A Critical Look at Selected Components of The University of the West Indies Academic Quality Assurance Process
Pamela Dottin, Sandra Gift, Anna Kasafi Perkins and Kay Thompson
Using the Framework for Analysis of Practices in Higher Education (FAPHE), this paper critically assesses the following mechanisms for best practice in selected components of The University of the West Indies (The UWI) academic quality assurance (QA) system as implemented by the Quality Assurance Unit (QAU): i) integrating institutional research data in the self-assessment process; (ii) review team selection; (iii) QA of online learning (OL); (iv) QA of work-based/experiential learning (internships). Four key principles identified by Harvey (2012) for establishing the presence of best practice - efficiency in the use of resources, being well documented, engagement of key stakeholders, and monitoring and evaluation - constitute the conceptual framework for the assessment. The study used primary research data from QA review team reports generated over the last eleven years, completed post-review evaluation instruments, as well as secondary data comprising policy and strategic planning documentation of the University and the QAU.
Keywords: The University of the West Indies; Quality assurance; Best practices; Institutional research data; Online education; Review team selection; Internships