in accordance with the requirements of the College
and its Quality Assurance system
• to ensure the efficient management of the service and the monitoring of
performance in relation to information provision
• to generate and carry out market research and the marketing and promotions
strategy of the college
• to report on an ongoing basis and annually to the Quality Assurance Committee
• to ensure that the marketing strategy of the college fits with the academic
strategy and quality control of CCT
3.26.2 The committee itself is responsible for formulating and preparing an annual report
on the quality, accuracy, and completeness of all information provided by the College. In
formulating this report, all stakeholders’ views will be taken into account, particularly
students views with the use of various student verification surveys, especially the
Admissions and Course Induction survey (see Appendix C2).
3.26.3 All public announcements and publications must be approved by the Academic
Council.
3.26.4 The Marketing and Communications Committee is comprised of: Director of
Admissions & Marketing, Director of Academic Affairs & Quality Assurance or Quality
Assurance Officer, Director of Administration & Student Services, and a Faculty
Coordinator. Other staff or student representatives may be requested to attend
meetings of this committee as deemed appropriate. This committee will meet three
times per year.
3.27 Student Services and Support Committee
3.27.1 The main functions of the Student Services and Support Committee are:
• Representatives of this committee will meet regularly with student
representatives to identify student concerns on the general operation of
programmes of study.
• Examine and review student body opinion on the general student welfare and
support services, particularly those non-academic services provided by CCT
• To encourage student participation at these meetings
CCT QA Handbook 2008, revised 2013
16
• To create student opportunities for interaction among students and professionals
• Review the effectiveness of all mechanisms of student consultation and
communications including the operation of all mechanisms through which
students can evaluate CCT programme and services.
• Evaluate the effectiveness of each of the student services and information
services provided by CCT and experienced by the student body. Also, this
committee will evaluate the effectiveness of general student support, and the
impression of student life from all learners at the college.
• Monitor student attendance and general student performance
• Monitor and develop various student supports as evidently required from reviews
and evaluations carried out by this committee
3.27.2 The Student Services Committee will meet at least three times per year.
3.27.3 This committee comprises of: Director of Administration & Student Affairs,
Director of Facilities Management, Director of Admissions & Marketing, Quality
Assurance Officer, and at least one student union/body member. This list is not
exhaustive and additional meeting members may be called.
3.27.4 The Student Services Committee will report annually to the Quality Assurance
Committee, findings and recommendations of which could be used in the Annual
Monitoring report. This committee provides another mechanism to assess the
effectiveness of student services. An example of a tool used to measure feedback from
the CCT student body is provided in Appendix C3.
3.28 Teaching, Learning and Assessment Committee
3.28.1 The main functions of the Teaching, Learning and Assessment Committee are:
• To develop and enhance strategies and policies for all aspects of teaching,
learning and assessment at CCT
• To help maintain effective policies and processes throughout the college for
academic Quality Assurance
• To receive and digest reports from external examiners and other external
authorities ensuring that the appropriate responses are made to such reports
• To organise the contributions of external examiners to the CCT Learner
assessment process
• To appoint an assessment review board where necessary and carry out the
review process
• To significantly contribute to the maintenance of the highest assessment and
academic standards and regulations at CCT
• To complement the functions of the Programme and Examination Boards at CCT
• To appoint an academic or assessment appeals board, where necessary;
conduct the appeals process and report findings to the learner in question
CCT QA Handbook 2008, revised 2013
17
• To monitor teaching and learner academic performance on an ongoing basis,
with a view to continuous improvement of both
3.28.2 The Teaching, Learning and Assessment Committee will be represented at the
Course Board meetings and will liaise with staff on a regular basis. It will comprise of:
Director of Academic Affairs & Quality Assurance, Quality Assurance Officer, Director of
Administration and Student Affairs, Heads of Faculty, Faculty Coordinators, Heads of
Programmes, and other nominees (internal and external) where possible.
3.28.3 This committee will meet at least three times per academic year and report to the
Quality Assurance Committee.
CCT QA Handbook 2008, revised 2013
18
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section C
Refer to end of document
Appendix C1 Quality Assurance Chart
Appendix C2 Admission and Course Induction Survey
Appendix C3 Student Services and Support Survey
CCT QA Handbook 2008, revised 2013
19
SECTION D
4. ORGANISATION MANAGEMENT STRUCTURE
4.1
Introduction
4.2
Governing Body and College Advisory Board
4.3
College Director
4.4
Director of Academic Affairs & Quality Assurance
4.5
Director of Facilities Management
4.6
Director of Administration & Student Services
4.7
Academic Head of Faculty
4.8
Administrator / Evening Course Coordinator
4.9
Lecturing Staff
4.10 IT Manager
4.11 College Accountant & Finance Officer
4.12 Library & General Student Services
4.13 Admissions Officer & Administrator
4.14 Faculty Coordinators
4.15 Director of Admissions & Marketing
4.16 Head of Programmes
4.17 Quality Assurance Officer
4.18 College Personnel
CCT QA Handbook 2008, revised 2013
20
COLLEGE OF COMPUTER TRAINING (CCT)
Section D
4. ORGANISATION MANAGEMENT STRUCTURE
4.1 INTRODUCTION
4.1.1 This section provides a description of the management structure of CCT. An
Organisational Chart is provided of the overall organisation structure which will adopt the
quality assurance system (please see Appendix D1)
. The CCT organisational structure
is designed to promote throughout the staff a spirit of understanding, teamwork, and
commitment.
4.1.2 It is acknowledged that the college management is directly responsible for
promoting a quality assurance ethos and ensuring that this culture takes root and
becomes an inherent part of the institution’s activities. It is the responsibility of all CCT
staff to directly contribute to harnessing a quality assurance approach, especially as
CCT is a small educational provider.
4.1.3 As CCT is an evolving and growing institution, the responsibilities and various roles
attached are current and expanding. As a small and dynamic organisation, it should be
noted that the roles and responsibilities, can and do overlap, as circumstances dictate.
4.1.4 The following is a breakdown of the broad roles and responsibilities of full-time
positions within the college. Each role also carries responsibilities of chairing or
contributing towards various Quality Assurance Committees at CCT. More information
on these Committees and who is listed on these committees can be found in Section C
of the Handbook Introduction, and throughout each of the College Policies and
Procedures sections.
4.2 Governing Body and College Advisory Board
4.2.1 The role of the Governing Body and non-executive Advisory Board at CCT in
essence, is to provide expert external consultation on the effective and proactive
strategic development and governance of the college, in line with the College Mission
Statement. Both groups serve the continuous improvement of CCT, by helping facilitate
the college-wide active adoption and implementation of the college’s Quality Assurance
system. A wider description of the functioning and composition of the Governing Body
and College Advisory Board are provided in Section 3 above.
CCT QA Handbook 2008, revised 2013
21
4.3 College Director
4.3.1 The College Director is the Principal Officer of the college. The main role of this
position is to control and direct the activities of the college and staff, and be responsible
for the efficient and proper strategic and daily management of the college. The Director
is ultimately accountable and responsible for all departments and affairs institution-wide.
4.3.2 An example of some of the College Director’s main roles include:
• All external relations of the college in the context of a developmental role
• Head of Marketing and promotion of the college internationally and domestically
• Design and development of all marketing tools utilised by the college
• Academic and college-related welfare of all CCT registered learners
• Management of new programme design and delivery with the Director of
Academic Affairs, and all other necessary officers involved in these procedures
• Overall responsibility for strategic development of the institution
• Overall responsibility for daily running / administration of the college
• Acts as the financial controller of the college, in tandem with the appointed,
contracted college financial consultant (external auditor and accountant). This
role involves responsibility for financial planning, budgetary allocation and
control.
• Responsible for human resource, legal affairs of the college, together with its
insurance and health and safety obligations, and staff contracting.
• Development of the institutions’ Quality Assurance policies and procedures, and
for ensuring that these are implemented efficiently and continuously.
• The College Director reports directly to the Governing Body and Academic
Council of the college
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.4 Director of Academic Affairs & Quality Assurance
4.4.1 The Director of Academic Affairs & QA, has an institutional responsibility for
academic affairs and the development and implementation of quality within the college.
CCT recognises this role as one of critical importance. S/he has most direct contact with
Heads of Faculty, Faculty Coordinators, Lecturing staff, Learners, college administration,
external examiners and course awarding body representatives. Within his/her purview is
the more long-term planning, development, design and improvement of courses and the
full implementation of the Quality Assurance system institution-wide.
4.4.2 Broad categories of responsibility for this post include:
• The effective management of academic affairs and quality assurance at CCT
• Overseeing the effective maintenance of learner records from the admission and
registration processes, through to final examinations and graduation
• Academic development of all learners at CCT
CCT QA Handbook 2008, revised 2013
22
• Coordinating and administering all learner feedback, and ensuring that this data
is effectively analysed, and disseminated to appropriate faculty and
administration staff
• Academic Calendar scheduling
• Implementation of the CCT QA system college-wide
• Monitoring development and requirements of library services and online learning
resources
• Liaising with the College Director in cooperating with Accreditation Bodies, and
helping facilitate quality audits
• Directly and continually contributing to quality assurance development of CCT
• Coordinating and administering all Quality system Committee meetings with the
QA Officer
• This role reports directly to the College Director
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
• Planning and Project Management with necessary colleagues of CCT’s
graduation ceremonies
• Exercising necessary interventions with learners who are deemed in need of non-
academic help/support
• Liaising with the Student Council and Learner representatives
4.5 Director of Facilities Management
4.5.1 Reporting to the College Director, this role broadly incorporates the following
responsibilities:
• Planning, development, use, maintenance and decor of the campus building
• Management of room scheduling for full-time and part-time courses with relevant
colleagues
• Building reception and security management
• Building Facilities upkeep and management
• Acting as Chair of the Facilities and Resources Committee
• Continuously monitoring and reviewing and generating mechanisms to measure
the continuous improvement of facilities and resources
• Liaising with external contractors for building services and development
• Monitoring all changes to facilities and resources
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.6 Director of Administration and Student Services
4.6.1 Reporting to the College Director, this role broadly incorporates the following
responsibilities:
CCT QA Handbook 2008, revised 2013
23
• Monitoring general welfare of learners and consistently liaising with lecturing
staff, College Director, relevant Course Coordinator, and Director of Academic
Affairs in ensuring a care service for all learners
• Exercising necessary interventions with learners who are deemed in need of non-
academic help/support
• Acting as a Student Counsellor in addition to Lecturers, Director of Academic
Affairs & QA, Faculty Heads, and College Director
• Liaising closely with the Student Council and Learner representatives
• Joint responsibility for the administration of the college with the College Director
• Actively managing a staff development programme for all administrative and
faculty staff at CCT with the College Director
• Participating in the overall institute management and strategic direction of the
college as a member of various QA committees
• Responsibility for the daily operation, effectiveness and continuous improvement
of the Admissions and marketing administration, student services and support
administration and general administration of the college
• The person who fills this role undertakes the daily operation and running of the
college in the College Director’s absence
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.7 Academic Head of Faculty function
There are currently two main Academic Heads to which lecturing staff of the appropriate
discipline report. The two main departments with CCT are: Information Technology &
Computing; and Business. There exists a Head of Business Department and a Head of
Information Technology & Computing Dept.
The Academic Head functions are closely related to the more administrative Academic
Manager role, and broadly comprise of the following main responsibilities:
• Academic Management and Coordination of all programmes within the department
• Responsibility for the effective delivery, and assessment planning of all part time
and full time programmes within the department
• Strategic Development of the respective department, within the overall college
system and strategic direction
• Monitoring and intervening on the Academic and Personal Development of all
learners
• Management of Programme teams, Programme and Exam Boards, and
Programme Design and Development submissions
• Maintaining and overseeing rigorous class attendance records for all full-time
students
• Managing each of the faculty members of the department, and providing and
reference and main point of contact for support of lecturers from the department.
• This role reports directly to the College Director
• Contributing to the continuous improvement and effectiveness of CCT, by actively
adopting and practicing the college’s Quality Assurance system
CCT QA Handbook 2008, revised 2013
24
• Liaising and interacting constantly with CCT learners, and obtaining formal and
informal learner feedback and leading and adopting strategies for intervention
• Contributing to the recruitment and selection of teaching staff, and reporting on
position needs analyses, and strategic direction to the College Director
• Managing Staff Development within his/her department
• Human Resource Management of staff along with the College Director, within
his/her department
4.8 Administrator / Evening Course Coordinator
4.8.1 This position reports to the Director of Administration & Student Services.
Administrative duties include:
• General daily administration within the college, including CCT student office
management, filing, record-keeping, administration of learner admission files,
administration of registered learner files, college student database management
and maintenance
• Maintaining the learner laptop management system in association with the
contracted I.T. network maintenance company used by CCT
• Writing and issuance of college letters / documents required by prospective and
registered learners
• Secretarial function to the Director
• Class and room scheduling for evening part-time courses
• Coordinating and managing evening course teaching staff
• Other duties as assigned by CCT management
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.8.2 It should be noted that as small institution, all staff members currently perform most
of their own administration on an ongoing basis.
4.9 Lecturing Staff
4.9.1 Whether part-time or full-time, all CCT lecturers perform the following similar
teaching duties within their respective specialist areas:
• Lecture on the respective course within the weekly schedule and fixed period
agreed with the appropriate college personnel / committees
• Follow course syllabus in a timely and accurate manner
• Be attentive to the exam syllabus and examination procedures for any exam
classes taught
• Prepare lessons efficiently in order to competently conduct a thorough lesson
• Employ a range of appropriate resources, materials and methodologies
• Employ a range of additional resources and supplement lessons where required
CCT QA Handbook 2008, revised 2013
25
• Report any student academic problems to the Managing Director and/or Director
of Academic Affairs
• Report any student welfare problems to the Managing Director and/or Director of
Student Affairs
• Set and mark all assignments prepared by the students and return within a
reasonable time or deadline laid down by college administration
• Attend regular staff meetings and development sessions
• Liaise with other lecturers teaching on the same programme
• Prepare internal assignments and exams for the respective course
• Keep accurate records of all lessons and file with the college
• Keep accurate records of student attendance
• Regularly provide feedback and contribute significantly to the continuous
development of the college
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.10 I.T. Manager
4.10.1 As CCT has many computer facilities available at its premises, the college avails
of the IT network maintenance and security services of an IT support company. An
important I.T., Email and Internet Usage policy is in place.
4.10.2 The IT Manager is responsible for:
• overall general and constant maintenance
• development and improvement of the college I.T. and Internet usage policy
• Liaising with the professional company specialising in managing I.T. networks for
all IT needs
• expert security design and maintenance of ICT networks
• the stocking and monitoring of all Computer, Audio Visual, Communications,
Telephony and Reprographics services
• the operational management of infrastructure and facilities through
technicians/attendants
• the tactical management of change and development as necessary
4.11 College Accountant and Finance Officer
4.11.1 This position reports to the College Director. The main purpose for this position is
to assist in the financial management, auditing, and administration of the college and to
contribute to the financial strategy of the college.
4.11.2 CCT receives a full financial audit on an annual basis, and applies for a tax
clearance certificate upon expiry of the previous one.
4.11.3 Reporting to the College Director, the Finance Manager is responsible for:
CCT QA Handbook 2008, revised 2013
26
• the preparation of annual statutory accounts, monthly management accounts,
various tax returns, various returns to the Department of Education and Science,
and the provision of financial reports to other funding bodies
• cash flow management, budget monitoring, maintenance and development of
financial internal control procedures and the management of the finance and payroll
systems of the Institute.
• the implementation of and compliance with legislation affecting the operations of the
Institute’s finance function, liaison with other Institute management and management
of other Institutes of Technology, and liaison with external bodies (e.g. Comptroller
and Auditor General, Banks, etc).
4.12 Library and General Student Services
4.12.1 The Librarian role of this position incorporates responsibility for:
• delivering a quality and cost effective service to academic, student and Institute
users, both internal and external, including the provision of hardcopy and electronic
material with support PCs and printers
• providing a scholarly atmosphere conducive to quiet, reflective individual study as
well as providing group study rooms for teamwork
• the provision of general student and administrative services
• management of the CCT library system
• management of the CCT online library system
• constant liaising with Faculty Heads and other relevant staff at CCT to plan and
implement expansion of library resources
• this position reports to the Director of Administration and Student Services, and
College Director, and contributes to the continuous improvement and effectiveness
of CCT, by actively adopting and practicing the college’s Quality Assurance system
4.12.2 All academic material is ordered either by, or in consultation, with academic staff
and the Librarian is an ex-officio member of the Academic Council. Internal Library Staff
meetings are held at least once a term. Frequent meetings are held with the Students'
Union in order to facilitate a quality service.
4.13 Admissions Officer and Administrator
4.13.1 This position reports to the Director of Admissions & Marketing and Director of
Administration and Student Services.
4.13.2 This role broadly encompasses the following:
• Market research for Ireland and international markets
CCT QA Handbook 2008, revised 2013
27
• Direct administration support for the College Director with regard to arranging
international recruitment trips, presentations, meetings with training and
development staff within the Irish corporate market etc.
• Administration of all student application processing, pre-registration screening,
offer letters and packs and registration and orientation
• Updating and administrating student handbooks
• Liaising with all student recruitment agents, marketing promotional partners and
all other externally related stakeholders with regard to promotion of CCT
• Managing the development and amendments to the website and brochure
• Ensuring continued review of the promotional tools of the college, so that
information is kept accurate and updated
• Contributing to the continuous improvement and effectiveness of CCT, by
actively adopting and practicing the college’s Quality Assurance system
4.14 Faculty Coordinators
4.14.1 The Faculty Coordinators for both CCT faculties in ICT and Business are central
to the effective administration of both faculties. These roles report directly to Faculty
Heads.
4.14.2 The following broadly sets out this role:
• Joint responsibility for the administrative coordination of the Faculty with the Head of
Faculty and Head of Programmes
• Monitoring general welfare of learners and consistently liaising with faculty and
administration staff to help ensure a responsive care service for learners
• Participating in the overall institute management and strategic direction of the college
as a member of various QA committees
• Responsibility for the daily operation, effectiveness and continuous improvement of
the Academic Management and general administration of the Faculty of ICT
• Significantly contributing to the overall management and the daily operation and
running of the college in the College Director’s absence
• Coordination of the smooth running of all full-time and part-time programmes at CCT
in the area of the Faculty
• Managing scheduling of classes and lecturers on all ICT programmes of the College
• Assisting with the management and coordination of the CCT QA system of
committee meetings throughout each year, and collaboration of QA Meeting minutes
and records
• Ensuring a smooth and close working relationship with all awarding bodies of CCT
• Management of assessment scheduling within the faculty
• Management of all assessment moderation deadlines, and internal peer review
• Management of assessment feedback and ensuring this is carried out with Faculty
Head
• Scheduling and implementation of all Programme and Exam Boards
• Exercising necessary interventions with learners who are deemed in need of non-
academic help/support
CCT QA Handbook 2008, revised 2013
28
• Liaising closely with all colleagues including the Head of Faculty of ICT and Head of
Programmes to ensure the efficient, effective and professional delivery of
programmes and services
4.15 Director of Admissions & Marketing
4.15.1 This position reports to the College Director.
4.15.2 This role broadly encompasses the following:
• Joint responsibility for the administrative and strategic management of the college
with the College Director, Director of Academic Affairs & QA, and fellow Directors of
CCT
• Participating in the overall institute management and strategic direction of the college
as a member of various QA committees
• Responsibility for the daily operation, effectiveness and continuous improvement of
the general management and general administration of the college
• Significantly contributing to the overall management and the daily operation and
running of the college in the College Director’s absence
• Direct responsibility for the Admissions function and access decisions of all
prospective applicants in accordance with CCT Admissions Policy
• Joint responsibility with fellow Directors and Faculty for revision and establishing of
Admissions policy for various programmes
• Managing all domestic and international target markets of students
• Travel nationally and internationally for promotion and recruitment of prospective
students
• Proposal of Marketing budgets for each year, and joint responsibility for execution of
budgets with College Director
• Responsibility for market research and establishing target markets for promotional
investment and effort
• Joint responsibility with fellow Directors and Faculty for design, development and
approval of all marketing material of CCT
• Ensuring a smooth and close working relationship with all awarding bodies, and all
other external stakeholders of the college, including the CAO in Ireland
• Acting as a Student Admissions Counsellor where necessary to prospective
applicants
• Generation of extra revenue streams, and full responsibility for business
development of the College
4.16 Head of Programmes
4.16.1 This position reports to the Head of Faculty and College Director.
4.16.2 This role broadly encompasses the following:
• Academic Management and Coordination of all programmes within the department
CCT QA Handbook 2008, revised 2013
29
• Responsibility for the effective delivery, and assessment planning of all part time
and full time programmes within the department
• Strategic Development of the respective department, within the overall college
system and strategic direction, including programme design and development
• Monitoring and intervening on the Academic and Personal Development of all
learners
• Assistant to Faculty Head, and nominee to run faculty in Faculty Head's absence
• Assisting in the management of Programme teams, Programme and Exam Boards,
and Programme Design and Development submissions
• Maintaining and overseeing rigorous class attendance records for all full-time
students
• Managing each of the faculty members of the department, and providing an
additional reference point of contact for support of lecturers from the department.
• Contributing to the continuous improvement and effectiveness of CCT, by actively
adopting and practicing the college’s Quality Assurance system
• Liaising and interacting constantly with CCT learners, and obtaining formal and
informal learner feedback and leading and adopting strategies for intervention
• All assessment and class scheduling for the Faculty
4.17 Quality Assurance Officer
4.17.1 This role broadly encompasses the following:
• Assisting the assurance of the effective maintenance and administration of learner
records from the admission and registration processes, through to final examinations
and graduation
• Contributing to the academic development of all learners at CCT
• Coordinating and administering all learner feedback, and ensuring that this data is
disseminated to appropriate lecturing and administration staff
• Contributing to Course and Assessment scheduling
• Maintaining and overseeing rigorous class attendance records for all full-time
students, in association with the relevant Administrative Officers and Director of
Administration & Student Services
• Monitoring development and requirements of library services and academic
computer services
• Liaising with the College Director in cooperating with Accreditation Bodies, and
helping facilitate quality audits
• Coordination, Management and Implementation of the CCT QA System
• Responsibility for development and maintenance of the CCT QA System
• Coordinating and administering all Academic related Committee meetings
• Participating in the overall institute management and strategic direction of the college
as the Management Head of various QA committees
• Responsibility for the daily operation, effectiveness and continuous improvement of
the Academic Management and general administration of the college
• Significantly contributing to the overall management and the daily operation and
running of the college in the College Director’s absence
• Coordination the smooth running of various full-time and part-time programmes at
CCT
CCT QA Handbook 2008, revised 2013
30
• Managing and coordination of the CCT QA system of committee meetings
throughout each year, and collaboration of QA Meeting minutes and records
• Ensuring a smooth and close working relationship with all awarding bodies of CCT
including QQI
• Contributing to the continuous improvement and effectiveness of CCT, by actively
adopting and practicing the college’s Quality Assurance system
4.18 College Personnel
Current College Personnel in December 2013 are as follows:
College Administrative Personnel
College Governing Body
Professor John Hurley, PhD
Noel Gallagher, MA, Chartered
Neil Gallagher, MSc.
College Director
Neil Gallagher, MSc
Head of Faculty of ICT
Brett Becker, PhD
Head of Faculty of Business
Charlie Dayman, MBA
Head of ICT Programmes
Graham Glanville, MSc, PhD Candidate
Director of Academic Affairs & Quality Assurance
Sharon Harris-Byrne, MBS, PhD Candidate
Director of Administration and Student Services
Karl Gallagher, PgD
Director of Facilities Management
Jason Pollard, MSc
Director of Admissions and Marketing
Ger O’Callaghan, MA
Quality Assurance Officer
Amanda Russell, BEd, MA Candidate
Faculty Coordinator - ICT
Pamela Peris, PgD
Faculty Coordinator - Business
CCT QA Handbook 2008, revised 2013
31
Yoko Vargas, BA
College Accountant & Finance Manager
Robert Flynn, MA, ACA
IT Manager
VIP Technology Ltd
Library and General Student Services
Arjuna De Silva, BSc
Admissions Administrator
Fergus Hayden, MA
Front of House Daytime/Reception and General Administration
Simon Kendrick, Dip
Front of House Evening/Reception & General Administration
Michael McGuire, BEng
Cleaning Management
June Taite
There are additional full time and part time lecturing personnel for the ICT
and Business faculties.
4.17.1 Please note that the above is not an exhaustive list, and is only a listing of
administrative staff, and not of Faculty staff.
CCT QA Handbook 2008, revised 2013
32
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section D
Refer to end of document
Appendix D1 Organisational Chart
CCT QA Handbook 2008, revised 2013
33
SECTION E
5. INTERNAL PROCEDURES AND GUIDELINES FOR THE
DESIGN, INSTITUTIONAL APPROVAL AND EXTERNAL
VALIDATION OF NEW PROGRAMMES
5.1
Introduction
5.2
Purpose
5.3
Scope
5.4
Background
5.5
Proposals on New Programmes
5.6
Stages in the Development of the Proposal for Institutional Approval & External
Validation
5.7
Programmes & Budgets
CCT QA Handbook 2008, revised 2013
34
COLLEGE OF COMPUTER TRAINING (CCT)
Section E
5. INTERNAL PROCEDURES AND GUIDELINES FOR THE DESIGN,
INSTITUTIONAL APPROVAL AND EXTERNAL VALIDATION OF NEW
PROGRAMMES
5.1 INTRODUCTION
5.1.1 The procedures outlined below will guide internal staff and external assessors
involved in the institutional approval and validation of new programmes. These
procedures and guidelines also apply to any significant changes to existing programmes.
5.2 PURPOSE
5.2.1 The purpose of these procedures and guidelines is to ensure the proposed
programme:
• is consistent with CCT’s Strategic Plan and contributes to achieving the
College’s aims and objectives
• offers a valuable and worthwhile educational experience to students
• is consistent with the College’s financial plan
• meets the requirements of the National Qualifications Framework and
implements the procedures of QQI in relation to access, transfer and
progression
• complies with all requirements of the relevant approved external validating body.
5.3 SCOPE
5.3.1 The document refers to QQI validated full-time and part-time programmes offered
by the College where the College has responsibility for curriculum development and the
assessment of learners.
5.4 BACKGROUND
5.4.1 The main elements for approving new courses are already in place. These are:
Specific legislative provisions – i.e. see Appendix E1 Proposed Programme Content
Guidelines
CCT QA Handbook 2008, revised 2013
35
5.4.2 Qualifications & Quality Assurance (Education and Training) Act, 2012
5.4.2.1 One of the objects of the Quality & Qualifications Ireland established under the
new Qualifications Act is to maintain a standard based framework of qualifications in the
State.
5.4.2.2 QQI is also required to
“determine the procedures to be implemented by
providers of programmes …. for access, transfer and progression…..”. There is a
requirement placed on QQI in turn, to ensure that the procedures implemented by
providers comply with these.
The Qualifications Act also requires QQI
“to ensure that providers of programmes ….
establish procedures for the assessment of learners which are fair and consistent and for
the purposes of complying with standards..”
5.4.3 Validating body requirements: QQI maintains the process by which it
adjudicates on applications for programme validation approval, the format and content of
the submissions required and the conditions which might attach to its approval of
programmes. Through a standard template for initial application for validation of a
programme of further or higher education programme, the validation process also
comprises the potential for an external validation expert panel visit to fully consider the
programme validation application of the College.
5.4.4 CAO requirements: Particulars of all newly validated programmes must be
presented to the CAO by March for inclusion in the Handbook for the academic year
beginning one year from the following September.
5.4.4.1 The process of design, institutional approval and external validation involves:
• a proposee, individual or group
• a developer, individual or group
• College Director
• Academic Programme Development team to deliver the course, organised as
Programme Board or otherwise nominated by the Programme Board
• Academic Council
• Governing Body
• An approved validating body whether QQI or other approved validating body.
• Department of Education and Science
• CAO
5.5 PROPOSALS ON NEW PROGRAMMES
5.5.1 Proposals on new programmes may come from many sources. These may include
proposals for new courses, proposals for changes to existing courses and proposals for
discontinuing existing courses. Proposals will be considered individually and within the
framework of overall College policy.
CCT QA Handbook 2008, revised 2013
36
5.5.2 New proposals (see Appendix E2 A Guide for New Course Evaluation) may be
introduced directly to the College Director or through the Academic Council.
5.5.3 The College requires that anyone proposing a new programme should submit an
outline of the programme for approval prior to the development of a full submission. The
outline proposal should be submitted to the Director for Academic Affairs & QA for
consideration by the Academic Council.
5.5.4 The Academic Council will examine the outline proposal in terms of the College’s
Strategic Plan and resource planning.
5.5.5 The proposal for outline approval must conform with the requirements of the
validating body on new course evaluation. The outline should include information
addressing the following areas:
• Demand from industry
• Demand from prospective students
• Aims and learning outcomes - general details
• Course design - subjects, learning outcomes, teaching methodologies and
assessment methodologies
• Course schedule - examination subjects, component subjects, contact hours,
credit rating and level, marks per subject
• Resources - accommodation implications, staffing implications.
• Similar programmes at other institutions
5.5.6 The outline proposal shall not include detailed syllabi, readings lists, equipment lists
etc., as to complete for outline not approved would be a significant waste of time.
5.5.7 The Academic Council will decide whether to grant outline approval to the proposed
programme based on its own deliberations and any recommendations from the College
Director and/or Director of Academic Affairs & QA.
5.5.8 A proposed programme having gained outline approval from the Academic Council
can then be developed into a full submission document taking into consideration any
Academic Council recommendations.
5.5.9 At such time a new programme outline is approved, the College Director will create
a timeline for structured meetings with appropriate staff to create the necessary
documents for a full submission.
5.5.10 The new programme approval process, beginning with the outline continuing
through to full submission to the relevant validating body can be described as follows:
• Proposed New Programme (or changes to existing programme)
• Outline proposal submitted for consideration by Academic Council
• Academic Council consider programme outline
• Outline is either approved, approved with recommendations, or denied
• For those submissions that are approved, a full draft submission is completed and
submitted either by the Course Board or Director of Academic Affairs in
conjunction with original programme proposer
• A Course Evaluation panel is created to consider the submission
CCT QA Handbook 2008, revised 2013
37
• The Course Evaluation panel creates a report in relation to the proposal
• When agreement is reached on submission by all parties, the submission is then
sent to the validating body.
5.6 STAGES IN THE DEVELOPMENT OF THE PROPOSAL FOR INSTITUTIONAL
APPROVAL AND EXTERNAL VALIDATION
5.6.1 Arrangements and personnel required to prepare a submission for course approval
will be determined through a consultation process involving the College Director and the
provisional course board.
5.6.2 While the research, preparatory work and drafting may be shared, one person will
normally assume a co-ordinating and editing role.
5.6.3 The requirements of the validating body will be identified and met.
5.6.4 The College Director will be kept informed of any major developments and/or
difficulties in expansion of proposals.
5.6.5 Once a draft submission for College approval has been completed, it will be sent to
the Director of Academic Affairs who will circulate it to members of the Academic Council
and place it on the agenda for the next meeting of the Council.
5.6.6 When the committee is satisfied that the proposal document adheres to both the
College’s standards and the appropriate validating body’s standards, the committee will
ask the Academic Council, with the approval of the College Director, to convene a
Teaching Learning and Assessment Committee to examine the programme further.
5.6.7 The composition of this committee in addition to the regular members will consist of:
A senior academic or individual from industry/services/professions familiar with
QQI/HETAC course evaluation and three academics from QQI/HETAC sector, college
sector, and if appropriate from industry/services or professions sector.
5.6.8 The Academic Council, through the Director of Academic Affairs, will facilitate the
Committee’s consideration of the proposed programme prior to meeting the College’s
staff. The Teaching Learning and Assessment Committee will examine the proposal in
terms of QQI/HETAC requirements, or other appropriate validating body, and also the
national qualifications framework.
5.6.9 The Committee will present a short report (see Appendix E3) at the end of their visit
to the Director of Academic Affairs, relevant faculty/staff, College Director, etc. The
findings within this report will be distributed to all relevant bodies.
5.6.10 Following any recommendations, an amended copy of the submission will be
made to the Academic Council for final review.
5.6.11 Where the Academic Council recommends the programme, the revised
submission will include the amended document, the interim report of the Teaching
CCT QA Handbook 2008, revised 2013
38
Learning and Assessment Committee, the College’s responses, and the final report of
the Teaching Learning and Assessment Committee.
5.6.12 The revised submission as recommended by the Academic Council will be put on
the agenda of the Governing Body for approval. The College Director will submit to the
validating body the submission as approved by the Governing Body. The rules of the
validating body will govern the process from application to final determination]
5.6.13 The Academic Council will be informed of the decision of the validating body and
given copies of the approval document and of any comments or conditions attached.
5.6.14 If the validating body seeks a re-submission, the re-submission will be put before
the Academic Council.
5.6.15 The Academic Council will review adherence to conditions of course approval up
to completion of the new programme by the first cohort of learners.
5.7 PROGRAMMES AND BUDGETS
5.7.1 The Programme Board will prepare a draft programme and the budgetary needs
associated with the evolution of a new programme. The budget will be reviewed and
either approved or amended by the College Director.
CCT QA Handbook 2008, revised 2013
39
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section E
Refer to end of document
Appendix E1 Proposed Programme Content Guidelines
Appendix E2 A Guide for New Course Evaluation
Appendix E3 Course Evaluation Report
CCT QA Handbook 2008, revised 2013
40
SECTION F
6. PROCEDURES AND GUIDELINES FOR THE
ASSESSMENT OF LEARNERS
6.1
Introduction
6.2
Purpose
6.3
Scope
6.4
General Principles
6.5
Assessment: Purpose, Feedback & Schedule
6.6
Assessment Techniques
6.7
Assessment Criteria
6.8
Submission
6.9
Return of Assessment
6.10 Examination Regulations
6.11 Breaches of Exam Regulations
6.12 Academic Standards Board
6.13 Rechecks, Reviews & Appeals Procedure
6.14 Review
6.15 Appeal Stage
6.16 Internal Examiners
6.17 External Examiners
6.18 Board of Examiners
6.19 Borderline Cases
6.20 Broadsheet of Results
CCT QA Handbook 2008, revised 2013
41
COLLEGE OF COMPUTER TRAINING (CCT)
Section F
6. PROCEDURES AND GUIDELINES FOR THE ASSESSMENT OF
LEARNERS
6.1 INTRODUCTION
6.1.1 The following procedures provide all faculty and staff with the responsibilities
associated with assessment of the learner. This section is also relevant to external
examiners.
6.2 PURPOSE
6.2.1 The purpose of the following procedures and guidelines is to ensure that the
assessment methods are:
• Unbiased and consistent with the standards formed by QQI and/or other relevant
approved accreditation bodies
• Compliant with the accreditation body’s standard as related to the National
Frameworks of Qualifications
• Generating valuable student learning activity
• Provide a fair and transparent guideline for students to understand the
assessment procedures
• Are relevant in guiding the student towards reaching and meeting the intended
learning outcomes
• Contribute to the development of the learner by providing constructive applicable
feedback
• Demonstrate that appropriate standards are being maintained
6.3 SCOPE
6.3.1 The guidelines and procedures in this document refer to the courses with
curriculum created by the College for Computer Training.
6.3.2 Students partaking in programmes that have external validating bodies will be
supplied with appropriate assessment guidelines with which they will be encouraged to
familiarize themselves.
CCT QA Handbook 2008, revised 2013
42
6.4 GENERAL PRINCIPLES
6.4.1 Student learning is weighed and measured by the assessment methods employed
by the college. These methods should ensure that the learner:
• Understands the means by which they will be graded and what constitutes a pass
or a fail. These means should be linked to the intended learning outcomes as
presented to the learner.
• Knows the minimum requirements for academic progression and award
qualification
• Is provided with timely, relevant, and appropriate feedback which enables
performance improvement
• Has the opportunity to evaluate the effectiveness of the teaching methods
6.4.2 Similarly when creating assessment methods, teachers should:
• Assign purposeful assessment concurrent with learning outcomes
• Provide criteria for the assessment including a description of the weighting for the
assignment and relevant due dates
• Encourage creativity and innovativeness in fulfilling the assignment
6.4.3 Issues of equality and diversity should be considered when developing
assessment instruments. The language used in any assessment tool should be
appropriate for the level and standard of the learners.
6.4.4 When developing assessment tools, the following characteristics should be
considered:
6.4.4.1 Validity
An assessment tool that has high validity is a tool that actually measures what it sets out
to measure as linked to the learning outcomes.
6.4.4.2 Reliability
Providing fair assessment is one of the most important tasks teachers perform for
students. Assessment criteria that is reliable is considered to be consistent in measuring
its outcomes. A reliable assessment tool can be measured by having an
assessment/exam receive the same marks from several different examiners.
6.4.4.3 Transparency
Transparency describes the extent to which the student understands the intended
learning outcomes and how they relate to the assessment criteria. Further, this criteria
will specify the standards to which these intended outcomes are to be demonstrated by
learners, and also specify the forms in which learners will give evidence that they have
been achieved.
CCT QA Handbook 2008, revised 2013
43
6.5 ASSESSMENT: PURPOSE, FEEDBACK, AND SCHEDULE
6.5.1 As mentioned above, assessment should be transparent. Learners should
understand the motivation behind the chosen assessment tool.
6.5.2 Feedback is imperative to the learning process. Assessment tools should be
constructed with consideration to learner feedback. Feedback should be clear; it should
be obvious as to how the grade was obtained and what the learner should do in order to
improve performance.
6.5.3 All feedback should be given to students in a timely manner, enabling student
improvement to occur within the module.
6.5.4 In the instance where a student has received continuous poor feedback, the
Course Board will notify the student of the marks and what should be done, if anything,
to improve them
6.5.5 Assessment for the subject/module should be discussed at the beginning of the
term. Students should be made aware of what the assessment will be, how it will be
marked, when it will be assigned in detail, the due date, and the penalty associated with
late work.
6.5.6 Assessment due dates should not overlap anymore than necessary, through
coordinated planning of assessment.
6.6 ASSESSMENT TECHNIQUES
6.6.1 Acceptable assessment techniques come in a variety of forms. CCT’s educational
philosophy would encourage the use of continuous assessment within a module/subject.
One or several of the following forms of assessment instruments would be used to
measure student performance.
• Written Examination compiled of long or short term essays
• Objective Tests
• Presentation
• Group Project
• Practical Assignment, i.e. in-class software demonstration
• Oral Examinations
• Research Paper
• Thesis Project
• Computer Labs
• Quizzes
• Debates
CCT QA Handbook 2008, revised 2013
44
6.7 ASSESSMENT CRITERIA
6.7.1 Assessment is a driving force in rising, or if badly done, lowering student effort and
standard. Therefore assessment criteria should cover the learning outcomes in a way
that promotes analysis, synthesis, and evaluation.
6.7.2 The purpose of assessment criteria is to establish clear and unambiguous
standards of achievement and to provide a method of measuring the outcomes of
student learning. By following the guidelines set out in the National Qualifications
Framework, CCT aims to:
• promote transparency in the assessment process;
• promote consistency in marking;
• promote understanding of the way in which the assessment process works
between staff and students, and between markers;
• help promote discussion about standards;
• help provide feedback to students;
• demonstrate to the outside world the standards that students have achieved.
6.7.3 The more explicit the learning outcome is expressed the easier it is to create a
valid assessment.
6.7.4 When developing the assessment instrument, the questions and answers should
be written at the same time to ensure there are relevant and appropriate responses.
6.8 ASSESSMENT SUBMISSION
6.8.1 Students should be informed of:
• the date of issue of each assessment requirement
• the date and time by which each assessment should be submitted
• the mechanism for submission of assessment
• the date by which marked assessment is to be returned
In some instances extending of deadlines may be inevitable as assessment can
sometimes only be completed after specific material has been covered in class. Some
flexibility is required for deadlines and students should not be penalized for any
adjustments to the assumed schedule.
6.8.2 Receipt of Submission
6.8.2.1 The assessment submission must be formally receipted (online or actual
submissions) and this process must be clearly explained to students to ensure that the
correct procedures to be followed. Receipt must be systematically recorded to avoid any
doubt as to whether the work was submitted on time and to whom the work was
submitted (See Appendix F1 and F2). Moodle will provide an automated receipt.
6.8.2.2 Assessment being submitted late should also be submitted through a secure
mechanism.
CCT QA Handbook 2008, revised 2013
45
6.8.2.3 Students are strongly advised to keep both soft and hard copies of all
assessment, whenever possible.
6.8.3 Late Submission
6.8.3.1 Assessment will be accepted if it is received after the specified date for
submission only if there is a valid approved reason for late submission.
6.8.3.2 Whenever possible, students should inform the lecturer, before the submission
deadline, of assessment likely to be submitted late and of the reason for late submission
by completing and handing in a Personal Mitigating Circumstances form (see appendix
F3). A PMC decision will be made by the Faculty Head and/or the Director of Academic
Affairs & QA.
6.8.3.3 Although not exhaustive, valid reasons for late submission are:
• illness or bereavement
• unavailability of key resources required for the completion of the work (this
situation should be reported as soon as possible, and ideally before submission
dates)
• commitments of students which could not reasonably be predicted.
In the second case above, a serious difficulty may require an extension to the
submission deadline applicable to all students. If this is the case then students should be
informed of the new deadline in writing as soon as possible.
6.8.3.4 Academic staff may exercise discretion with respect to other extenuating
circumstances which may have arisen.
6.8.3.5 All accepted assessment received within agreed deadlines will be assessed in
the normal way.
6.8.3.6 All information relating to late submission of assessment as detailed above
should be placed in the student’s file. For example: medical certificates; written
statements citing reasons for late submission, new negotiated deadlines etc.
6.8.4 Penalties for Late Submission
6.8.4.1 Late submission is where assessment is submitted after the specified due date
and a deadline extension form has not been submitted.
Assessment received late, after the specified submission deadline, may not be accepted,
particularly after five days, in accordance with the '5 day rule' (see below). It may be
submitted for a re-assessment opportunity, provided that such a re-assessment
opportunity is permitted.
A penalty of up to 10% of the overall submission mark per day or part thereof, up to 5
days (120 hours), which includes bank holidays, weekends, and other public holidays,
will be deducted from the CA marked as normal. After 120 hours, if no submission has
been received, the CA mark will be recorded as zero. This is considered on a case-by-
case basis and the module leader may use discretion where appropriate to ease, but not
restrict the above regulation.
CCT QA Handbook 2008, revised 2013
46
6.9 RETURN OF ASSESSMENT
6.9.1 The lecturer should ensure that assessment is marked and returned to students, as
soon as possible (within 3 weeks - 15 working days) but no later than 4 weeks (20
working days) from the submission date.
Students must be informed when they can expect return of assessment and should also
be told if there will be any delay in the return of assessment. Where there is a delay,
students must be informed of a new return date.
6.9.2 The method for returning marked assessment should also be made clear to
students. The assessment could be returned to students during scheduled classes or
students could be advised to collect from the lecturer’s office. Students should also be
made aware of any further information or assistance that the lecturer has organised to
aid students who may have failed the assessment.
6.10 EXAMINATION REGULATIONS
6.10.1 Candidates must ensure that they are correctly registered on their programme,
aware of the date, time and place of the examination, and aware of the following policies.
6.10.2 All candidates are required to bring their identification cards to the examination
hall and are advised to arrive at the hall at least 15 minutes prior to the start of the
examination. Candidates without a valid college ID card will be asked to produce another
form of picture identification.
6.10.3 All written examinations conducted by CCT will be supervised by external
invigilators.
6.10.4 Candidates will not be allowed to eat or drink in the exam hall.
6.10.5 Candidates who arrive late will only be allowed to enter within 30 minutes of the
start of the exam, at the discretion of the invigilator. Candidates will not be allowed to
leave the exam hall within the first 30 minutes of the exam. Once a candidate has
handed in their exam booklet and left the hall, they will not be allowed to return.
6.10.6 Candidates will be advised when there are 15 minutes remaining in the exam.
6.10.7 Candidates will be asked to leave all personal effects (i.e. jackets, bags, coats,
handbags, etc) at the front or back of the classrooms. Candidates must not have mobile
phones on their person during the exam and must ensure that they are turned off if left in
the room. Candidates are advised not to bring any valuables to the exam hall. To do so,
is at their own risk.
6.10.8 Unless stated on the exam paper, calculators and hand held electronic
dictionaries are not permitted in the exam hall.
CCT QA Handbook 2008, revised 2013
47
6.10.9 Dictionaries used during an examination must be paper based and they should
only provide translations. Dictionaries permitted during the exam will be supplied by the
college.
6.10.10 A standard set of announcements will be read out by the invigilator prior to the
commencement of each exam.
6.10.11 Candidates must not speak to or communicate with any other candidate. If
candidates have a question, the candidates must raise their hand to speak with the
invigilator.
6.10.12 Candidates must stop writing when the end of the examination is announced.
Writing after the end of the examination could result in the loss of marks, removal of
exam, and/or a disciplinary action.
6.10.13 Any unruly or disruptive behaviour may result in candidates being removed from
the examination and not entitled to complete their exam.
6.10.14 Once candidates have completed their exam, they should raise their hands and
an invigilator will come to them to collect the exam and exam booklet.
6.10.15 Failure to Attend an Examination
Any candidate who fails to attend for any examination, who arrives late, or who
leaves early for any reason other than that they have completed the examination, is
required to send a written explanation to the relevant Faculty Head immediately. A
medical certificate must be supplied in addition to the explanation if the absence
was due to illness.
6.11 BREACHES OF EXAM REGULATIONS
6.11.1 Cheating is a serious academic offence that will not be tolerated by the college.
Students who participate in the following activities will be brought before the academic
standards board:
• Using an unauthorised text, set of notes, books, electronic aid, or any other non
approved material during an examination
• Obtaining a copy of the examination before its authorised release.
• Acquiring help from or providing help to another student where such collaboration
is not permitted
• Hiring or outsourcing someone to complete an assessment
• Any act of dishonesty in relation to the administering, taking, and/or evaluating of
the exam
• Plagiarism (see below)
This list is in no way exhaustive.
6.11.2 The act of presenting someone else’s words or ideas as your own, without
permission or proper referencing, is considered plagiarism. Students who participate in
the following acts of plagiarism will be brought before the academic standards board:
• Direct copying from a source without proper acknowledgement
CCT QA Handbook 2008, revised 2013
48
• Using ideas from a book, journal, article, etc. to form the basis of your own work
without acknowledging the source of these ideas
• Creating an assessment that is mainly large blocks of others text, improperly
acknowledged, linked together by a few of your own sentences
6.12 ACADEMIC STANDARDS BOARD (ASB)
6.12.1 An academic standards board has been established to deal with alleged acts or
cheating and/or plagiarism.
6.12.2 The membership of this board consists of the College Director and/or his nominee,
the Director of Academic Affairs, and one lecturer (not involved in the case). The board
is responsible for recommending a course of action, based on the information provided
to them.
6.12.3 Where it is proved beyond reasonable doubt that an individual has cheated, the
penalty will be to award zero points for the assessment. If a student has been found
guilty of cheating on multiple assessments then all assessments and examinations at
his/her particular level will be considered null and void. The college reserves the right to
invoke disciplinary procedures, including, but not limited to suspension or expulsion.
6.12.4 The ASB is convened before each Exam Board throughout the year.
6.13 RECHECKS, REVIEWS AND APPEALS PROCEDURE
6.13.1 The College of Computer Training understands that students will sometimes
disagree with the learner feedback they receive on their assessment. CCT is committed
to ensuring the assessment procedures are accurate and fair. All rechecks, reviews,
appeals, (as defined below) and disputes will be addressed in a fair, transparent and
timely fashion.
6.13.2 Recheck: the marks awarded for a particular module or part of a module can be
the subject of a recheck. A recheck is carried out to ensure that there have been no
arithmetical or clerical errors, that the marks awarded are appropriate and that all the
marks to which the student is entitled have been included in the final total.
6.13.3 Review: re-consideration of a decision of an Exam result due to additional
information provided by the candidate or the Registrar in relation to the examination
process.
6.13.4 Appeal: re-consideration by the Appeal Board of the outcome of a review.
6.13.5 Procedure
CCT QA Handbook 2008, revised 2013
49
6.13.5.1 It is a requirement of CCT that any complaint or dispute arising in relation to any
result for the purposes of an award of QQI shall be resolved as promptly as set out in the
procedures set out below.
6.13.5.2 Decisions are taken in relation to candidate’s examination and performance at
the following points: allocation of marks, adoption of provisional results, recheck, review,
and appeal.
6.13.5.3 These checkpoints create a hierarchy of decision-making where the decision
taken at any level may be changed at the next level, without referring to the previous
level. The decision-making entity at any particular level has full powers in relation to any
decision that is brought before it.
6.13.5.4 A candidate contemplating a recheck of an examination paper may wish to
discuss the matter with the appropriate lecturer prior to submitting a review. Candidates
considering a review may wish to consult the Faculty Head to determine the scope of the
review.
6.13.6 Procedures to Request a Recheck
6.3.6.1 A student wishing to have the marks awarded for any module re-examined should
seek a recheck of the relevant module. The College will endeavour to complete all
rechecks within twenty one (21) days where recheck requests have been received by the
Director of Academic Affairs within five working days after the examination results have
been displayed on notice boards or otherwise returned to the candidates.
6.13.6.2 The recheck will be coordinated by the appropriate Director and carried out by
the intern and extern examiners, where feasible, or by one or more of other appropriate
intern examiners or other appropriate extern examiners.
6.13.6.3 Only a written request for a recheck made on the Student Recheck Form (see
Appendix F4) and signed by the person concerned will be considered. The candidate
should supply any details that he/she believes will help expedite the recheck. The fee for
a recheck shall be €15 per subject/module, which in the event of a successful recheck,
will be refunded.
6.13.6.4 The Director of Academic Affairs & QA will inform the student in writing of the
outcome of the recheck.
6.13.6.5 Recheck requests must me made within 1 month of the dissemination of
examination results. Requests made after that time will not be considered.
6.14 REVIEW
6.14.1 A student wishing to have the marks awarded for a particular module (or modules)
re-examined should seek a review (or reviews) of the relevant module(s).
6.14.2 Grounds For A Review
The grounds for a review are as follows:
• the examination regulations of the College were not implemented correctly
CCT QA Handbook 2008, revised 2013
50
• the regulations do not adequately relate to the candidate in question
• compassionate circumstances exist which may not have been known or
considered by the Director. Compassionate circumstances must be notified in
writing to the College Director when they occur.
6.14.3 Procedures to Be Followed To Request a Review
6.14.3.1 CCT endeavours to complete all reviews within twenty one days where review
requests have been received by the Director of Academic Affairs & QA within five
working days after the examination results have been displayed on Moodle or emailed or
otherwise returned to the candidates.
6.14.3.2 Only a written request for a review made to the Director of Academic Affairs &
QA and signed by the person concerned will be considered. A request for a review must
state the grounds upon which the review is sought and the candidate must supply
evidence in support of his/her request.
6.14.3.3 The fee for a review shall be €30, which will be refunded in the event of a
successful review.
6.14.3.4 Review requests must me made within 1 month of the dissemination of
examination results. Requests made after that time may not be considered.
6.14.4 Membership and Function of the Review Board
6.14.4.1 College Director (or nomination not involved with the module and assessment),
Director of Academic Affairs & QA, Two Lecturers (not involved with module and
assessment in question)
6.14.4.2 The Review Board will consider requests for review received by the Director of
Academic Affairs & QA, and decide whether a review should be granted, taking into
account the requirements above. If a review is granted, the Review Board will consider
the evidence presented to it and decide the outcome of the review.
6.14.4.3 In carrying out a review, the Review Board may require that a re-marking of a
script be undertaken by the intern and extern examiners, where feasible, or by one or
more of other appropriate intern examiner or other appropriate extern examiner.
6.14.4.4 All decisions of the Review Board will be by majority vote. In the event of a tie,
the College Director will have a casting vote. The candidate will be informed by the
Director of Academic Affairs & QA in writing the outcome of the review. If the candidate is
dissatisfied with the outcome of a review, they may appeal the decision of the Review
Board in accordance with the appeal section below.
6.14.4.5 All necessary faculty and staff will be informed of the outcome of the review by
the Director of Academic Affairs & QA.
CCT QA Handbook 2008, revised 2013
51
6.15 APPEAL STAGE
6.15.1 Grounds for Appeal
The student can appeal the outcome of the review on the grounds that the review did not
properly address his/her case. The introduction of new material that could have been
included in the submission for the review shall not be a valid ground for appeal.
6.15.2 Procedure to Be Followed To Request an Appeal
6.15.2.1 A request for an appeal must be received by the College Director no later than
the date specified in the letter notifying the candidate of the outcome of the review.
6.15.2.2 Only a written request for an appeal made signed by the person concerned will
be considered. The candidate must supply evidence in support of his/her request.
6.15.2.3 The fee for an appeal is €50, refundable where the appeal is successful.
6.15.3 Membership and function of an Appeal Board
6.15.3.1
• Chairman: A person experienced in higher education procedures with particular
reference to examinations, who is external to the system of providers with which this
document is concerned, who has had no previous involvement with the matter under
appeal and who is nominated by the College Director to act as Chairman of the
Appeal Board.
• An experienced extern examiner who has had no previous involvement in the case.
• A member of staff of CCT who has had no previous involvement in the case.
6.15.3.2 The Appeal Board will consider the report of the relevant Review Board. They
are entitled to ask the candidate to address circumstances on which they based the
appeal.
6.15.3.3 They may seek (through the Chairman) such information or advice as it
considers necessary and in such manner as it considers appropriate. Having considered
the circumstances, the Appeals Board will decide the outcome of the appeal.
6.15.3.4 The College Director reserves the right to engage the services of any
appropriate professionals that it deems necessary.
6.15.3.5 All decisions of an Appeals Board shall be by majority vote. In the event of a tie,
the Chairperson shall have a casting vote.
6.15.3.6 The candidate will be informed by the Director of Academic Affairs QA, in writing
the outcome of the review. Where appropriate, Director of Academic Affairs & QA shall
notify QQI of the outcome of the review.
CCT QA Handbook 2008, revised 2013
52
6.15.3.7 All necessary faculty and staff will be informed of the outcome of the review by
the Director of Academic Affairs & QA.
6.16 INTERNAL EXAMINERS
• All assessment instruments must be consistent with the syllabus and the stated
learning outcomes.
• The design of assessment instruments must be mindful of transparency, validity,
and reliability.
• The timing and weighting of assessments must be in accordance with the
approved course schedule and the assessment schedule, as stipulated to
students.
• The mechanism used for learner feedback on their assessment performance
must also be designed into an assessment instrument.
• Draft examination papers, model answers and a marking scheme must be
submitted to the Faculty Coordinator in line with his requirements, for forwarding
to the relevant external examiner.
• Extern examiners should have the examination materials for both first sitting and
repeat papers several weeks prior to the first sitting examination.
• Intern examiners must take consideration of all suggestions proposed by the
extern examiner(s).
• Intern examiners should notify the Faculty Head of any special examination
requirements or deviations from normal practice.
• Intern examiners must ensure that all examination papers, discs, soft files, model
answers, and marking schemes are securely retained.
• Learners should be informed at the beginning of the semester, of the week
commencing dates of final examinations, with specific dates, times, and durations
of final examinations to be made known to learners at least 4 weeks prior to the
examination.
• The front cover of the examination paper must detail the title of the programme(s),
the title of the subject/module, the names of the intern and extern examiners,
time allowed, total number of pages, total number of questions, mandatory
questions (if any) and the number of questions to answer, and any special
conditions. Where additional material has been appended, or otherwise provided,
this should be listed on the front cover.
• Intern examiners must be present at the examinations centre for the first 20
minutes of the examination and available throughout the examination.
CCT QA Handbook 2008, revised 2013
53
• Intern examiner should firstly confirm that the scripts correspond with the
attendance sheet. Every examination script should be marked anonymously.
Major assessments should be marked anonymously as far as practicable.
• In marking examination scripts the intern examiner must follow a consistent
approach, in keeping with the model answers and the marking scheme.
• Marks given for each question must be transferred to the relevant marks sheet.
• Prior methods of continuous assessment marks and the final examination mark,
consistent with the approved course schedule, should be recorded on the marks
sheet.
• The intern examiner must make every effort to ensure that no errors have
occurred from marking assessments, scripts, to recording a final mark on the
marks sheet.
• The continuous assessment marks of students not present for final examinations
must also be recorded on the marks sheet. The marks sheet is the means of
recording students’ work for future years. A final grade of absent should be
recorded for students absent from the final exam.
• The intern examiner shall ensure that marks sheets are submitted to the Faculty
Head and Director of Academic Affairs & QA prior to the Board of Examiners in
accordance with the College Director’s requirements.
• Intern examiners must make examination scripts and assessment material
available, as required, to extern examiners.
• Intern examiners are to consult with extern examiner(s) and to agree the
grades/marks proposed for each candidate.
• Intern examiners may be required to meet extern examiners prior to the Board of
Examiners meeting to discuss examination issues.
• Intern examiners must be present for the pre-exam board meeting to ensure that
the marks on the marks sheets are correctly recorded on the examination
broadsheet.
• Intern examiners must attend the Board of Examiners meeting.
• Corrected examination scripts must be given to the Faculty Coordinator (or
his/her nominee) for secure storage.
• Intern examiners must be available at the prescribed time on the consultation day
to handle all student queries.
• Intern examiners must carry out their role in respect of rechecks, reviews and
appeals.
CCT QA Handbook 2008, revised 2013
54
6.17 EXTERNAL EXAMINERS
• Extern Examiners are appointed with QQI approval and/or other approved
validating bodies to ensure adequacy of standards at examinations moderated by
the validating body.
• Extern examiners are required to ensure that the marks and standards set are
appropriate for the award or award elements as specified by QQI.
• Extern examiners are required to ensure that there is comparability of standards
between institutions offering programmes/courses validated by QQI and that they
are achieved as far as possible.
6.17.1 CCT Facilitation of Extern Examiners
CCT endeavours to facilitate the extern examiners to carry out their duties as efficiently
and effectively as possible. To this end the College Director and Director of Academic
Affairs & QA shall ensure that the External Examiner receives adequate documentation
to enable him or her to understand the examination systems operated by the college.
Such documentation might include:
• Quality assurance policies and procedures
• College academic and administrative structures and procedures
• Programme/subject/module documentation
• Assessment and examination procedures and schedules
• Rules and regulations
• Examination and award structures
6.17.2 Duties of Extern Examiners
The duties of External Examiners are in accordance with QQI / HETAC Assessment &
Standards, 2009, revised 2013.
6.17.2.1 QQI Marks and Standards
6.17.2.1.1 Extern examiners will attend the College during the determination of results
and at other times as determined by the College and the Extern Examiner for the
purpose of assessing the standard of the programme and/or the standard of student
performance.
6.17.2.1.2 Extern examiners are responsible for determining, in their expert judgment, if
the assessment procedures are fair and consistent and in accordance with the
appropriate standards.
6.17.2.1.3 Extern examiners will ensure that, during the proposed tenure, all significant
elements of the programme with which they are involved have been adequately
assessed. It is not necessary that all elements are considered each year.
6.17.2.1.4 Extern Examiners will decide, in consultation with the Director of Academic
Affairs & QA and in accordance with QQI and/or other approved validating body
procedures:
CCT QA Handbook 2008, revised 2013
55
• The particular draft examination papers, model answers and marking scheme
he/she wishes to review prior to the examination
• The particular marked examination scripts he/she wishes to consider.
• The nature and content of other assessment material he/she wishes to consider,
including course work.
6.17.2.1.5 The Director of Academic Affairs &QA will be responsible for ensuring that
such material is provided to the Extern Examiner in good time.
6.18 BOARD OF EXAMINERS
6.18.1 The meeting of Intern and Extern Examiners chaired by the Faculty Head after
examinations is referred to as the meeting of the Board of Examiners. Only those intern
examiners and Internal Verifier who participated in the examinations for a given award
(or examination stage leading to an award) together with the Director of Academic Affairs
& QA, and such extern examiners as deemed appropriate by QQI, will participate in
making recommendations in relation to award or examination stage.
6.18.2 The proceedings and deliberations of the Board of Examiners are strictly
confidential.
6.18.3 The date of meeting of Board of Examiners shall be agreed annually by the
External Examiner(s) and the Faculty Head of CCT, with QQI informed. QQI will have
final approval of all Board of Examiner dates where necessary.
6.18.4 The power of the Board of Examiners shall include the consideration and
determination of recommendations in relation to the results of all semesters not
previously considered by such Board.
6.19 BORDERLINE CASES
6.19.1 The meeting of the Board of Examiners should allow for a full and frank
discussion of all borderline cases before a final decision is made. The final decision
should be based on cumulative evidence presented.
6.20 BROADSHEET OF RESULTS
6.20.1 At the meeting of the Board of Examiners a Broadsheet of results will be
endorsed to record the total marks or grades awarded to each candidate in each
examination.
6.20.2 The Broadsheet of Results will be designed by the Chairman and the Secretary of
the meeting and the Extern and Intern Examiners present at the meeting. This should be
forwarded by the Faculty Head to QQI in line with QQI policy after the Exam Board.
6.20.3 Meetings of the Board of Examiners are held for the purpose of deciding
individual candidate’s results at such time as the College may determine.
CCT QA Handbook 2008, revised 2013
56
6.20.4 The Extern Examiner will attend the College at a time agreed prior to the Board of
Examiners Meeting, for the purpose of:
• Reviewing the proposed results for the programme as a whole
• Reviewing module/subject performance with Intern Examiners, including marked
scripts, project work, or continuous assessment material, as required.
• Reviewing Borderline cases, and if, necessary, interview such candidates.
• Agreeing with the respective Intern Examiner(s), the proposed final marks/grades
for consideration by the appropriate Board of Examiners.
6.20.5 The Director of Academic Affairs & QA or Faculty Head will provide the Extern
Examiner with suitable statistical information, where available, to assist with this process.
6.20.6 The Extern Examiner will indicate on the Module/Subject marks sheet any
individual scripts, project work, or continuous assessment material reviewed by him/her
as part of the assessment process, together with any adjustment to the marks/grades as
proposed by the Intern Examiner. Efforts should be made to achieve consensus in
regard to such proposed assessments.
6.20.7 Where the Extern Examiner proposes adjustments to the results of students as a
whole he/she shall consult with the Intern Examiner, Faculty Head and the Director of
Academic Affairs & QA in advance of the meeting of the Board of Examiners. Efforts
should be made to achieve consensus in relation to such proposed amendments.
6.20.8 The Extern Examiner shall attend the meetings of the Board of Examiners.
6.20.9 The Extern Examiner may comment on such matters relating to individual student
performance, module/subject performance, or programme performance as he/she
deems necessary. The Board of Examiners shall give due consideration to such
comments.
CCT QA Handbook 2008, revised 2013
57
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section F
Refer to end of document
Appendix F1 Receipt of Assignment
Appendix F2 Receipt of Submission
Appendix F3 Personal Mitigating Circumstances Form
Appendix F4 Student Recheck Form
CCT QA Handbook 2008, revised 2013
58
SECTION G
7. PROCEDURES FOR ONGOING MONITORING OF
PROGRAMMES
7.1
Introduction
7.2
Justification
7.3
Monitoring Scope
7.4
Monitoring Practices
7.5
Evidence Base for the Annual Monitoring Report
7.6
Annual Monitoring Report
7.7
Programme Modification
7.8
Programme Withdrawal
CCT QA Handbook 2008, revised 2013
59
COLLEGE OF COMPUTER TRAINING (CCT)
Section G
7. PROCEDURES FOR ONGOING MONITORING OF PROGRAMMES
7.1 INTRODUCTION
7.1.1 A monitoring process is crucial to the success of full and part-time programmes.
The on-going monitoring reports created provide information for the Evaluation of
Programmes to ensure that each student receives the best information, education and
experience that CCT can offer. The Programme Board for any one programme will be
responsible for the annual monitoring of that programme, and for producing an Annual
Monitoring Report. The Programme Board will be chaired by the Head of Faculty. The
report is prepared on the functioning of the course in the previous academic year and is
submitted by the Faculty Head to the Quality Assurance Committee. The Course Board
will interface with other personnel in the College, as appropriate, to complete the
relevant sections of the report.
7.2 JUSTIFICATION
7.2.1 Ongoing monitoring of full and part-time programmes is essential to the continued
quality policies of CCT. The on-going evaluation reports are fed into the quality
information workflow structure to enable the Programme Board to make informed
decisions and to take necessary actions regarding current programmes.
7.2.2 CCT monitors programmes to:
A. Ensure that the syllabus is relevant in the ever changing and dynamic world of
Information Communication Technology and Business
B. Ensure that the stated aims of each programme are met and delivered
C. Monitor the learner experiences and assessments to ensure the stated learning
programme outcomes are being achieved
D. Identify issues for further learning enhancement or corrective action
E. Identify best practices between Lecturers and Programmes
F. Receive on-going programme evaluation from learners and lecturers
CCT QA Handbook 2008, revised 2013
60
G. Evaluate the appropriateness of the curriculum and assessment, in relation to the
outcomes
H. Monitor student achievement and progression
7.3 MONITORING SCOPE
7.3.1 This section refers to the college’s full-time and part-time accredited courses. In
cases where responsibilities for curriculum development and changes to syllabus are
beyond the control of CCT, the Course Board forwards its evaluation directly to the
accreditation body for review.
7.4 MONITORING PRACTICES
7.4.1 Each programme is monitored by ongoing examination of delivery. It is imperative
that both student and lecturer are given evaluation opportunities to express opinions and
suggestions of programme and learning experiences throughout the lifetime of a
programme. Each programme is also evaluated in terms of its subjects, modules,
assessments (internal & external), demands on the learner, lecturer, College and overall
quality and relevance.
7.5 EVIDENCE BASE FOR THE ANNUAL MONITORING REPORT
7.5.1 Dates for meetings, and submissions of all relevant inputs sheets and information
shall be specified. Information to facilitate the ongoing monitoring of the course and the
development of the report will be derived from the following sources, described in more
detail in Appendix G1:
• Previous year’s Annual Monitoring Report
• Course Board meetings
• External examiner / reviewer reports
• Lecturer feedback
• Learner feedback
• Student Intake Progression and Award
• College Alumni
• Survey of Employers
• Ongoing Student Monitoring Reports
CCT QA Handbook 2008, revised 2013
61
7.6 ANNUAL MONITORING REPORT
7.6.1 Upon first draft completion, the report will be presented by the Head of Faculty to
the Programme Board for full consideration, and eventual approval by the Academic
Council. To the extent within the resources available, the improvements recommended
in the report, should be approved and decided at this level.
7.6.2 The Report should include an action plan for the course(s) under scrutiny. The
report should also include a summary section on all aspects of the report, and an
analysis on the progress of action identified in the previous year’s report.
7.6.3 The Report will then be submitted to the Quality Assurance Committee for
consideration and comment. The Quality Assurance Committee will scrutinise the report
together with the proposed action plan and any recommendations made at this level,
which will be forwarded onto the Academic Council for overall approval.
7.6.4 The Quality Assurance Committee will monitor the proposed action plan by
receiving progress reports from the Faculty Head. The Quality Assurance Committee
may require the Faculty Head and Programme Board to give special attention to certain
issues raised during the annual monitoring process.
7.6.5 The Annual Monitoring Report will form an input into the periodic evaluation of the
course.
7.7 PROGRAMME MODIFICATION
7.7.1 Recommendations arising from a Programme Annual Monitoring report often point
to proposed course modification. If the Quality Assurance Committee considers that any
course modifications are substantial, they should be implemented during the periodic
evaluation of the course.
7.7.2 All minor modifications and proposals to any particular programme will be agreed
at Programme Board level and the Course Submission Document will be updated with
minor modifications of proposals made. Course modifications may include: any minor
change to the course structure, module content, examination regulations, delivery
method, learning outcomes and course aims. The amended Course Submission
Document will then be documented and forwarded to the Quality Assurance Committee.
7.7.3 The Quality Assurance Committee will assess the modified Course Submission
Document for completeness and accuracy. A brief report compiled at the QA Committee
level on the suitability and appropriateness of the modifications to the course will be
forwarded to the Academic Council for overall approval. Any doubts regarding the
proposed changes will be addressed quickly and efficiently at Academic Council and/or
Quality Assurance Committee level and will be directed and discussed back to the
Course Board.
CCT QA Handbook 2008, revised 2013
62
7.7.4 Upon institutional agreement of the Course Submission Document, the College
Director or Director of Academic Affairs & QA will present the modified document and
recommendations to the Awarding Body. The College Director and Head of Faculty will
correspond as necessary with the Awarding Body, and the Course Submission
Document will be updated in accordance with feedback from the Awarding Body. The
final approved modified course document will become the current course offering, and
any modifications required to the college prospectus will be implemented on the next
reprint. The College website will be updated immediately.
7.8 PROGRAMME WITHDRAWAL
7.8.1 Any proposed withdrawal of a programme must be fully approved and strongly
justified at senior management level. It is important that such a decision would be seen
as a last resort in an effort to continue to reflect and promote the College’s commitment
to providing programmes which encompass all aspects of student development.
7.8.2 A course withdrawal report will be prepared by the Programme Board based on the
ongoing monitoring of the course in question. This report would highlight the main
reasons for a course withdrawal proposal. To ensure that any decision to withdraw a
course is approved, the Report will be produced and communicated to all of the relevant
affected parties in a timely and orderly manner. The report will be prepared by the
Course Board and approved by the Faculty Head.
7.8.3 The report will then be forwarded to the Quality Assurance Committee for inclusion
on the agenda of the next Quality Assurance meeting. An effort should be made to
include the proposal in good time before the meeting to enable full consideration and an
efficient decision process, in advance of the next commencement date of the course.
7.8.4 The Quality Assurance Committee will review the Report for completeness and
accuracy. A brief report on the appropriateness of the proposal course withdrawal will
be made to the Academic Council for approval.
7.8.5 The College Director will notify the relevant Awarding Body. The College Director
and Faculty Head will correspond as necessary with the Awarding Body, until agreement
is reached with regard to the course by the Awarding Body.
7.8.6 A withdrawn course that is no longer provided by the college, and any ensuing
modifications required on the College’s prospectus will be implemented on the next
reprint. The College website and other advertising material will be updated immediately.
CCT QA Handbook 2008, revised 2013
63
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section G
Refer to end of document
Appendix G1 Annual Monitoring Report
CCT QA Handbook 2008, revised 2013
64
SECTION H
8. PROCEDURES FOR PERIODIC EVALUATION OF
PROGRAMMES
8.1
Introduction
8.2
Aims for Periodic Evaluation of Programmes
8.3
Overview of Periodic Evaluation of Programmes
8.4
Objectives of Periodic Evaluation of Programmes
8.5
Procedures for the Development of a Self-Evaluation Report
8.6
Self-Evaluation by the Course Board
8.7
External Evaluation Review Group of Programme Evaluation
8.8
Procedures for Implementation of Final Evaluation report recommendations
CCT QA Handbook 2008, revised 2013
65
COLLEGE OF COMPUTER TRAINING (CCT)
Section H
8. PROCEDURES FOR PERIODIC EVALUATION OF PROGRAMMES
8.1 INTRODUCTION
8.1.1 CCT places great importance on the quality of its programmes, especially
with regard to keeping programmes updated and relevant, in a dynamic and
changing environment. The college has specific procedures in place to ensure
programmes are regularly evaluated.
8.2 AIMS FOR PERIODIC EVALUATION OF PROGRAMMES
8.2.1 The main aims of the procedures set out by CCT to ensure regular evaluation of its
Programmes are:
• to ensure that academic and labour market requirements of the learner are
fulfilled
• to be cognisant of the National Qualifications Framework and implement the
procedures of QQI in relation to access, transfer and progression
• to add and provide the improvement of a quality culture in which all
participants are aware of their respective roles and that actions are taken to
address observed weaknesses in programmes
• to improve the value of the programmes
• to guarantee programmes remain current and offer important and valuable
educational knowledge and skills to the learner
• to meet the terms and conditions of all the requirements of the approved
external validating body
8.2.2 All courses, both full-time and part-time, are accredited, produced and run by the
college where the college has responsibility for programme of study progress for the
evaluation of learners.
CCT QA Handbook 2008, revised 2013
66
8.3 OVERVIEW OF PERIODIC EVALUATION OF PROGRAMMES
• All programmes are produced and run by the college where the college has
responsibility for programme of study progress for the evaluation of learners.
• The periodic programme evaluation can either be conducted on an individual
programme, or a group of related programmes. There may be a combined
periodic programme evaluation for all programmes in the College.
• A periodic programme(s) evaluation is applied at least once every five years,
or as the approved validating body directs.
• The periodic programme evaluation is a dual process: internal self-evaluation
and external expert evaluation. The internal element of a periodic programme
evaluation involves a self-evaluation of the programme, a plan for the
subsequent five years, and a modifying programme document. The external
element of a periodic programme evaluation involves a group of external
professionals taking into consideration the evidence of the self-evaluation and
creating an evaluation of the modified programme document and plan.
• When examining a programme the focus is on the effectiveness of the
programme in meeting its stated aims and also on the success of the learner
in reaching the intended learning outcomes. The data accumulation from the
annual monitoring process is fundamental to the self-evaluation. Feedback
from learners is a key component within this evaluation.
• In order to provide help and support for the ongoing monitoring of
programmes and their regular periodic evaluation, feedback from employers is
obtained and utilised.
• The learners’ assessment procedures of the college are imperative for both
the self-evaluation stage and also in the development of the modified
programme document.
• The self-evaluation will culminate in a Self Evaluation report, including an
evaluation of the programme’s strengths, weakness, opportunities and
threats. The external evaluation will culminate in an External Evaluation
report, setting out the findings of the external evaluation review group.
8.4 OBJECTIVES OF PERIODIC PROGRAMME EVALUATION
The main objectives of periodic programme evaluation are:
• The periodic programme evaluation is carried out in two steps – an internal
step and an external step to assess the effectiveness of the programme of
study and assessment in relation to the intended learning outcomes.
• The periodic programme evaluation is a review of the ongoing validity of the
aims of the programme and the associated learning outcomes.
CCT QA Handbook 2008, revised 2013
67
• The periodic programme evaluation focuses on a review of the development
of courses over the previous five years, with particular regard to the
achievement and improvement of educational quality.
• The periodic programme evaluation is primarily considered an evaluation of
quality and flexibility of response to changing requirements.
• In the course of standard periodic programme evaluation, a revised
programme document is structured detailing revised aims and learning
outcomes, modified course schedules, modified syllabi and a modified
assessment plan.
• Review the development of courses considering the views of education
interests, employers, professional bodies, etc.
• Examine and analyse the effectiveness and the efficiency of each of the
courses approved.
• The future plan of the college is mainly connected and concerned with any
programme evaluation, therefore a proposed new programme must be
examined in the self-evaluation and external expert report. Anticipated new
courses will be evaluated independently in accordance with the internal
procedures of the college and guidelines for the design and external validation
of new programmes.
• Evaluate the resources, services, and facilities offered by the College for the
terms of the courses.
• Assess the flexibility of the College in responding to market needs and
educational developments.
• Evaluate the research activities of the college and any projections in the area
of study under review.
• Assess the college’s previous relations and links established within
industry/business and the wider community in order to uphold the relevance of
its courses.
• Details of the observed shortages in the programme will be addressed in the
proposed revisions to the programme included in self-evaluation report
documents.
• Devise a modified programme document that incorporates the views of the
relevant stakeholders.
• Assess and evaluate the projection and plan of the college for the subsequent
five years in particular areas.
CCT QA Handbook 2008, revised 2013
68
8.5 PROCEDURES FOR THE DEVELOPMENT OF A SELF-EVALUATION REPORT
8.5.1 In year 3 (of the five year cycle), a plan will be presented by the Head of Faculty to
the Academic Council, for the conduct of a rigorous and fundamental self-evaluation. For
programmes that are the subject of more frequent reviews this process will begin earlier.
This plan will summarise the process to be followed in conducting this review and also
specify when specific elements of the work will be finished.
8.5.2 The self-evaluation must commence by the start of year 4 (of the five year cycle).
The Programme Board will lead and carry out the internal self-evaluation to produce a
self-evaluation report. A Course Board is comprised of the following: Faculty Head
(Chair), Director of Administration & Student Affairs, Director of Academic Affairs & QA,
all course teaching staff and one student from the programme. The Faculty Head will
present progress reports at each Academic Council and Quality Assurance meeting until
the internal self-evaluation is completed.
8.5.3 The Programme Board will hold a preliminary meeting; agree a schedule of tasks to
be completed within a set time frame and on the internal and external stakeholders who
need to be consulted on the merits and appropriateness of the content and delivery of
the programme.
8.5.4 The members of the Programme Board shall be encouraged to synthesise all
relevant information and to take a holistic view of each programme to evaluate their
pedagogical appropriateness and to ensure that the programmes remain relevant to
learner needs, including academic and labour market needs.
8.5.5 The compilation of a self evaluation report must be the culmination of the self-
evaluation. A draft self evaluation report must be prepared in accordance with best
international practice and relevant QQI procedures and guidelines.
8.5.6 The draft self evaluation report will be presented by the Faculty Head of the Course
Board for comment to the College Director who will in turn submit it to the Quality
Assurance Committee for a review of completeness and accuracy. The report should be
submitted for consideration by the Academic Council, no later than October 1st of year 5
(of the five year cycle).
8.5.7 The Academic Council will examine the draft self evaluation report in terms of the
College’s Strategic Plan and resource planning.
8.5.8 When the all necessary committees are satisfied that the amended draft self
evaluation report adheres to both the College’s standards and the appropriate validating
body’s standards, the Quality Assurance committee shall meet to consider the
composition of the External Evaluation Review Group which will examine the self
evaluation report further.
8.6 SELF EVALUATION BY THE PROGRAMME BOARD
8.6.1 The self evaluation will be based primarily on the preceding annual monitoring
reports. In preparing the Report, the Programme Board should consult widely with
CCT QA Handbook 2008, revised 2013
69
internal and external stakeholders and ensure that their views are fully integrated into the
review.
8.6.2 The consultation with internal stakeholders will involve interviews with the current
students and staff. Minutes will be taken of all interviews so as to establish a record.
8.6.3 The Course Board shall also consult with external stakeholder groups. Examples
of external stakeholder groups should include but not necessarily be limited to:
graduates, employers, industry professional bodies, external examiners and experts, and
other external organisations as appropriate.
8.6.4 The Course Board will meet regularly during these periods of consultation to
monitor progress and to process the data generated to assess its relevance to the
evaluation. Please see Appendix H1 (Subject Matter for a Periodic Programme
Evaluation) for information under which the report should provide information, in respect
of the programmes being evaluated.
8.7 EXTERNAL EVALUATION REVIEW GROUP OF PROGRAMME EVALUATION
8.7.1 Following the self-evaluation process the College will arrange to have an external
evaluation conducted by a group of experts from outside the College, including
stakeholders and persons with sufficient academic and professional competency to make
national and international comparisons in relation to the programme(s).
8.7.2 The Quality Assurance Committee shall meet to discuss the composition of an
External Evaluation Review Group and will set out the time frame for completion of the
External Evaluation Report. This consideration shall involve the selection of appropriate
groups from which the External Reviewers may be drawn (such as: social partners,
professional bodies, academic institutions / peers, college alumni) – see appendix H2,
Composition of External Evaluation Review Group.
8.7.3 External Reviewers proposed and nominated for appointment by CCT should be
persons of academic or professional distinction, whose association with a particular
programme could be considered to enhance the standing of the programme.
8.7.4 The Quality Assurance Committee shall prepare a short-list of suitable candidates
for consideration. This list will be submitted for approval to the Academic Council. The
College Director will contact all candidates (see Appendix H3 for letter of invitation) and
the Academic Council will formalise approval of each candidate on the External Reviewer
Nomination form (see Appendix H4). Each candidate will be notified of the final decision
of approval. Please see Appendix H5 for role and responsibilities of the external review
group.
8.7.5 The External Reviewers shall receive a copy of the Self Evaluation report, at least
three weeks before the scheduled visit, along with an overview of the main activities to
be conducted by the External Evaluation Review Group, and the headings / criteria
against which the expert group can measure the Self Evaluation report. The main three
activities essential to the External programme evaluation as proposed by CCT are: a)
reviewing the Self Evaluation report; b) visiting the college to review, discuss, analyse,
CCT QA Handbook 2008, revised 2013
70
and validate the details contained in the Self Evaluation report; and c) preparation of the
External Evaluation Report.
8.7.6 The External Evaluation Review Group will be required to appoint a Chair and
document meeting minutes to ensure good practice. The external evaluation process
shall be held in a collaborative environment of cooperation, consultation and advice,
facilitated by CCT.
8.7.7 The External Expert Group will examine the Self–Evaluation Report in terms of the
College’s procedures, QQI requirements and also the National Qualifications Framework.
The Group will visit the College to review policies, procedures, practices and supporting
data relevant to the issues identified in their analyses of the Self Evaluation Report.
8.7.8 The subject matter for the Periodical Programme Evaluation outlined In Appendix
H1 provides useful criteria against which the expert group can measure the Self
Evaluation Report and carry out their own investigations. These headings can also be
used as a template for the External Expert Group’s interim report.
8.7.9 The External Evaluation will culminate in an External Evaluation Report. The
External Evaluation Review Group shall submit their report to the Quality Assurance
Committee. The College will have the opportunity to comment on the final draft of the
External Evaluation Report before the report is formally submitted for consideration and
action by the college Academic Council.
8.7.10 The Academic Council shall forward a copy of the final report to the Awarding
body for consideration. The Awarding body may make recommendations to the College
arising from the Self Evaluation report, the External Evaluation report or both.
8.7.11 The College Director in conjunction with the Course Board will address the expert
group’s recommendations on School issues, at a Quality Assurance Committee meeting.
8.8 PROCEDURES FOR IMPLEMENTATION OF FINAL EVALUATION REPORT
RECOMMENDATIONS
8.8.1 The College will implement these recommendations, having submitted both reports
and recommendations to the Governing Body. The Quality Assurance Committee shall
be responsible for the implementation of the recommendations.
8.8.2 The first stage will be to consider the findings at a meeting and to prepare a course
of action for implementation.
8.8.3 The Quality Assurance Committee will meet with the Programme Director and
agree on the implementation plan, and an adequate proposed time-frame, which will be
finalised with the Awarding body.
8.8.4 The Quality Assurance Committee will meet on a regular basis to monitor progress,
with all recommended actions recorded.
CCT QA Handbook 2008, revised 2013
71
8.8.5 An implementation report will be formulated by the Quality Assurance Committee
and forwarded to the Academic Council for approval. The annual monitoring process will
provide feedback measuring the effectiveness of the recommendations and
implementation of the periodic evaluation of programmes.
CCT QA Handbook 2008, revised 2013
72
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section H
Refer to end of document
Appendix H1 Subject Matter for a Periodic Programme Evaluation
Appendix H2 Composition of External Evaluation Review Group
Appendix H3 Letter of Invitation
Appendix H4 External Reviewer Nomination Form
Appendix H5 Responsibilities of External Evaluation Review Group
CCT QA Handbook 2008, revised 2013
73
SECTION I
9. PROCEDURES FOR SELECTION, APPOINTMENT,
APPRAISAL & DEVELOPMENT OF STAFF
9.1
Introduction
9.2
Recruitment & Selection Team
9.3
Staff Allocation
9.4
Recruitment & Section Procedures
9.5
Induction
9.6
Monitoring & Review of Recruitment & Selection Policies & Procedures
9.7
Performance Appraisal Procedures
9.8
Monitoring & Review of Appraisal Procedures
9.9
Staff Development
9.10 Staff Development Procedures
9.11 Monitoring & Development of Staff Development Activity
CCT QA Handbook 2008, revised 2013
74
COLLEGE OF COMPUTER TRAINING (CCT)
Section I
9. PROCEDURES FOR SELECTION, APPOINTMENT, APPRAISAL AND
DEVELOPMENT OF STAFF
9.1 INTRODUCTION
9.1.1 Every effort will be made to recruit and retain staff required to ensure the delivery
of a quality education service. CCT is committed to having a qualified, committed
teaching staff in sufficient numbers, employing suitable teaching and research methods
in line with the programme requirements and learner needs.
CCT recognises that staff development and training is a necessary and worthwhile
commitment especially in the IT industry. Technology is constantly advancing; having
staff and learners that are abreast of these advances is imperative for the continued
advancement of CCT and its learners. CCT strives to create and promote opportunities
that allow staff to become and/or remain experts in their field.
9.1.2 CCT is committed to the ongoing development of its staff and actively encourages
further training and education through a Lifelong Learning Initiative; a learning that builds
capacity, increases knowledge and skills, develops critical reflection, understanding and
insight, and facilitates growth and development. The most important investment an
educational institution can make is investing in faculty and staff development. High
quality lecturing and training is the essence of CCT’s business. In acknowledgement of
this benefit to the college, CCT is committed to supporting the academic development of
its staff in financial and other practical ways. Except where otherwise stated, this policy
applies to all permanent members of academic staff, and to all holders of full-time
academic contracts, where the contract is for a duration of one year or longer.
Entitlements for part-time members of academic staff, entitlements will be
pro rata
according to appropriate legislative provisions.
9.1.3 To enhance the research culture within the college and provide incentives for staff
to engage in ongoing professional development, the college is committed to creating,
consolidating, or enhancing, as appropriate, certain provisions for, and in cooperation
with, the academic staff.
9.1.4 The Academic Council will have the responsibility for ensuring that the college has
the appropriate levels of staff to accomplish its current and future plans; and decide
upon new vacant positions at CCT, the nature of them and when they are required to be
filled.
CCT QA Handbook 2008, revised 2013
75
9.1.5 The College Director shall ensure that Human Resources policies and procedures
are developed and implemented in accordance with Irish state law and are aimed at
enhancing individual and organisational effectiveness.
9.1.6 Recruitment and Selection of all staff at CCT shall be in accordance with the
following procedures.
9.2 RECRUITMENT AND SELECTION TEAM
9.2.1 The Recruitment and Selection team will meet when necessary to fill a new
position. This team is comprised of the following personnel:
- College Managing Director
- Director of Administration & Student Services
- One other staff member relevant to the department / division of the position available.
For example, it could be the Faculty Head for a Lecturer position, or Director of Facilities
Management for a Building contractor / Maintenance position.
9.3 STAFF ALLOCATION
9.3.1 Staff Allocation requests from any staff member or college area should be
submitted through the Recruitment and Selection team, to be discussed by the Quality
Assurance Committee at the next scheduled meeting.
9.3.2 All requests will be fairly reviewed by the Quality Assurance Committee against the
mission, plans and strategic objectives of the college.
9.3.3 Should the request be approved, the Recruitment and Selection team shall be
authorised to initiate the recruitment procedure.
9.3.4 Should the request be refused, no further action will be taken by the Recruitment
and Selection team.
9.4 RECRUITMENT AND SELECTION PROCEDURES
9.4.1 If a new position is being created, or an existing position is significantly modified,
appropriate job description or employee specifications will be designed and agreed by
the Recruitment and Selection team, with clear qualifications and experience criteria for
the particular job.
While performing the
position analysis which will underpin the preparation of the
position description with the qualifications and experience criteria for the job, the team
shall identify the characteristics and requirements of the vacant position and the
personality traits that would benefit the individual who assumes the position. Also,
whether the position is new or recently vacated, there must be a careful determination of
why the position is needed, precisely how it will assist the college in achieving its
strategic goals and mission, how it relates to other positions in the college, and what
CCT QA Handbook 2008, revised 2013
76
skills and other abilities are necessary to carry out its responsibilities. Finally, the
position analysis should include a judgement as to whether other positions in the college
should be reconfigured in light of the vacancy.
9.4.2 From an evaluation of an ideal candidate profile for the vacancy performed by the
Recruitment and Selection team, the
position description should indicate the need for
the position in light of CCTs’ strategic goals and mission. It should also take heed of
ethical consideration with regard to ethnic, gender, age and minority bias, particularly in
the language adopted to present it. At a minimum, the position description should
include: Position Title, Credentials and Experience required, Administrative Location of
the position, Goals for the Position, Work Activities, Procedures and Conditions of
Employment, Job Performance Expectations.
9.4.3 Where a position is to be filled internally, all relevant information will be posted on
notice boards and emailed to all staff. When
advertising externally, CCT will use such
media as national job recruitment websites, newspapers, and radio. Advertisements will
be pre-approved by the Recruitment and Selection team.
9.4.4 The
screening process of applications shall provide for and result in a detailed
report on each applicant, for the rejection or acceptance for the interview stage.
Screening of applicants will be based on factors and measures such as: completion of a
comprehensive application form, minimum requirements of qualifications and experience
criteria for the job met, already published by the Recruitment and Selection team.
CCT believes a comprehensive application form for any advertised position is important
for a successful pre-screening process. It should identify any undesirable or non-fit
factors or qualities from the ideal candidate profile.
9.4.5 The members of the Recruitment and Selection team shall act as the
interview
panel. The deliberations of the interview panel shall be strictly confidential, and not be
shared with any external person, without the expressed and recorded authorisation of
the interviewee.
9.4.6 The interview panel shall produce a
short-list of candidates in order of merit.
This recommended list from the Recruitment and Selection team will be forwarded to the
Quality Assurance Committee for recommendation who will forward to the Academic
Council for approval.
9.4.7
Interviews of the short-list of candidates will be based on a semi-structured style,
to allow candidates a certain amount of freedom to express their individual style and
personality (factors which CCT believe are critical in a student-centred environment),
while dealing with a range of consistent questions posed to all candidates.
9.4.8 The Academic Council shall make the
final selection of the candidate for the job,
based on the recommendations of the Recruitment and Selection team and Quality
Assurance Committee and based on unanimity. The Academic Council will then
authorise that candidate qualifications and references are verified.
9.4.9 CCT recognises that
qualifications and references verification are a crucial part
of the selection process. Reference checks in particular round out the profile of a job
applicant by providing third-party support and information. Reference enquiries and
requests can be made by telephone, email, fax, using the CCT Performance
CCT QA Handbook 2008, revised 2013
77
Assessment form, see Appendix I1 for further details. (This form should be signed and
returned by email, fax or post).
9.4.10 Important components to be included in the
final job offer are: Starting salary,
commencement date, length of contract, employee benefits, moving expenses (if
applicable), living accommodation (if applicable), any other negotiation points. The
candidate should be given sufficient time to either accept or reject the offer. However,
the college should not compromise the availability of other candidates if the candidate of
choice declines the offer by allowing too much time to pass between the offer and the
decision. If the candidate accepts the position, the offer and conditions of employment
should be communicated to the candidate in writing as soon as possible. If the
candidate declines the position, the Academic Council will offer the position to the next
candidate of choice. Once an individual has been secured for the position, all other
interviewed candidates will be notified immediately.
9.5 INDUCTION
9.5.1 All new employees will receive formal induction training. The overall purpose of
induction training is to familiarise new members of staff with all aspects of their job and
new working environment. CCT recognises that the induction process is a very active
one especially for the first month of employment.
9.5.2 At least a day shall be devoted to a focussed induction for the new candidate
where he/she will meet with all members of the College, to get a more precise
understanding of the position, various roles, responsibilities, structures, culture, mission,
goals and daily operation of the college. In addition, new employees will be briefed on:
college procedures, policies, information, strategic plans, information on relevant
legislation, assessment policy and procedures, code of practice.
9.5.3 One staff member will be appointed as a mentor to the new candidate and the
main role of the mentor will be to provide guidance, support, advice and feedback
particularly over the first month. However, due to the small size of the college, the
candidate will be actively encouraged to treat all staff members as mentors for the
induction period.
9.6 MONITORING AND REVIEW OF RECRUITMENT AND SELECTION POLICIES
AND PROCEDURES
9.6.1 Information regarding the Selection and Recruitment process of any individual can
be obtained by the following methods, which is not an exhaustive list:
a) Staff surveys and questionnaires (example of which can be found in Appendix I2).
b) Exit interviews conducted by the College Director with all employees who resign,
or whose contract has ended.
CCT QA Handbook 2008, revised 2013
78
c) Feedback received by the mentor from the newly appointed candidate through
the Mentoring system and staff induction, will be used to evaluate the
Recruitment and Selection Procedures.
d) Recruitment and Selection policies and procedures shall be continuously
reviewed to ensure that they reflect good practice and meet the requirements of
relevant legislation.
9.7 PERFORMANCE APPRAISAL PROCEDURES
9.7.1 CCT broadly views Performance Appraisal as the interactive process, between
individual staff member and supervisor, of assessing and recording staff performance,
jointly re-clarifying and modifying roles and responsibilities and job description (if
necessary), determining developmental needs and support requirements, and
cooperative development of performance evaluation plans.
9.7.2 In summary, Performance Appraisal is the scheduled focussed opportunity to
assess how aligned appraisee, job, and supervisor are with regard to the overall
operation of the college, in accordance with CCT’s mission and strategic goals.
9.7.3 Objectives for performance appraisal can best be understood in terms of potential
benefits which should include but not be limited to:
• Increased staff motivation to perform effectively
• Increased staff self-esteem
• Gain new insight about the college direction
• Better clarify and define job functions and responsibilities
• Develop valuable communication among appraisal participants
• Facilitate increased self-understanding among appraisees as well as insight
into the kind of developmental activities that are of value
• Distribute awards on a fair and credible basis
• Clarify goals of job under appraisal and organisational goals
9.7.4 CCT recognises Performance Appraisal as an ongoing process. As a small-sized
institution, ongoing informal performance appraisal is carried out almost on a daily basis
with constant interaction between staff, management and divisions.
9.7.5 CCT is mindful through all endeavours on Staff performance appraisal that the
overriding purpose of performance appraisal is to help staff to improve, and thus to
improve organisational effectiveness. If necessary, duties and position descriptions will
be reviewed at this juncture, as well as college policies and procedures.
9.7.6 Formal performance appraisals will be carried out once per year at CCT. The
appraisal itself will be carried out in an atmosphere of openness, frankness,
confidentiality, clarity, and fairness.
9.7.7 The Appraisal Process
9.7.7.1 The following broad items should be represented and reviewed in all
performance appraisals:
CCT QA Handbook 2008, revised 2013
79
a) Ongoing Review of Position and Performance
b) Job Descriptions
c) Participatory and Interactive Appraisal of developmental plans for the appraisee
d) Joint design of a realistic scheduled format of work
e) Overall productivity assessment and reward
f) Review of College Policies and Procedures
9.7.7.2 CCT will ensure that the following appraisal event procedures will be adhered to:
• Staff Appraisals will be fair, objective, open, frank, and confidential
• Appraisals will be carried out yearly, unless otherwise determined by the
appraisee and appraiser
• The appraisal shall be carried out by the College Director or another staff
member appointed by the College Director
• The College Director shall notify all appraisees of the date of their appraisal, at
least 1 month in advance.
• An Appraisal Form (see Appendix I3) must be completed initially by the
appraisee and returned to the appraiser.
• If the appraiser wishes to discuss any matter(s) not covered in the Appraisal
Form, the appraiser shall normally indicate this to the Appraisee in good time.
The Appraisee shall have the same right.
• Both parties are required to sign the Appraisal form as a record that the Appraisal
event has taken place
• Unresolved difficulties shall be recorded on the Appraisal Form.
• The Appraisal meeting shall remain strictly confidential to the appraiser,
appraisee, and College Director.
• The College Director / or Human Resources appointee will carefully review each
Appraisal Form after completion to instigate any agreed actions / action plans
which the College Director considers appropriate
• The College Director / or Human Resources appointee is responsible for
monitoring the appraisal processes.
• Specific developmental requirements should be converted into appropriate staff
developmental plans, which is the responsibility of the College Director / Human
Resources appointee.
CCT QA Handbook 2008, revised 2013
80
9.8 MONITORING AND REVIEW OF APPRAISAL PROCEDURES
9.8.1 It shall be the responsibility of the Quality Assurance Committee to coordinate and
monitor on an ongoing basis the effectiveness of the appraisal procedures.
9.8.2 The annual monitoring exercise and the periodic review shall provide feedback
opportunities for the College to formally review and evaluate the appraisal of Staff.
9.8.3 The appraisal policies and procedures shall be continuously reviewed to ensure
they reflect best practice.
9.9 STAFF DEVELOPMENT
9.9.1 Staff Development can be viewed as any measure undertaken by individuals,
teams or organisations to improve their skills, knowledge and abilities, particularly as
they relate to the workplace and from which added value can be ascertained. It is an
ongoing process of activities and programmes which help staff members learn about
responsibilities, develop required skills and competencies necessary to accomplish
institutional and divisional goals, and grow personally and professionally to prepare
themselves for advancement within the college or beyond.
9.9.2 Development and Training of Staff is an ongoing process, which should be
reviewed on a regular basis as job descriptions, individual, and organisational goals
change.
9.9.3 Staff Development should be directed towards the following objectives:
• Clarify expectations for the continued professional education of each staff
member
• Specify the options available for staff improvement
• Make clear the connection between continuous professional development and
institutional rewards
• Ensure adequate funding for staff development activities
• Purposefully determine staff development activities based on a careful
assessment of staff member needs
• Employ accepted methods of teaching and learning in staff development
activities
9.9.4 CCT has the responsibility to resource staff development and to monitor and
review the resources committed.
9.10 STAFF DEVELOPMENT PROCEDURES
9.10.1 Effective and comprehensive staff development practices and plans must attend
to staff and organisation improvement, derive from a developmental plan, include
attention to process and product, and be anchored in the daily operation of the college,
CCT QA Handbook 2008, revised 2013
81
be multi-faceted and ever changing, and recognise maturation and growth of individuals
and the organisation.
9.10.2 It is the responsibility of the College Director to encourage the identification of
developmental needs among staff. This may be done through the formal staff appraisal
scheme or through staff feedback mechanisms (please see Appendix I2, for staff survey).
9.10.3 Through the performance appraisal, staff shall have the opportunity to be involved
in the identification of training needs and their personal career development plans.
Specific and measurable aims and learning outcomes shall be agreed for each training
plan and made transparent for all development activities.
9.10.4 All new staff will receive Induction training to assist them to adjust to their work
environment, roles and responsibilities.
9.10.5 Staff shall receive ongoing training and development to help them perform their
duties effectively and improve within their roles. Where new or additional duties require
the development of further skills, staff shall be given training in those skills.
9.10.6 Staff development can take the form of seminars, conferences, mentoring,
workshops, individual advice sessions, short-term professional courses and further
studies. The College Director will manage the release of staff to participate in approved
development activities.
9.10.7 The College Director will ultimately be responsible for providing feedback on
performance.
9.11 MONITORING AND EVALUATION OF STAFF DEVELOPMENT ACTIVITY
9.11.1 Information will be gathered from the Exit interview of staff members regarding
Staff Development, should they resign or if their contract is not renewed.
9.11.2 Results of performance appraisal will be used to validate the staff development
procedures.
9.11.3 The College Director will obtain systematic feedback to ensure that the
development interventions are as effective as they can be. This will involve scrutiny of
evaluation reports following staff development. Please see Appendix I2, to view the CCT
Staff Survey form, which is completed by those staff members on an annual basis after
they complete their staff development activities for that year.
9.11.4 Specific feedback evaluation forms of certain development activities will be
completed by staff, immediately following the training event.
9.11.5 The annual monitoring exercise and periodic review shall provide feedback
opportunities for the college formally to review and evaluate staff development activity.
CCT QA Handbook 2008, revised 2013
82
9.11.6 All feedback on staff development will be recorded and filed, and presented to the
Quality Assurance Committee, who will make recommendations to the Academic Council
for necessary changes to provision of staff development activity.
9.11.7 It is envisaged that as CCT expands, a Staff Development Committee will be
formulated to ensure continuous provision of staff development and rigorous evaluation
of staff development activity.
CCT QA Handbook 2008, revised 2013
83
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section I
Appendix I1 Performance Assessment
Appendix I2 Staff Verification Survey
Appendix I3 Staff Appraisal Form
Appendix I4 List of Staff Development Activities
CCT QA Handbook 2008, revised 2013
84
SECTION J
10. PROCEDURES FOR EVALUATING PREMISES,
EQUIPMENT & FACILITIES
10.1 Introduction
10.2 Facilities & Resources Committee
10.3 Evidence Base for the Annual Report of the Facilities & Resources
Committee to the Quality Assurance Committee
10.4 Reporting Procedures
CCT QA Handbook 2008, revised 2013
85
COLLEGE OF COMPUTER TRAINING (CCT)
Section J
10. PROCEDURES FOR EVALUATING PREMISES, EQUIPMENT AND
FACILITIES
10.1 INTRODUCTION
10.1.1 CCT believes that continuous management, evaluation and improvement of
premises, equipment, resources and facilities crucially contributes and supports the
curriculum, contributes to successful learning, and the ongoing provision of high-level
relevant courses.
10.1.2 The college appreciates the importance of maintaining and updating learning
resources and IT equipment in line with rapid advances in IT training, technology and the
IT industry in general.
10.1.3 The provision and management of physical resources is designated to the
Facilities and Resources Committee.
10.2 FACILITIES AND RESOURCES COMMITTEE
10.2 .1 The Facilities and Resources Committee have the following duties and
responsibilities:
• To define the physical and resource requirements of the college - in line with the
strategic plan, development and goals of CCT – and to draw up action plans to
meet those objectives and to monitor achievement of these on an ongoing basis,
• To meet regularly and to liaise closely with the management and faculty of CCT,
• To allocate resources across all college departments in a manner consistent with
those plans,
• To produce an annual resources report to the Quality Assurance Committee,
based on findings of the previous academic year,
• To receive feedback from the Quality Assurance Committee and implement
appropriate recommendations
CCT QA Handbook 2008, revised 2013
86
• To receive and carefully consider regular feedback from the Library and
Information Services Officer on continually improving the additional learning
resources of the college
10.3 EVIDENCE BASE FOR THE ANNUAL REPORT OF THE FACILITIES AND
RESOURCES COMMITTEE TO QUALITY ASSURANCE COMMITTEE
10.3.1 The Committee will seek to ensure that the views of students, staff and graduates
are fully integrated into the review of resources. The Course Director will provide a
summary of staff, student and graduate feedback for the previous academic year. This
information is usually collaborated in a brief report from learner and staff surveys.
Please see Appendices J1 and J2 for samples of these surveys. CCT requires a
representative sample of each target population for survey findings to be used as
evidence for action plans. Current student representative samples are defined by the
CCT Quality Assurance Committee as 40% of the student body. All CCT staff should
complete the staff based survey to enable the findings to be acted upon.
10.3.2 Comments on the implementation of the previous year’s report will be discussed
in the report. Included will be a description of the most significant developments since
the last review, any facilities / resources which have been phased out and any new
facilities / resources which have been installed in terms of physical space and equipment.
10.3.3 The most recent renewal and updating policy for physical resources will be
included.
10.3.4 The evidence base of the report will be used to measure the effectiveness of the
physical resources, and to ensure their continuing adequacy and effectiveness in
relation to the programmes provided. The process will involve matching the physical
resource and facility requirements set for a programme against the feedback received on
existing college physical resources and facilities.
10.3.5 The resource and facility requirements at CCT will be analysed and measured
under the following headings:
• Accommodation
• Teaching Resources and Equipment
• Library Resources
• IT Resources
• General College Facilities for Staff and Students
CCT QA Handbook 2008, revised 2013
87
10.4 REPORTING PROCEDURES
10.4.1 The work of the Facilities and Resources Committee will culminate in an Annual
Physical Facilities and Resources Report which will be forwarded to the Quality
Assurance Committee.
10.4.2 The Quality Assurance Committee will review the report and make
recommendations where appropriate to the Academic Council.
10.4.3 Particular emphasis will be given to any deviation from the standards set with
recommendations, in the report to the Quality Assurance Committee, where these
recommendations will be reviewed and approved and submitted to the Academic Council
for final approval.
10.4.4 If approved by the Academic Council, an implementation plan will be agreed with
the Facilities and Resources Committee for action along with a proposed schedule for
the Action Plan. The implementation will be monitored and project managed by the
Quality Assurance Committee and monitored and carried out by the Facilities and
Resources Committee.
10.4.5 If the report is not approved by Academic Council, the reasons for refusal will be
outlined in consultation with the Quality Assurance Committee, and a revised report will
be requested for approval by the Facilities and Resources Committee. Where
disagreements arise among any of the Boards regarding the college facilities and
resources, a specific report will be submitted by the Academic Council summarising
recommendation and disagreements to the Governing Body to ensure that
recommendations on any changes to college facilities and resources and / or
implementation plans are in line with overall strategic planning, quality control,
development and improving institutional quality.
10.4.6 The Facilities and Resources Committee will implement an action plan based on
the renewal and updating policy.
10.4.7 It is envisaged that as CCT expands, a Library and Information Services sub-
Committee, reporting to the Facilities and Resources Committee, will be formulated to
ensure a focussed and integrated evaluation will be adopted on a continuous basis for
the provision of additional learning resources.
CCT QA Handbook 2008, revised 2013
88
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section J
Refer to end of document
Appendix J1 Student Services and Support Survey (see C3)
Appendix J2 Staff Verification Survey (see I2)
CCT QA Handbook 2008, revised 2013
89
SECTION K
11. PROCEDURES FOR EVALUATING SERVICES
RELATED TO PROGRAMMES OF HIGHER EDUACATION
AND TRAINING
11.1 Introduction
11.2 Learner Support Services (academic & non-academic)
11.3 Premises Servicing & Maintenance Services
11.4 Services aimed at communicating the provider’s mission and operations
to learners, potential learners, other institutions, employers, professional
bodies and the general public
CCT QA Handbook 2008, revised 2013
90
COLLEGE OF COMPUTER TRAINING (CCT)
Section K
11. PROCEDURES FOR EVALUATING SERVICES RELATED TO PROGRAMMES OF
HIGHER EDUACATION AND TRAINING
11.1 INTRODUCTION
11.1.1 CCT recognises that the constant personal and professional support and well-
being of its staff and student body, is fundamental to good practice and high-level
delivery of higher education and training. The college understands the importance of
regularly reviewing the effectiveness of all academic and support services related to its
programmes of higher education and training. The main support services regularly
reviewed are:
• Learner support services (both academic and non-academic)
• Library, Information and Computing services
• Administrative services
• Technical services
• Premises servicing and Maintenance servicing
• Services aimed at communicating the provider’s mission and operations to all
stakeholders
11.1.2 All reviews undertaken by CCT with the aim of evaluating its services, will focus
on the contribution of each of the identified services and facilities to successful learning
by learners on the programme, with the following questions constantly in mind: “How do
we know the service or facility is effective?” and “How could we improve it to make it
more effective?” The first priority in providing our main services is the learners. This is
the basic concept underpinning our culture of service and thinking – students come first.
11.1.3 The Quality Assurance Committee, and the Student Services and Support
Committee, along with the Facilities and Resources Committee have the main
responsibility for monitoring and reviewing the level of services provided by CCT.
CCT QA Handbook 2008, revised 2013
91
11.2 LEARNER SUPPORT SERVICES (academic and non-academic)
11.2.1 As a small institution, learner support operates in a number of ways and at
varying levels within CCT, on a daily basis. A culture of constant interaction between
staff and students is fostered and actively promoted by senior management down to
junior staff at CCT. An ‘open-door’ policy and approach is communicated to new staff
from the interview and induction stages, and this is constantly reiterated at all levels and
across all committees and divisions of the college, through the use of meetings, college
publications, staff and student notices, and the interactive nature of lectures, and extra-
curricular activities. This means the first priority is always the student.
11.2.2 Teaching Support Service
11.2.2.1 Academic support for students spans the following main levels at CCT:
Class/Module Lecturer, Year Head Coordinator, Faculty Head, and senior College
management staff. In addition to basic programme design and delivery, college faculty
and staff have an obligation to provide constant academic support to all learners. This
involves assisting learners from all types of educational and cultural backgrounds to
guide, clarify, support, and help meet course assessment requirements. In particular,
the Class Lecturer(s) and Faculty Head would be the most appropriate authorities in this
regard. Appointment consultation times are sometimes necessary in busy periods (for
example: exam times) with the appropriate personnel, otherwise and normally, students
can get support whenever they wish.
11.2.2.2 One of the main responsibilities of a Head of Faculty is to meet with students in
the programme on an ongoing basis.
11.2.2.3 The level of service provided will be monitored and evaluated mainly through
student and graduate feedback through the Learner Verification survey (Appendix K1)
and Graduate survey (Appendix K2), and feedback and results will form part of the
Annual Monitoring Report. The Course Board will evaluate the support provided and will
make appropriate recommendations to the Quality Assurance Committee for review.
11.2.3 Pastoral Support Service
11.2.3.1 New students will attend a Registration and Orientation session, where the
College Director, Faculty Head, Director of Academic Affairs & QA and Director of
Administration and Student Affairs, along with various lecturing staff will be introduced.
All CCT representatives are willing to act as personal tutors. This gives the students the
opportunity to meet with various college representatives on varying occasions, or to
choose any to discuss any personal issues.
11.2.3.2 The main responsibility as a personal tutor is to listen to the student, and
provide personal advice and guidance with the overall goal of personal development
constantly in mind.
11.2.3.3 An annual evaluation of Ongoing Monitoring Reviews will be carried out by the
Faculty Head for submission to the Quality Assurance Committee, and will evaluate how
effective the system is in promoting the personal development of the student.
CCT QA Handbook 2008, revised 2013
92
Examination statistics and student retention rates will also be used as evidence to
validate the effectiveness of the process, as well as results of Learner surveys.
11.2.4 Guidance and Counselling Service
11.2.4.1 CCT offers a subsidised off-site counselling service to its learners, provided by
two fully accredited and experienced Counselling healthcare centre, catering for
counselling on a wide range of issues and difficulties.
11.2.4.2 If personal tutors agree that a need arises for intervention by a counselling
professional, the student will be consulted with and encouraged to at least approach a
suggested professional.
11.2.4.3 The personal tutor(s) involved will maintain contact with the student throughout
the process of counselling. Such contact will be recorded and maintained in hard-copy
form in the student file. In such cases, personal tutor(s) will report directly to the College
Director.
11.2.4.4 Based on the college and student experience of the contracted counselling
centre, the contract and service provided will be annually reviewed by the College, from
information provided by the Personal Tutor(s) who had direct involvement with the centre
to the Quality Assurance Committee as the need arises.
Confidentiality of the individual student’s counselling process will be of highest priority in
these cases, and any personal identifying information related to the counselling process
which the personal tutor(s) come across will remain undisclosed.
11.2.5 Careers Support Service
11.2.5.1 The main functions of the Careers Support Service are:
• To develop and promote the Careers Service both within and outside the college
and to consult with members of staff concerning students, their employment and
career development,
• To undertake fully a practitioner role in all aspects of careers advisory work and
to contribute to individual careers counselling and guidance,
• To ensure the efficient management of the careers services and the monitoring of
performance in relation to service provision,
• To liaise with relevant employers and recruitment consultants outside the college
in monitoring full-time and part-time job and career opportunities within the IT and
Business industries,
• To report annually to the Facilities and Resources Committee.
CCT QA Handbook 2008, revised 2013
93
11.2.5.2 The Director of Administration and Student Services will act as the Careers
Officer, along with QA Officer. The Careers Officer and Student representatives will
meet at least once per semester to arrange seminars and workshops where every effort
will be made to invite guest speakers from potential employers and recruitment
consultants from within the IT industry.
11.2.5.3 The Careers Support Service will be monitored through student (Appendix K3)
and graduate (Appendix K2) feedback, from the respective surveys, results of which will
form part of the annual monitoring report.
11.2.5.4 In particular, the Careers Officer will survey graduates and where possible
employers of graduates to monitor and review how graduates perceive the college and
how employers perceive graduates of the college. Results of these surveys will help
evaluate this service and form part of the annual monitoring process.
11.2.5.5 The CCT Alumni Association will provide the opportunity for regular contact
between the College and its former students. One of the main objectives of maintaining
these links is to receive crucial information to help develop and enhance the
programmes delivered at the college.
11.2.5.6 The Careers Officer will generate and submit an annual report to the Facilities
and Resources Committee which will be reviewed with the intention of submitting
recommendations to the Quality Assurance Committee.
11.2.6 Study Skills Support
11.2.6.1 The College provides study skills support for all its students. Regular meetings
occur between students and the Faculty Heads. Feedback on the additional study skills
classes and tutorials are obtained and recorded from these meetings. This information is
included in the annual monitoring process.
11.2.6.2 The quality of examination and examination results will be used to validate the
service provided.
11.2.7 Attendance Support
11.2.7.1 The attendance support system is used as an information device to assist in the
development of the student and to foresee problems which may arise. Attendance
statistics are made available for students on a fortnightly basis and the purpose of the
system is to re-integrate students who may have had an erratic attendance record back
into regular academic life, and to emphasise the importance of regular class attendance.
11.2.7.2 The Attendance Officer is always a member of Course Boards. Class
attendance is always addressed at Course Boards with the Attendance Officer appointed
to report poor attendance and to discuss perceived causes of it. If poor attendance is
due to evidenced personal problems, the student will meet with the assigned Personal
Tutor, Faculty Head, and/or Director of Administration & Student Services. If necessary,
the student will be referred to a Counselling Professional.
CCT QA Handbook 2008, revised 2013
94
11.2.7.3 If there is no valid reason for poor attendance, the student will be informed that
his or her attendance record will be made available to the Programme Board. An annual
Attendance report will be reported and submitted to the College Director. Student
retention rates will be used to validate the process.
11.2.7.4 Please see Appendix K4 for a more detailed breakdown of CCT’s complete
Attendance policy.
11.2.8 General Student services
11.2.8.1 CCT provides other essential student services, namely:
• Support for Student Union
• Support for Social and Sports programmes
• Medical Insurance provision
• Subsidised health service
• General International student registration support
• Provision of cultural learning and activities
• Provision of information with regard to student safety and security
• Accommodation service
• Student Intranet service - Moodle
• Daily general student enquiries
11.2.8.2
Support for Student Union
CCT believes it is important that communication between the students and college be
open, frank and respectful. For this reason, representatives are normally elected by their
fellow students in the second week of the semester. Their function is to present student
concerns, problems, and initiatives to the College staff so that appropriate and timely
action can be taken. Student representatives are also encouraged to organise student
activities, usually of a sporting and social nature, throughout the semester.
11.2.8.3
Support for Social and Sports programmes
The college provides information on all types of sports around the city centre, including
information with regard to student discounts. College teams can be established with
financial aid from the college should the interest and numbers warrant it. A number of
social programmes and events are organised throughout each semester.
11.2.8.4
Medical Insurance provision
CCT arranges yearly student medical insurance with an accredited insurance company
for a reduced fee. This insurance is particularly targeted towards international students
who may not have insurance arrangements in place before course commencement.
This insurance covers GP visits, and any hospital visit up to the value of EUR2,500,000.
11.2.8.5
Subsidised Health Service
If the need arises, CCT can refer any of its students to a Medical Clinic in Dublin city
centre, where the college has an agreement in place. The Clinic will charge a reduced
student rate to CCT students. This clinic provides basic GP, physiotherapist, and holistic
services.
CCT QA Handbook 2008, revised 2013
95
11.2.8.6
General International student registration support
New international students require help and guidance with regard to opening a bank
account, obtaining a PPS No. (where necessary), updating their resume, ensuring all
necessary paperwork and identification is obtained.
11.2.8.7
Provision of Cultural Learning and Activities
International students in particular travel to study in Ireland to gain more than just a
academic experience. Living in Ireland is also about engaging with the Irish people and
culture. CCT will assist in interpreting many of the Irish cultural nuances as well as
promoting and organising many information sessions and activities to enhance
international students understanding of Irish culture. Activities such as: GAA matches,
Dublin City Tour, Museum visits, Weekend excursions and Traditional music evenings
are just some of the CCT events over the last three years which have helped facilitate
cultural understanding. Equally, CCT continues to facilitate celebration of its diverse
student body and its cultures, by organising such activities as: Cultural Forum,
International Food Day, and CCT’s Got Talent!
11.2.8.8
Provision of Information with regard to student safety and security
The primary concern to CCT in relation to all of its staff and students is their personal
safety and security. Providing any information which helps increase student safety
awareness is one mechanism towards ensuring student safety. At Registration &
Orientation, CCT invites a senior member of An Garda Siochana to present expert
localized safety information to all new students. The Director of Administration and
Student Affairs constantly updates students with safety and security information with the
help of Class Lecturers, Course Directors, Student Notices, and College Publications
and the website.
11.2.8.9
Accommodation service
This service is mainly utilised by international students. CCT manages a network of Irish
host-families and arranges brief stays, particularly for cultural orientation purposes, for
the first few weeks after the student arrives in Ireland. CCT also offers advice on finding
and sharing independent accommodation around Dublin. CCT Management believe that
having a transfer service is important for its obvious purpose, and also to ensure the
student receives a positive first impression of Ireland. Airport Immigration Authorities are
always informed of international student arrivals, if CCT staff receives the information in
time.
11.2.8.10
Student Intranet – Moodle
The open source Course Management System that is Moodle was launched at CCT in
September 2006. Students can access course notes of full and part-time courses, past
exam papers, sample assessments, and conduct various online exams and assignments
in relation to the course material they are studying. Students can also keep abreast of
important social and academic dates in the semester schedule with Moodle. Moodle
provides another online tool to supplement class learning at the college.
11.2.8.11
Daily general student enquiries
Students have constant enquiries which need to be addressed. All college staff
members are instructed at the Staff Induction that students should be actively
CCT QA Handbook 2008, revised 2013
96
encouraged to direct all questions / enquiries to any staff member they wish. CCT staff
will do what is necessary to address the query as efficiently and promptly as possible.
Monitoring the effectiveness of the above general support services will be undertaken by
the Director of Administration and Student Affairs. The main tool to measure student
opinion on the provision of these services will be the learner surveys, results and
recommendations of which will be forwarded to the Quality Assurance Committee and
included in the Annual Monitoring Report.
11.2.9 College Administration / Administrative Services
11.2.9.1 The main functions of the Administrative Services are:
(a) to formulate and implement appropriate policies and strategies for the
administrative services in accordance with the requirements of the college
(b) to provide administrative support at all levels within the institution
(c) to provide a constant, open and prompt administrative support to the students
(d) to implement the college policy with regard to recruitment of students
(e) to ensure the efficient management of the administrative service, and the
monitoring of performance in relation to administrative services
(f) the Director of Administration should report annually to the Quality Assurance
Committee
11.2.9.2 On an institutional level, a centralised administration function provides support
in such areas as accounting, fees administration, marketing and admissions, student
services, and academic records administration. It also provides support to the Governing
Body, Academic Council and its sub-committees. The institutional administrative support
is managed by the College Director and Director of Administration and Student Affairs,
and is monitored by the Governing Body.
11.2.9.3 The Admissions Office is responsible for student recruitment, enrolment,
interviews, and course offers, in accordance with admissions policy as determined by the
Academic Council.
11.2.9.4 The Admissions Office liaises with the Marketing and Communications
Committee on marketing and promotion of the college, and on planned recruitment
strategies.
11.2.9.5 Various staff members provide administrative support for the departments.
Daily duties involve dealing effectively with student queries and prospective student
course enquiries, arranging induction courses, attending Course Boards and various
committee meetings, managing receipt and recording of incoming student fees,
CCT QA Handbook 2008, revised 2013
97
managing the collection of all student course work for moderation by Faculty, managing
academic records, constant updating of college records, and course notice boards.
11.2.9.6 Feedback on this service is received from student, staff and graduate surveys.
Daily feedback in all its forms is recorded and discussed at the relevant committee
meetings.
11.2.10 Technical Services
11.2.10.1 Technical Services are provided by the in-house staff (most notably the
Network Manager) and contracted outside providers.
11.2.10.2 For outside providers, the contract is reviewed annually by the Facilities and
Resources Committee and feedback from staff and students will form part of the review.
11.2.10.3 For in-house technical services, feedback is received from staff, graduates and
students and is incorporated into the annual monitoring process.
11.3 PREMISES SERVICING AND MAINTENANCE SERVICES
11.3.1 The College has a Premises Services Maintenance contract with an outside
provider. Feedback from staff and students is incorporated to the review process, which
is conducted on an annual basis by the Facilities and Resources Committee. Feedback
from staff and student questionnaires is incorporated into the review process.
11.3.2 The
Staff Verification Survey (Appendix K5) and
Student Support and Services
survey (Appendix K3) is used primarily for feedback to evaluate the effectiveness of the
Premises servicing and maintenance services.
11.4 SERVICES AIMED AT COMMUNICATING THE PROVIDER’S MISSION AND
OPERATIONS TO LEARNERS, POTENTIAL LEARNERS, OTHER INSTITUTIONS,
EMPLOYERS, PROFESSIONAL BODIES AND THE GENERAL PUBLIC
11.4.1 The Marketing and Communications Committee duties are pointed out in Section
C.
11.4.2 The committee itself is responsible for formulating and preparing an annual report
on the quality, accuracy, and completeness of all information provided by the College. In
formulating this report, all stakeholders’ views will be taken into account, particularly
students views with the use of various student verification surveys, especially the
Admissions and Course Induction survey (Appendix K6).
11.4.3 All public announcements and publications must be approved by the Academic
Council.
CCT QA Handbook 2008, revised 2013
98
COLLEGE OF COMPUTER TRAINING (CCT)
Appendices Section K
Refer to end of document
Appendix K1 Learner Verification Survey
Appendix K2 Graduate Survey
Appendix K3 Student Services and Support Survey (see C3)
Appendix K4 CCT Attendance Policy
Appendix K5 Staff Verification Survey (see I2)
Appendix K6 Admissions and Course Induction Survey (see C2)
CCT QA Handbook 2008, revised 2013
99
SECTION L
12. PROCEDURES FOR EVALUATING THE
EFFECTIVENESS OF QUALITY ASSURANCE
PROCEDURES
12.1 Introduction
12.2 Audit Team
12.3 Audit Procedures
12.4 Activities to be Audited
12.5 Reporting Procedures
12.6 External Review
CCT QA Handbook 2008, revised 2013
100
COLLEGE OF COMPUTER TRAINING (CCT)
Section L
12. PROCEDURES FOR EVALUATING THE EFFECTIVENESS OF QUALITY
ASSURANCE PROCEDURES
12.1 INTRODUCTION
12.1.1 The audit process is crucial to the success of long-running programmes at CCT.
CCT recognises the importance of testing the effectiveness of its extensive Quality
Assurance policies and procedures using internal and external monitoring and
evaluation.
12.2 AUDIT TEAM
12.2.1 The Quality Assurance Committee appoints the Audit Team, which is directly
responsible to the Chair (College Director) of the Academic Council for the discharge of
their duties. At least one member (usually Director of Academic Affairs & QA) of CCT
will be part of the three person Audit team. At least one member will be experienced
senior staff, from another accredited third-level Irish institution, with direct knowledge
and practice coordinating college quality assurance strategies.
12.2.2 The Audit Team will have a number of responsibilities including:
• To independently check and verify that a department / college is fully discharging
its responsibility for quality and standards
• To ensure that self-evaluation at all levels is systematic and rigorous, and
supported with reliable evidence
• To identify areas for improvement by stimulating self-critical reflection
• To present written reports to the QA Committee on its findings and
recommendations
12.2.3 The Audit Team will perform the following specific tasks:
• Co-ordinate, prepare and conduct the annual audit, in accordance with an agreed
schedule with the QA Committee
• Report to the Academic Council on the effectiveness of the implementation of
quality assurance processes and make recommendations where appropriate
CCT QA Handbook 2008, revised 2013
101
• Review the College’s quality assurance procedures on an on-going basis and
provide recommendations on where improvements can be achieved to enhance
the system
• Identify where the policies and procedures, reporting on individual departments,
personnel and committees may not have been effectively delivered, and
recommend appropriate action
12.3 AUDIT PROCEDURES
12.3.1 Objectives for the Academic Year are set out in an initial meeting which takes
place once a year prior to an Academic Semester commencing. During this meeting
timescales are placed against objectives and areas of specific activity concentration are
agreed upon.
12.3.2 The Audit Team meets with the Course Director to discuss the activities that will
be evaluated and the timescales for the evaluation process. Discussions can also take
place with relevant staff members and students attending active academic programmes.
12.4 ACTIVITIES TO BE AUDITED
12.4.1 The Audit Team will evaluate the following main activities or any particular one or
set of them:
• Procedures for Annual Monitoring
• Assessment Polices and Procedures
• Evaluation of Resources
• Procedures for Periodic Programme Review
• New Programme Approval Procedures
12.5 REPORTING PROCEDURES
12.5.1 The Audit report which will be compiled and issued to the Quality Assurance
Committee should include the following:
• Details of the activities or activity audited
• Evidence presented to the Audit Team
CCT QA Handbook 2008, revised 2013
102
• The Audit team’s assessment of the effectiveness of the quality assurance
procedures
• Strengths and good practice and/or weaknesses which should be dealt with
• Recommendations for further consideration and action by the CCT Quality
Assurance Committee and Academic Council
• Suggestions for assigning responsibility to appropriate people for further action
and recommendations implementation
12.6 EXTERNAL REVIEW
12.6.1 Awarding Bodies shall, in consultation with the college, review the effectiveness
of the quality assurance policies and procedures.
12.6.2 The Quality Assurance Committee will be responsible for coordinating any
external review(s), and implementing any necessary actions arising from the review.
The Quality Assurance Committee will make available to the External review group – the
audit strategy, the activities audited during the period, the evidence presented to the
Audit team, and the Audit Team’s assessment of the effectiveness of the quality
assurance procedures.
12.6.3 The Quality Assurance Committee will make available any other information /
evidence requested, and will implement any other recommendations required by the
External review group.
12.6.4 Make a report to the Academic Council on any external review.
CCT QA Handbook 2008, revised 2013
103
Appendices
CCT QA Handbook 2008, revised 2013
104
Appendix C1
CCT
Quality Assurance Structure
Chart
December 2013
Governing
Body
Academic
Council
Quality Assurance
Committee
Audit Team
Teaching, Learning,
and Assessment
Committee
Facilities and
Resources
Committee
Student Services
and Support
Committee
Programme Board &
Board of Examiners
Marketing and
Communications
Committee
CCT QA Handbook 2008, revised 2013
105
Appendix C2/K6
College of Computer Training (CCT)
Admissions & Course Induction Survey
➢
The purpose of this survey is to seek feedback from you – the student, on your
experience of the admissions process, from your first point of contact with the college
to your first day in class.
➢
Closed questions/statements should be answered with a number ranging from 1 – 5:
1 = Strongly disagree
2 = Disagree
3 = Neither agree or disagree
4 = Agree
5 = Strongly Agree
➢
Certain questions / statements are intended for international students only, who
travelled to Ireland to attend a CCT programme.
➢
This survey is distributed at the end of the third week of any part-time or full-time
course / module. It is distributed earlier for short-term courses with a maximum 4
week duration.
➢
Place a tick in the box of your choice for each survey item
Delivery of General Admissions Information
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I received accurate information on the college in
general before I commenced the course, on
such areas of the college as: course range,
location, campus, facilities, resources, extra-
curricular activities
I was given specific information on course(s) I
expressed particular interest in, including fees
information
I gained further knowledge on Ireland as a study
abroad and living destination (
if applicable)
I gained further knowledge on Irish Immigration
law and study visa procedures (
if applicable)
I received accurate information on the
college from a CCT educational
consultant / representative abroad (
if
applicable)
Promotional Material
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Brochure material and specific course
promotional material / documentation were
informative and accurate
The CCT website was accurate and up to date
CCT QA Handbook 2008, revised 2013
106
Service Efficiency
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
My admissions queries to CCT were responded
to quickly
CCT staff were professional and friendly
throughout the Admissions process
Any necessary documentation required by me
from CCT was discharged promptly
Registration & Orientation
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Upon arrival at CCT for Registration &
Orientation, I received a Student Handbook
specific to my course
I felt welcome at CCT
I received summaries of college policy
documentation
Open – Ended Questions
1. What was especially good about your experience of the Admissions
Process before you joined your programme at CCT?
2. How could this process be improved?
CCT QA Handbook 2008, revised 2013
107
Appendix C3/J1/K3
College of Computer Training (CCT)
Student Welfare & Support Survey
➢
The purpose of this survey is to seek feedback from you – the student, on your
experience of the welfare and support service provided by CCT during your course /
module, so we can act upon learner feedback to continuously improve our support
service.
➢
Closed questions/statements should be answered with a number ranging from 1 – 5:
1 = Strongly disagree
2 = Disagree
3 = Neither agree or disagree
4 = Agree
5 = Strongly Agree
➢
Part-time students will complete this survey at least once – normally half way through
their programme. Full-time students will complete this survey at the end of each
semester.
➢
Place a tick in the box of your choice for each survey item
Personal Support & Pastoral Care
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I feel that CCT staff are approachable in
discussing certain personal issues
The college appears to provide access to
medical and psychological practitioners if
required
CCT generally reacts quickly and efficiently to
personal requests, complaints, and needs of its
students, wherever possible
CCT offers extensive guidance with regard to
such important issues as: academic and non-
academic problems, progression opportunities
upon completion of my course, my ongoing
personal development throughout the course
I feel that there is an extensive range of student
support services available to me at CCT
CCT QA Handbook 2008, revised 2013
108
Facilities & Resources
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
The college premises is comfortable, well
heated and maintained in a hygienic manner
Classrooms are spacious, clean, bright, and
well ventilated
The college is well located, and is closely
serviced by all modes of Dublin public transport
I am happy to be attending college in this
building
Toilet facilities are satisfactory
All CCT students have access to the internet
The IT resources are excellent at CCT and I can
easily get access to a desktop or laptop
Lecturers distribute the required course
materials, notes, and courseware in class
I am satisfied with the general library resources
provided at CCT
I am satisfied with the Student Common and
Eating area at the college
Printing and photocopying facilities are available
to the students
Academic Support
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I feel that there is regular opportunity to review
my academic progress directly with CCT staff
and faculty
Lecturers appear readily contactable to provide
a support service outside the classroom if
necessary
Extra-curricular Activities
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Social programmes are encouraged and
supported by CCT staff, subject to student
demand and interest
College staff and faculty are approachable and
open-minded to proposed new ideas of non-
class activities from the student body
CCT QA Handbook 2008, revised 2013
109
Equality
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I am comfortable in approaching CCT staff to
discuss any issues I may have in relation to
equality
I feel that CCT could make changes to adapt its
premises, assessment procedures, and courses
for people with certain physical or learning
disabilities
I have never felt discriminated against in any
way by CCT staff
CCT harbours an interactive atmosphere
promoting equal opportunity for all its students
The college practices its mission to facilitate
greater access onto its courses to a diverse
range of learners, regardless of gender, religion,
race, or nationality
Accommodation arranged by CCT (if not applicable, please leave blank)
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Overall, I was satisfied with the standard of
accommodation provided by CCT
Any special arrangements, dietary requirements
were considered and acted upon
In the case of host-family accommodation, I was
made feel welcome and I had plenty of
opportunity to engage in conversation with the
family
I would recommend this accommodation to a
friend / fellow student
The accommodation arranged by CCT was
located no more than 40 minutes away from the
college by public transport
CCT QA Handbook 2008, revised 2013
110
Open – Ended Questions
3. Please describe a situation where a CCT staff member has helped you
more than you might have expected?
4. How could the CCT Student Support service be improved?
CCT QA Handbook 2008, revised 2013
111
Appendix D1
CCT Organisational Structure
Governing Body / CCT
Advisory Board
College Director
Director of Admin &
Student Services
Head of Faculty
of ICT
Director of
Admissions
Director of Academic
Affairs & QA
Head of Faculty
of Business
Director of
Facilities Mgt
Fees &
Finances
Head of ICT
Programmes
Head of
Business
Programmes
QA Officer
Student
Services
General
Admin
ICT Faculty
Coordinator /
Lecturing Staff
Business Faculty
Coordinator /
Lecturing Staff
Admissions &
Marketing
Library
Services
Information
Services
General
Facilities
CCT QA Handbook 2008, revised 2013
112
Appendix E1
PROPOSED PROGRAMME CONTENT GUIDELINES
The procedures and guidelines for the design and approval of new programmes must be
rigorous and effective in order to develop coherent new programmes of study. The
importance of design in standards, quality and the means for quality enhancement
cannot be over emphasised.
The following points should be addressed in the design of new programmes:
• compatibility with the College’s Strategic Plan and mission;
• impact on the programmes currently offered by the College;
• the intended aims and learning outcomes of the programme;
• whether the programme is consistent with the requirements of the approved
validating body;
• the support for the programme from industry, commerce, government agencies
and associated professional bodies;
• demand by employers for graduates, the opportunities that graduation offers
learners, and the demand for the programme from a sufficient cohort of
appropriately qualified learners;
• the level of the programme, the degree to which the programme challenges the
learner, and where the programme sits within the national qualifications
framework;
• mode of delivery of the programme (full-time, part-time etc.) and the time to
completion of the programme;
• the development of the curriculum – through appropriate learning outcomes,
teaching methodologies and assessment techniques – imposing increasing
demands on the learner as they progress through the programme;
• resources necessary and available to run the programmes – accommodation
available and required, lecturing staff available and required, technical and
administrative staff available and required, equipment available and required,
library and information technology resources available and required, and staff
development required for each year of the proposed programme;
• an award title and level in keeping with the intended learning outcomes;
• sufficient emphasis in promoting the intended learning outcomes; details
showing how learners will demonstrate the achievement of these learning
outcomes together with the means of assessing these outcomes;
• an appropriate balance in regard to the breadth and depth of individual curricula
and the academic and practical requirements of the programme;
• the personal development of the learner must be central to the programme and
balanced carefully with the intended academic outcomes of the programme;
▪ the appropriateness of the total contact hours and the breakdown of these
hours into lectures, practical, tutorials etc.;
• the workload of the learner in terms of assessment requirements, reading,
researching, studying etc.;
• how the programme fits into the College’s quality assurance process.
CCT QA Handbook 2008, revised 2013
113
The QQI/HETAC document Guidelines and Criteria for Quality Assurance includes the
following section regarding design and approval of new programmes, subjects and
modules -
Procedures for the design and approval of new programmes, subjects and
modules, should include clear and comprehensive provision for the presentation and
structured consideration of evidence that the following issues have been satisfactorily
addressed:
•
Philosophy and aims of the programme;
•
Relevance of the programme to the mission and strategic plan of the provider;
•
Learning outcomes for each subject and module;
•
How the programme meets its stated objectives, particularly as regards
intended learning outcomes;
•
Mode of delivery;
•
Pedagogy relevant to the programme;
•
Relationship to other programmes offered by CCT;
•
Industrial or other links, including possible work placement
•
Programme management arrangements;
•
Relevance of the programme to the European and international labour markets;
•
Human resources implications of providing the programme;
•
Information system resources needed for the programme;
•
Impact of the programme on the physical resources and support facilities of the
provider;
•
Financial implications of offering the programme;
•
Environmental scan of similar or related programmes offered by other providers;
•
Learner demand for programme;
•
Consultation on the programme with relevant stakeholders and peers;
•
Fair, consistent and standards-compliant assessment of learners on the
programme;
•
Provision, where required by law, for the protection of learners in the event of
the provider ceasing to provide the programme;
•
Satisfactory provision for learner access, transfer and progression in the context
of the National Qualifications Framework;
A number of QQI/ HETAC documents are critical to the design, institutional approval and
QQI/HETAC validation of programmes. The following documents should be considered
in the creation of any new programmes:
• Validation of New Programme Submission Document
• Higher Education and Training Awards Council
Awards Range and Criteria
• QQI/HETAC Policies on Articulation Transfer and Progression
• QQI/HETAC Policy Document Prior Experiential Learning
• Course Schedule Guidelines
• Guidelines and Criteria for Quality Assurance Procedures in Higher Education
and Training.
The College Director will ensure that all relevant staff receives the most recent
QQI/HETAC documents as they are released and that members of the Course
CCT QA Handbook 2008, revised 2013
114
Evaluation Committee have access to these documents also. The College
Director will ensure that these documents are appropriately retained and made
available to course design teams etc. It should be noted that that these
documents are accessible via the QQI web site: www.qqi.ie.
The QQI/HETAC document
Validation of New Programme Submission Document will be
employed as a template for all programmes that are being developed. The Academic
Council will be responsible for seeing that documents, submitted to QQI/HETAC for
validation, rigorously adhere to the requirements of this document.
For programmes being developed for validation by QQI/HETAC it is important that
cognisance is taken of the document QQI/
HETAC Awards Range and Criteria. The
entire document is critical to the design process and this is underlined in the
section
“General Guidelines and Criteria for Programme Design.”
The programme design team must also familiarise themselves with curriculum
development methodologies. The design process should begin with specifying course
aims.
Aims
The course aims are normally general in nature and reflect the overall purpose of
the course. The aims indicate the flavour and direction of the course. The formulation of
the course aims is fundamental to the development of the more specific subject aims. It
is important that the themes reflected in the course aims are carried forward into the
subject/module aims. Subject aims are often written in language such as
Give an understanding …
Give an appreciation …
Develop skills in …
Develop confidence in …
Because of the nature of aims it can be difficult to confirm that the course and subject
aims have been met. Aims are not sufficient to convey to the lecturers or the learners
what the intended learning is.
Learning Outcomes
The learning outcomes for each subject/module should reflect the cognitive content and
skills content in the learning. Learning outcomes should be written in terms of what the
learner will be able to do on completion of the subject/module. It is important in writing
learning outcomes that cognisance is taken not only of what a successful learner will be
able to do but also care must be taken that this behaviour should be measurable where
possible. In the examples below the second set of learning outcomes are more
amenable to assessment.
On completion of this subject/module the learner will be able to:
Understand the workings of …
On completion of this subject/module the learner will be able to:
Give examples of …
CCT QA Handbook 2008, revised 2013
115
Define in their own words …
Distinguish between …
The number of learning outcomes will be a function of the course aims; however, a
reasonable number would be between 3 and 6.
Assessment
Learning outcomes should drive the assessment procedures; assessment should be
designed to assess the learning outcomes in as realistic a way as possible. Assessment
criteria should be developed that take into consideration the learning outcomes, course
and subject content, together with the level of the programme. It is important that the
assessment element of new programmes is in keeping with the College procedures and
guidelines for assessment of learners.
CCT QA Handbook 2008, revised 2013
116
Appendix E2
Teaching Learning and Assessment Committee
A GUIDE FOR NEW COURSE EVALUATION
Aims and Objectives of New Course Evaluation
Aims
The Evaluation of a New Course is concerned with the total design and proposed
implementation of the course with particular reference to its aims and learning outcomes,
subject content, facilities required and staff deployment.
Objectives
• Evaluate the aims and general learning outcomes of the course in the context of
their relevance to meeting the need being served.
• Evaluate the learning experience to be provided in terms of learning outcomes,
syllabus content, teaching methods, and curriculum.
• Evaluate the physical facilities being provided.
• Evaluate the assessment instruments being proposed.
• Evaluate the curricula vitae of academic staff to be deployed in teaching the
course.
Subject Matter of New Course Evaluation
The submission for a New Course Evaluation should contain detailed information on the
proposed educational programme as follows:
Aims and General Learning Outcomes
This section should consist of a general statement of intent relating to the goal of the
programme of learning, with particular reference to career/employment related
applications.
Learning Experience and Assessment
Learning Outcomes
The decisions on the goals of a programme of learning in the form of a statement of
detailed outcomes can be considered the most important step, as the definition of the
outcomes can be used to guide the construction of the whole programme.
Syllabus
This should consist of a description, as will be presented to the learners, of the content
of the programme of learning.
Teaching/Learning Methodologies
A description of the methods and materials, including any text and/or software to be
used in the programme of learning.
CCT QA Handbook 2008, revised 2013
117
Assessment Methodologies and Instruments
This should consist of a description of the techniques to be used to measure the degree
to which the learning outcomes have been realised e.g., assignments, objective tests,
final examinations, open book examinations, oral/aural examinations, continuous
assessment, etc.
Curriculum and Time/Staff Allocation
A table giving details of the contact-hours to be devoted to each subject in terms of the
breakdown of this between laboratory, practical, workshops, studio, tutorials, lectures, as
applicable, should be given. The staff member(s) to deal with each subject should be
listed.
Physical Facilities
This should give as much detail as is deemed appropriate to enable an evaluation to
take place of laboratory/studio/workshop/other accommodation facilities to be available
to students participating in this course.
Curricula Vitae
The curricula vitae of the staff to teach on the course should be provided.
Draft Course Schedule
A draft course schedule to include listings of Examination Subjects, component subjects,
contact hours, credit ratings, marks per subject in accordance with QQI/HETAC
requirements.
CCT QA Handbook 2008, revised 2013
118
Appendix E3
Teaching Learning and Assessment Committee
COURSE EVALUATION FINDINGS
REPORT TO THE ACADEMIC COUNCIL
PART 1 GENERAL INFORMATION
School/department:
Date of visitation:
Course evaluated:
Panel of assessors:
Secretary to panel:
College staff:
PART 2
FINDINGS OF ASSESSORS
Aims and General Learning Outcomes
Learning Experience and Assessment
Learning Outcomes
Syllabus
Teaching/Learning Methodologies
Assessment Methodologies and Instruments
Curriculum and Time/Staff Allocation
Physical Facilities
Curricula Vitae
Draft Course Schedule
PART 3
RECOMMENDATIONS
For the attention of the Academic Council
The Assessors recommend that the course be approved subject to:-
general conditions of approval together with:
the following conditions specific to the School/Department
For the attention of the College.
For the attention of the funding body.
PART 4
CERTIFICATE OF RECOGNITION
General conditions
Course conditions
PART 5
PROPOSED COURSE SCHEDULE
CCT QA Handbook 2008, revised 2013
119
Appendix F1
To be completed by the student
Student’s Name:
Class:
Subject/Module:
Assessment Title:
Lecturer’s Name:
To be completed by College personnel
Work received by:
Date:
Time:
College of Computer Training
Receipt of Assignment
CCT QA Handbook 2008, revised 2013
120
Appendix F2
Completed copy to be retained by the student.
No. Student’s Name
Date
Submitted
Time Student’s
Signature
Notes
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Class:
Subject/Module:
Assessment Title:
Lecturer’s Name:
College of Computer Training
Receipt of Submission
for ASSIGNMENTS
CCT QA Handbook 2008, revised 2013
121
Appendix F3
College of Computer Training (CCT)
Personal Mitigating Circumstances
(PMC) Form
For a deadline extension you this form must be completed before the actual assignment
due date and hand it to you year co-ordinator or the head of department.
When might a deadline extension or deferral be granted?
The following are circumstances which would usually be considered:
•
Serious or
significant medical conditions or illness (including both physical and mental
health problems).
•
Exceptional personal circumstances (e.g. serious illness or death of an immediate family
member or close friend, including participation in funeral and associated rites; being a
victim of significant crime).
• Exceptional travel circumstances
beyond your control.
• Ailments such as very severe colds, migraines, stomach upsets, etc.,
ONLY where the
ailment was so severe it was impossible for you to attend to hand in your work.
This list is not exhaustive
In what circumstances would a deadline extension or deferral NOT be granted?
The following are examples of circumstances NOT normally considered for deadline extensions:
• Minor ailments such as colds, headaches, etc.
• Inability to prioritise and schedule the completion of several pieces of work over a period
of time.
• English Language difficulties. Please discuss any issues with your lecturer. Poor time
management or personal organisation.
• Circumstances within your control (e.g. travel; holiday; employment)
• Requests made after the published deadline.
• Requests without independent supporting evidence.
• Requests which do not state clearly how your inability to hand in your assessment on
time was caused.
This list is not exhaustive
CCT QA Handbook 2008, revised 2013
122
Name:
Student No.:
Programme:
Request (tick one): Deferral □ Extension □
Subjects affected:
All columns must be completed.
Subject
Lecturer
Assignment title
Deadline
submission date
Describe concisely the circumstances which have caused you to request a
deadline extension. Include relevant dates and refer to supporting evidence:
CCT QA Handbook 2008, revised 2013
123
I have submitted the following supporting evidence with this form (list items here):
Please note that forms without supporting evidence may not be considered
.
The information I have provided is correct and complete to the best of my knowledge
and belief.
Signed:
Date:
For office use only.
To be completed by Academic Director, Registrar, or nominated senior administration
director
Deferral □ Deadline Extension □
Approved □ Denied □
If Deadline Extension approved, new deadline date:
Explanation if required:
Signature and position:
Date:
Note that approved deferrals must be referred to the appropriate Board of
Examiners through Course Administrator.
CCT QA Handbook 2008, revised 2013
124
Appendix F4
College of Computer Training (CCT)
Assessment Recheck / Review / Appeal Application form
PART A
Fill in this form to request a review or recheck of an examination.
Full name:
Student ID Number:
Email Address:
Programme Name /
Year
Module(s):
Type of check:
____Recheck
Fee paid €15_____
____Review
Fee Paid €30 ____
____Appeal
Fee Paid €50____
Grounds for the
request:
Student Signature:
Date:
CCT QA Handbook 2008, revised 2013
125
PART B
For CCT Director of Academic Affairs Office Use only
Received by the Director of Academic Affairs Office _____________
Lecturer Notified of this Application
YES
NO
Faculty Head Notified of this Application
YES
NO
Faculty Assessment Personnel Notified of this Application YES
NO
Student Notified of Developments
YES
NO
Report on Recheck / Review / Appeal Process and Outcome (please see
attached related documentation where applicable)
Action Required
Signed By CCT Official
Director of Academic Affairs
________________________
Date
_________________________
CCT QA Handbook 2008, revised 2013
126
Appendix G1
Information to be included on the Annual Monitoring Report
Previous Year’s Annual Monitoring report
Summary of the recommendations from the previous report, and subsequent actions
taken on the key recommendations, will be prepared by the College Director.
Course Board Meetings
Minutes of all course board meetings during the year will form part of the Appendices
section of the report.
External Examiner Reports
The External Examiner reports are presented to the Course Board. The observations
and recommendations are discussed at the Course Board and will be included in the
Report.
Lecturer Feedback
Feedback from Staff is obtained through constant consultation with senior management
members on a daily basis throughout the year. Documented consultation will be
included, as well as completed Staff Verification surveys.
It is common for staff to make written recommendations or verbal suggestions at Course
Board meetings and other forums on how to improve the programme(s). Lecturers will
also summarise student feedback about the course every semester and submit to the
Course Director. The Course Director in turn will summarise and present all feedback to
the Course Board.
Student Feedback
Measured learner and staff feedback at CCT is extremely important to enhance and
facilitate ongoing improvement to all facets of the College. The feedback is particularly
important when considering:
• The effectiveness of current courses in preparing graduates for today’s working
environment
• The direction of new course design
• The extent of existing course development required
• The quality of student support services provided
CCT QA Handbook 2008, revised 2013
127
The Director of Administration and Student Services is responsible for distributing and
ensuring implementation of Learner feedback surveys. A summary of the student
feedback forms is prepared by the College Director and presented to the Course Board
and Quality Assurance Committee.
Meetings between individual students and staff are held during student staff consultation
times throughout the year. The Director of Administration and Student Services is
responsible for overall monitoring of student class attendance, and for ensuring that
attendance records are discussed as necessary at Course Board and Quality Assurance
levels, and if necessary – Academic Council level.
Student Intake, Progression & Award
Enrolment and Examination statistics for the previous year will be provided by the
College Administration, and presented by the College Director. These statistics, in
particular, will deal with student enrolment figures, withdrawals, awards, examination
performance, and retention rates, in appropriate detail. Any significant developments or
special circumstances affecting the year(s) will be reported.
Recent Graduates
CCT actively seeks graduates opinions of how well the course they completed at CCT
prepared them for their job or course of further study. CCT also collects their opinions on
the college in general, its courses, and suggestions for improvement. Feedback
obtained from the Graduate Survey will be presented by the Director of Administration
and Student Services.
CCT QA Handbook 2008, revised 2013
128
Appendix H1
Subject Matter for a Periodic Programme Evaluation
Internal College Academic Processes
This section provides the structure for how changes in proposed programmes will be
processed within the internal college academic organisation. Details explaining how the
self-evaluation was conducted and the ensuing programme revisions agreed upon must
be documented.
Quality Assurance and Quality Control
This section outlines how the college demonstrates the standard of teaching and learning
systems for the programmatic area of study is satisfactory.
It also explains how the College determines if the structures and mechanisms used to
examine quality control procedures used by a College/course board are effective.
Quality Evaluation
This section outlines how the College assesses the structures and mechanisms used in
quality assurance and control.
Review of Course Design
This section should include a narrative and short explanation of the development of each
course. Any changes implemented or proposed must be provided. This section must
contain the QQI/HETAC Approved Course Schedule in operation at the time of the
original validation, together with course schedules being proposed as part of the current
standard periodic programme.
Student Throughput
This section provides representations of statistics of enrolment and examination in
comparative tabular format for the previous five years per course. These representation
of statistics must deal, in particular and appropriate details, with student withdrawals,
retention and examination performance.
The documentation must provide further analysis and commentary where the statistics
for approved courses or subjects deviate significantly from the College-wide norm.
Also, any special initiatives in relation to admissions e.g. broadening access, mature
student, facilitating gender equality, must be included.
Employment and Further Studies of Awardees
This section analyses in comparative tabular format and reports the Employment gained
and further studies undertaken by awardees.
CCT QA Handbook 2008, revised 2013
129
Assessment
This section documents the procedures in place for the assessment of learners.
The assessment of learners will be examined and evaluated in terms of whether
they (a) are fair and consistent and comply with standards determined by
QQI/HETAC or other approved validating body, (b) are in keeping with the National
Framework of Qualifications, (c) are effective in measuring the students’ attainment
of the intended learning outcomes, (d) contribute to the total learning experience,
and (e) encourage creativity and originality in demonstrating achievement of the
intended learning outcomes.
Review of Development of Facilities
A description of the most significant developments, if any, must be provided. This must
indicate any facilities that have been phased out and any new facilities that have been
installed in terms of physical space and equipment since the time of the previous
validation. In addition, this also includes any projected enhancement of facilities over the
succeeding five years.
National and International Transfers
This section details the overview of inter-structural relations and links in terms of national
and international transfers. This also includes the structures in place to facilitate such
arrangements.
Deployment and Development of Academic Staff
This provides details of staff appointments over the previous five years, projections for
the succeeding five years and staff deployment within the College. Curriculum vitae of
staff appointed since the previous validation, in addition to any developments in existing
staff curricula vitae, must be provided. Description of training and development
undertaken by staff will also be included.
Links with Industry, Business and the Wider Community
This establishes the extent to which the College is actively engaged in monitoring
developments in the world of work and the wider community to maintain a high degree of
relevance in its courses and research activity. This section details the procedures and
processes used to establish and maintain these links. The College must elicit from
industry, educational interests, public bodies and professional bodies how well the
programmes meet outside demands. The College must also evaluate and examine its
programmes against the relevant offerings of other higher education institutions.
Research
Documented detail of the postgraduate research carried out by students in the previous
five years; together with College research plans for the next five years will be included.
This also includes details of research conducted by staff since the previous review and
plans for the next five years as well.
CCT QA Handbook 2008, revised 2013
130
Adult and Continuing Education
This area details information of CCT’s plans and projections in response of the perceived
needs of industry and local community for adult and continuing education. The section
also details projections for the succeeding five years.
Academic Regulations
The section describes the Academic regulations prepared by the College Director on the
advice of the Academic Council.
Development Plan
This details a developmental plan for the programme for the succeeding five years.
Programme Document
Revised aims and general learning outcomes, revised course schedule, revised syllabi,
and a revised assessment plan presented in the prescribed format for each programme.
Each programme must have a self-contained programme document.
CCT QA Handbook 2008, revised 2013
131
Appendix H2
COMPOSITION OF EXTERNAL EVALUATION REVIEW GROUP
(PERIODIC PROGRAMME EVALUATION)
1.
Chairperson
A senior academic familiar with periodic programme evaluation experience
from either QQI/HETAC accredited institutions or University sector.
or
A senior individual from industry/services/professions, familiar with
QQI/HETAC periodic programme evaluation
2.
Members
Example of the group members could be described as follows:
(i) Head of School / Senior academic from another QQI/HETAC accredited
institution / IT
(ii) Senior academic from the University sector
(iii) Industry/services/business professional
(iv) College Alumnus
Note 1: Additional specialists may be added to the group at the discretion of the
Academic Council.
Note 2: Efforts should be made to ensure gender equality in the composition of the
External Evaluation Review Group.
Note 3: It is expected that there will be at least 3 members on the External Evaluation
Review Group.
CCT QA Handbook 2008, revised 2013
132
Appendix H3
SAMPLE LETTER OF INVITATION FOR EXTERNAL REVIEWER TO ACT IN A
PERIODIC EVALUATION
In accordance with its procedures for quality management and enhancement, the
College of Computer Training (CCT) conducts a formal Periodic Evaluation of its
programmes. This evaluation ensures that continuous quality improvements are made
to the Colleges programmes of higher education and training, and that our programmes
remain relevant to learner needs, including academic and labour market needs.
The review is also intended to provide CCT with insights into the quality of teaching and
learner provision, and to produce agreed action points towards the enhancement of
quality.
The College also conducts a Self-Evaluation of its programme(s), culminating in a Self
Evaluation Report. The external evaluation process is one of cooperation, consultation
and advice between independent experts and the College.
At a recent meeting of our Academic Council, your name has been suggested in this
context. I am writing to invite you to act as a member of an External Evaluation Review
Group for the periodic evaluation of ……………………..
For your information, please find enclosed the External Reviewer Nomination Form. The
basic tasks assigned to your role, should you accept, would be the following:
• Visit to the college
• Receiving and reviewing the Self-Evaluation report
• Conducting your own evaluation of the programme(s)
• Contributing to writing the final External Evaluation report.
We anticipate that the Self-Evaluation report will be forwarded to you at least three
weeks before the scheduled College Review visit. We would be delighted if you could
be a part of this vital process for CCT. Please let me know within seven days whether
you are able to participate in the evaluation by completing the enclosed External
Reviewer Nomination Form.
Please return the same to: Neil Gallagher, Chair of Academic Council, College of
Computer Training (CCT), 102-103 Amiens St., Dublin 1, Tel.: (01) 855 8788; Email:
neil@cct.ie.
Yours sincerely,
Neil Gallagher
Chair Academic Council
CCT QA Handbook 2008, revised 2013
133
Appendix H4
NOMINATION OF EXTERNAL MEMBERS OF FACULTY PROGRAMME APPROVAL
/REVIEW/ MODIFICATION
This form must be completed by Faculties nominating external members of
Faculty Programme Approval/Review/Modification. Nominations will not be
considered without College Authorisation.
The completed Nomination Form should be submitted to Neil Gallagher, Academic
Council Chair of CCT, for approval by the Academic Council.
1
Title of programme(s)
(i.e. title on the relevant Programme Specification
form)
2
Nature of event
(please tick relevant box)
Programme Approval
Programme Review
Programme Modification
3
Date of Event
(if known)
4
Title and name of nominee
5
Nominee’s present post
6
Place of work
(
please include full address for correspondence)
7
Details of nominee's association with
CCT during the last five years, or
since last review, if longer.
8
Evidence of nominee's academic
and/ or professional standing
(e.g.
Qualifications,
External
Examiner
experience, Programme Leadership, QAA
Academic Reviewer status. Please attach CV).
CCT QA Handbook 2008, revised 2013
134
Faculty Authorisation
I certify that this nomination has been proposed as being a suitable candidate with no current or
recent involvement either as an external examiner or in any other relevant capacity at CCT.
Signed:
(College Director)
Date:
Approval by Chair of Academic Council
Signed:
Date:
CCT QA Handbook 2008, revised 2013
135
Guidance on the Nomination of External Reviewer
The role of the external reviewer is to assist the College in fulfilling its terms of reference by providing an
independent academic and professional perspective of the proposal(s) under consideration. External reviewers
are appointed because they are able to draw upon subject expertise and knowledge of good practice and make
appropriate comparisons between CCT proposals and similar programmes, either at their own institution or at
other institutions, e.g. where they may be serving as an external examiner/assessor/reviewer.
External Reviewers should hold a relevant academic post indicating that she/he has the appropriate standing,
experience and expertise and is sufficiently in touch with the subject/award under consideration. In addition,
External Reviewers with particular professional status or background may be appointed to focus on the
proposal’s relevance to the specific professional field.
External reviewers nominated by CCT
should not have any current or recent (at least 5 years)
association with the College (for example, by acting as an external examiner) which might be seen to
compromise their objectivity.
The College should contact a proposed external member in the first instance (with a letter of invitation) in order to
ascertain whether the person concerned is willing to be nominated to serve on an External Evaluation Review
Group. The College must ensure in such circumstances that external nominees are made fully aware of the
commitment in time which participation in programme review may involve.
Once the College has established a nominee’s suitability and availability, the nomination form enclosed should
be completed, signed by the College Director and submitted to Academic Council of CCT for approval.
Letters of appointment to external assessor reviewers approved by the Academic Council are sent out by the
Course Board with detailed arrangements of the Approval Event.
The College should guard against situations arising where external reviewer nominations are submitted to the
Academic Council appointment very shortly before a scheduled event – with an evident expectation of their
approval. The rejection of external nominees might, in such circumstances, cause the College considerable
embarrassment and inconvenience. It follows, therefore, that the Faculty is encouraged to confirm the
appointment of External Evaluation group members prior to making firm arrangements for the Event.
All travel and miscellaneous expenses arrangements should be discussed and agreed with the
proposed external assessor before a letter of appointment is sent to the proposed external reviewer.
CCT QA Handbook 2008, revised 2013
136
Appendix H5
ROLES AND RESPONSIBILITIES OF EXTERNAL EVALUATION REVIEW GROUP
The External Evaluation Review Group will be established to make an impartial
assessment and judgment on the standard of the content of the programme(s) under
review, based on the evidence provided by CCT.
The basic roles and responsibilities of the External Evaluation Review Group will be to:
• Review the Self Evaluation report clarifying and verifying all details in it
• Assess how well the stated aims, objectives and learning outcomes of the
programme(s) are fulfilled, with regard to the resources available
• Review and confirm the programme(s) SWOT analysis outlined in the Self
Evaluation report
• Identify and discuss any perceived strengths, weaknesses, opportunities and
threats not evident in the SE report
• Check the suitability of the teaching and learning environment
• Make recommendations for improvement
The external evaluation culminates in an External Evaluation report, displaying the
findings and recommendations of the External Evaluation review Group. The College
will have the opportunity to comment on the final draft of the Report before it is formally
submitted for consideration and action by the College. The College will submit the final
report to the Awarding Body for consideration. The Awarding Body may make
recommendations to the College arising from the Report and these recommendations
will be implemented by the College.
CCT QA Handbook 2008, revised 2013
137
Appendix I1
CONFIDENTIAL
Performance Assessment
Name:________________________
Position in Company / Institution: __________________________
Duration of Employment: __________________
Notes: Outstanding:
Self explanatory.
Above Average: Performance beyond the expected levels.
Average:
Performance at the expected levels.
Below Average: Performance below the expected levels but with room for
improvement.
Outstanding
Above
Average
Average
Below
Average
Quality of Work
Commitment and Thoroughness
Time Management
Dependability/Integrity
Ability to work on own Initiative
Effectiveness with others:
- Colleagues
- Subordinates
- Customers/Clients
- Managers/Superiors
Effectiveness at teaching
Presentation Skills
Overall Assessment of
Performance
Any particular strengths or qualities you would like to comment on:
_____________________________________________________________________
______________________________________________________________________
Weakness/Characteristics where there is potential for development.
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SIGNED: _____________________ POSITION: _______________ DATE: _____
CCT QA Handbook 2008, revised 2013
138
______________________________________________________________________
THE COMPLETED FORM SHOULD BE RETURNED TO THE
HR DEPARTMENT MARKED PRIVATE AND CONFIDENTIAL
*** THANK YOU FOR YOUR ASSISTANCE***
CCT QA Handbook 2008, revised 2013
139
Appendix I2/J2/K5
College of Computer Training (CCT)
Staff Verification Survey
➢
The purpose of this survey is to seek feedback from you – CCT staff member, on
your overall experience working for CCT in an administrative and/or lecturing
capacity, so the institution can act upon your feedback to continuously improve the
services provided at the college.
➢
Place a tick in the box of your choice for each survey item.
➢
Part A of this survey should be completed by any CCT Staff member. Part B should
be additionally completed by CCT Faculty staff.
Courses you have lectured in:
Department:
Date:
PART A
College Level
Very Good
Good Fair
Poor Very
Poor
Don’t
know
Institute management is
Strategic Planning is
Implementation of plans is
External promotion of college is
Communication within the college is
Use of Institution resources is
Operation of QA committees is
College QA Procedures are
Administrative Support is
Complement of course offering is
Overall Marketing of the college is
Physical Resources and Services
Very
Good
Good Fair Poor Very
Poor
Don’t
know
College campus is
My office accommodation is
Lecture theatre and classroom accommodation
is
CCT QA Handbook 2008, revised 2013
140
Institution’s recreational facilities are
Institution’s social facilities are
Institution’s research facilities are
Overall Library service is
Library accommodation is
Availability of library books, journals, articles etc
Overall computer service is
Staff computers are
Availability of appropriate software is
Availability of appropriate printing facilities is
User support for computer services are
Computer network and email facilities are
Audio-visual facilities are
Photocopying service is
Finance services are
Human Resources service is
Staff Development and
Improvement
Very
Good
Good Fair
Poor Very
Poor
Don’t
know
Staff Development is
Staff Induction process is
Staff Training, especially over the first
month, is
Appraisals and Reviews of staff are
Communication among staff is
Overall Satisfaction working at
CCT
Very
Good
Good Fair
Poor Very
Poor
Don’t
know
Overall working conditions at CCT are
Outline improvements in your opinion which can be made to the following:
•
College Level
•
Physical Resources & Facilities
•
Staff Recruitment, Development, Appraisal, Induction processes
Please use a separate sheet if necessary
CCT QA Handbook 2008, revised 2013
141
College of Computer Training (CCT)
Staff Verification Survey
➢
The purpose of this survey is to seek feedback from you – CCT staff member, on
your overall experience working for CCT in an administrative and/or lecturing
capacity, so the institution can act upon your feedback to continuously improve the
services provided at the college.
➢
Place a tick in the box of your choice for each survey item
➢
Part A of this survey should be completed by any CCT Staff member. Part B should
be additionally completed by CCT Faculty staff
Courses you have lectured in:
Department:
Date:
PART B
Programme
Very
Good
Good Fair
Poor Very
Poor
Don’t
know
Course as a whole is
Quality of student intake is
Relevance of the course content is
Course organisation is
Technical support for practical element of the
course is
Course as a preparation for further study is
Course as a preparation for employment is
Operation of the Course Board is
Clarity of student responsibilities and
requirements is
Organisation of the assessment schedule is
Appropriateness of the assessment workload
is
Variety of assessment methods used is
Relevance of the assessment methods used
is
Operations of Exam Boards is
Outline where improvements to the Programme can be introduced:
CCT QA Handbook 2008, revised 2013
142
Appendix I3
STAFF APPRAISAL, DEVELOPMENT & REVIEW FORM
Part A
Preparation for Staff Review and Development
For the process to succeed, both the member of staff being reviewed and the reviewer
must carefully prepare for the meeting. This form is designed to help that process. You
do not have to complete all sections – but the content of each section is designed to
cover the relevant aspects of staff performance and development.
The content of this form remains confidential to the person who completed it and does
not form part of any record.
The member of staff should also complete the enclosed `Points for Discussion' form (Form B) and
pass it to the reviewer at least a week before the meeting.
Name
Job Title
Date started this post
Date of previous review
Reviewer's name
Reviewer's job title
TAKING STOCK
Key purpose of the job:
Describe in one or two sentences the overall purposes of the job.
Achievements in personal and professional development:
(This could include courses attended, projects undertaken, personal growth and
development)
CCT QA Handbook 2008, revised 2013
143
TAKING STOCK (continued)
Summary of last period’s objectives:
(brought forward from last Staff Review and
Development/Appraisal)
Comments: What happened? Successes,
plus notes on any difficulties and changes
Skills and Strengths in current job:
What skills and competencies does the job
call for?
What action could be taken to develop those
skills and fill any gaps?
CCT QA Handbook 2008, revised 2013
144
Other skills, abilities and strengths:
Do you have skills and abilities that are not fully used and which you would be interested in
developing?
LOOKING AHEAD
What do you think should be the key objectives in the job for the next 12 months?
Try to identify 4-7 of these. Try to make them realistic in terms of being specific,
measurable, achievable, relevant, and with a fixed timeframe for achievement
(SMART).
Objective
Target Date
CCT QA Handbook 2008, revised 2013
145
Development and training needs
What opportunities could be provided: e.g. project work, personal training (on or off the job), coaching
etc, to help develop on the job skills, knowledge and attitude. Any suggestions about how this support
could be provided?
Obstacles
What gets in the way of full effectiveness in this job, and what can be done about it?
For instance, lack of information, communication issues, resources, management
style, systems, etc.
Medium and Long Term Development
The previous sections have considered relatively short-term issues. In the longer term,
what career developments, personal ambitions or changes in duties could be
considered?
CCT QA Handbook 2008, revised 2013
146
Checklist on Training Needs
This checklist is to help the member of staff focus on skills and knowledge for the job. Please
complete relevant sections and add any other skills you feel you need to do your job, or skills you
feel would be desirable in doing your job.
COMMENTS
Specific job knowledge
Duties of the role and their
contribution to the College
Interpersonal skills
Communication Skills
Written
Oral
Problem Solving
Flexibility
IT Skills
Administrative Skills
Leadership/Supervisory Skills
Teaching
Research
Awareness of good practice in
Health and Safety
Any other skills?
CCT QA Handbook 2008, revised 2013
147
Part B
Points for discussion at the Review Meeting
Note: Both reviewer and member of staff being reviewed can raise items for
discussion in the meeting. This form is to ensure that both are able to share in
"setting the agenda".
Part A should be completed by the member of staff two weeks before the meeting
and the form passed to the reviewer. The reviewer should complete Part B and take
a copy, and must return the form to the member of staff at least three full days before
the meeting.
Part A
Points the member of staff being reviewed would like to discuss:
Part B
Points the reviewer would like to discuss:
I am returning your list of items which you would like to discuss at our meeting on
[date]
In addition to these points, I would like to discuss the following with you:
It is the responsibility of the reviewer to make sure all the items on both lists are
discussed.
Part C
Review Day Appraisal - Record of Outcomes
Record the objectives and actions agreed in the discussion. Ensure that you include
the
actions to be taken by both the reviewer and member of staff and the
date
agreed for the follow-up meetings.
Member of staff’s Name
Reviewer’s Name
Job Title
Job Title
Reviewer’s comments on the review outcomes recorded overleaf:
Signed ……………………………………….
Date …………………..
Reviewer’s comments on the review and development process and outcomes:
Signed ……………………………………….
Date …………………..
College Director’s comments:
Signed ……………………………………….
Date …………………..
APPRAISAL ACTION PLAN
Agreed aims for the
next year:
What are they; how will
they be measured?
Target date
for achieving aim
Possible obstacles.
What can be done to help
overcome these? By
whom?
Training and Development.
What needs have been
identified and what action is being taken to meet
these needs? By whom?
Comments on target dates and
priorities
CCT QA Handbook 2008, revised 2013
150
Overall institutional planning
This form is for the College Director to summarise individual needs into an overall plan, to be discussed at a meeting of all
reviewers.
Summary of area of activity
Group the broad aims and
activities of the department.
Associated
training and
development
needs
What action is being
taken and by whom to meet
these needs?
By what
date?
Costs and
Priorities
Comments
151
Appendix K1
College of Computer Training (CCT)
End of Semester / Module / Course Survey
➢
The purpose of this survey is to seek feedback from you – the student, on your
experience of the delivery of the part-time or full-time courses taken over one
semester, so CCT staff can act upon learner feedback to continuously improve the
products and services provided.
➢
Closed questions/statements should be answered with a number ranging from 1 – 5:
1 = Strongly disagree
2 = Disagree
3 = Neither agree or disagree
4 = Agree
5 = Strongly Agree
➢
Part-time students will complete this survey at least once. Full-time students will
complete this survey at the end of each semester.
➢
Place a tick in the box of your choice for each survey item
Your participation in the Course
Poor
Fair
Good
Very Good
Excellent
Punctuality at the class sessions
>90%
50 – 90%
<50%
Attendance at the subject classes
<1 hour
2 – 4 hrs
>4 hours
Average weekly hours of self-study
Learning
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I found the course / module intellectually
challenging and stimulating
My knowledge of the subject has increased as a
consequence of this course / module
Organisation
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Course materials were well prepared and
organised
Presented Course objectives were met
throughout the delivery of the course
CCT QA Handbook 2008, revised 2013
152
Class Participation
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
I feel that there was adequate opportunity to
participate in class discussions
Students were encouraged to ask questions
and were given meaningful answers
Lecturer / Student Rapport
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Lecturers made students feel welcome in
seeking advice/guidance in or outside the class
Lecturers gave consistent feedback on my
progress throughout the course / module
Lecturer / Presentation Style
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Lecturers presentation style was competent and
held your interest in class
Lecturers used different teaching and
presenting styles when appropriate
Course / Module Content
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Course / Module content was at an appropriate
level of difficulty
Course / Module material was of a high quality
and was up to date
Assessment of Course / Module
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Assessment content and tools used throughout
the course match the course content covered
I have been continuously assessed during this
course, through various assessment methods
Did the assessments used, clarify further the
requirements / course expectations, and give
you adequate feedback
CCT QA Handbook 2008, revised 2013
153
Overall Course / Module Experience
1 – Strongly disagree; 5 – Strongly agree
1
2
3
4
5
Overall I was satisfied with this course / module
I am comfortable with the amount of material
covered
I put the required effort into this course / module
I had a clear idea of what was expected of me
in this course / module
Class time was used well
I feel that the assessment structure in this
course / module was appropriate
I feel I can transfer the knowledge acquired in
this course practically within the I.T. field
I enjoyed this course / module
I had a good prior knowledge of I.T. before
commencing this course / module
I am happy with my learning and personal
development since having commenced this
course / module
Open – Ended Questions
5. What was especially good about this course / module?
6. How could this course / module be improved?
7. Please comment further on whether you were satisfied overall with the
lecturer(s) used to deliver the course / module?
CCT QA Handbook 2008, revised 2013
154
Appendix K2
College of Computer Training (CCT)
Graduate Survey
The information that you provide will help us to provide better opportunities and
services to you, your fellow students and prospective students.
Surname: _____________________
First Name: _____________________
CCT Student Number: ______________________
Course Completed: _________________________
Date of graduation: _________________________
Current Contact Address:
Telephone Number:
___________________________________ ______________________
__________________________________________
__________________________________________
Email address: _______________________________________________
Are you planning to seek/accept a job after graduating? ____ YES ____ NO
If yes, go to Section A.
Are you planning on going to additional third level education? ___YES ___NO
If yes, go to Section B.
If neither job or additional education, go to Section C.
Section A
____ I am employed full time
____ I have a part time position
____ I am currently looking for a position
Job/Position Title:__________________________________
Company/Position:_________________________________
Address: _________________________________________
CCT QA Handbook 2008, revised 2013
155
Satisfaction Level
If you are employed full-time, how satisfied are you with your position?
____ Very ____ Moderately ____ Somewhat ____ Not at all
In your opinion, how related is your job to the course you completed at CCT?
____ Very ____ Moderately ____ Somewhat ____ Not at all
How satisfied are you with the academic/career preparation you received at CCT?
____ Very ____ Moderately ____ Somewhat ____ Not at all
Please suggest how the services and courses can be improved at CCT on a
separate sheet.
Thank you for taking the time to complete this survey.
Please return to:
Graduate Survey, 30-34 Westmoreland Street, Dublin 2
Section C
_____ I am not seeking employment/education admission at this time due to
personal reasons, travel, health, etc.
CCT QA Handbook 2008, revised 2013
156
Appendix K4
Attendance Policy
Students are expected to attend all classes for which they are enrolled. Regular
attendance is essential to successful academic achievement. Each student is
responsible for all work from the first day of class and must make satisfactory
arrangements with the lecturer regarding any absences.
Absences will only be considered excused with proper documentation, i.e. doctor
certification.
Students from outside the European Union should be aware that the current Irish
Immigration attendance regulation, requiring all Non-EU students to attend 85% of their
classes. CCT is obliged to accurately report the percentage of classes attended for
immigration requirements and purposes.
Class attendances will be recorded on a daily basis by CCT staff. If a student is late (L)
or leaves early (LE) or is disruptive and not participating in class (P), this is recorded
using each of the symbols: L, LE, P. Any of these symbols multiplied by 3 instances is
equalled to one absent.
Students will be given their cumulative attendance rate at midterm and again at the end
of term, or whenever requested by them.
CCT QA Handbook 2008, revised 2013
157
