For ease of reading, please click here for a resource on Programme Evaluation.
This section includes advice on some current challenges in programme implementation, i.e. Flexibility, Efficiency, Effectiveness, Monitoring and Evaluation. The long-term goal of these pages is to develop a both better understanding of and a sharing of solutions in addressing the unforeseen challenges of programme implementation. Therefore, have you any other solutions or further questions that you can share in your experience of managing a programme click on the Feedback button below.
Flexibility, Efficiency, Effectiveness:
The demands of managing a programme can be related to how programme leaders deal with changing staff resources, student diversity and physical or financially resources. How can a programme remain efficient and effective in these circumstances? (Hewitt, 2006; Diamond, 1998) This section includes some commonly raised issues, it is therefore indicative not exhaustive and UCD Teaching & Learning staff will be happy to provide further support/advice in relation to programme implementation issues. In your role in programme implementation and evaluation you will often have to debate and provide leadership in relation to questions such as the following:
1. I’m concerned about dealing with students of different abilities in my programme, what alternative teaching & learning approaches should be considered to help address this?
2. How do I support academic programme staff to deal with increasing student numbers in their classroom?
3. For my programme, how do I balance the challenges of managing changing resources; maintaining standards and the delivery of a high quality learning in the discipline, along with UCD’s new objectives for developing creative and innovative graduates?
Starting from the key disciplinary learning outcomes for your discipline, critically evaluate what core disciplinary knowledge, skills and understanding students require to be successful creative and innovative graduates? Assess to what extent these disciplinary attributes are being transparently addressed at present within the programme (see resource Mapping Graduate Attributes ). Depending on the answer to this question, you may need to consider a range of alternative approaches relating to the efficient delivery and embedding of these disciplinary outcomes:
The suggestions above have been shown to be beneficial to staff and students, some positives are:
Benefits for Students’ Learning:
Monitoring and Evaluation:
A various points in time, programmes need to be monitored and formally evaluated by both internal and external stakeholders, i.e. colleagues/peers/students/alumni. In UCD there is a formal Quality Assurance programme review process. In addition, Programme teams may have their own professional or other programme monitoring processes. To assist in this monitoring and evaluation process, it is important to be aware of the Standards and Guidelines for Quality Assurance in the European Higher Education Area . Linked to this publication, it is useful to be aware of the work and guidelines suggested by the IUQB . Many informal processes for monitoring programme success, such as student informal feedback, are very valuable but rarely captured in documentation. These are area that can give valuable contribution to the monitoring process if evidenced more accurately. Lyons (1998) suggest that a programme team gather such evidence and pull together the outcomes of this evidence into a course narration/reflection or summary (see Table 1). The more qualitative and quantitative international programme evaluation tools can be seen in resource Programme Evaluation.
Ongoing monitoring of a programme: Table 1:
|On-going||End of Semester||End of Stage||End of Programme|
|Internal||Staff-Student Committees||Module Evaluation||Stage Evaluation1||Formal Programme Evaluation1|
|Mid-unit feedback from students||Student progression statistics|
|Student summative grades||Employment /Continuing study rates|
|Student Awards/Individual Successes||Evidence of feedback to students|
correspondence with students
|External||External Examiners reports||External Examiners reports|
Summary Report of Data Sources into a Programme Portfolio (see Lyons, 1999)