Section 1: Brief description

The description should cover:

• the institution's mission and ethos
• recent major changes since the last self-assessment
• implications of changes, challenges, strategic aims or priorities for safeguarding
academic standards and the quality of students' learning opportunities
• details of the external reference points, other than the Qualifications Framework,
which the institution is required to consider (for example, the requirements of
accreditation councils and other professional bodies).

Section 2: The track record in managing quality and standards

Briefly describe the institution and programme team's background and

experience in managing quality and standards, including reference to the
outcomes of previous external and internal review activities and the institution’s
responses. Where relevant, describe how the recommendations from the last
external and internal reviews have been addressed, or if not addressed, what
justification could be provided, and how good practice identified has been built
on. Refer to any action plans that have been produced as a result of reviews.

Section 3: Standards

Standard 1: Programme mission, objectives and outcomes

Expectation outcome indicators (EOIs)

1. The programme must have documented measurable objectives that support the
institution mission statements.

I Document the institution mission statements.

II State programme objectives. Programme educational objectives are intended to be
statements that describe the expected accomplishments of graduates during the first
several years following graduation from the programme.
III Describe how each objective is aligned with the institution mission statements.
IV Outline the main elements of the strategic plan to achieve the programme
objectives.
V Provide for each objective how it was measured, when it was measured and
improvements identified and made.

2. The programme must have documented outcomes for graduating students. It must be
demonstrated that the outcomes support the programme objectives and that graduating
students are capable of performing these outcomes.

I Describe how the programme outcomes support the programme objectives.

II Describe the means for assessing the extent to which graduates are performing the
stated programme outcomes/learning objectives. This should be accomplished by
the following:
 i conducting a survey of graduating seniors every semester
ii conduct a survey of alumni every two years
iii conduct a survey of employers every two years
iv carefully designed questions asked during senior projects presentations; these
questions should be related to programme outcomes
v outcomes examinations.
III The data obtained from the above sources should be analysed and presented in the
assessment report.
IV It is recommended that the above surveys should be conducted, summarised and
added to the self-assessment report. Departments should utilise the results of the
surveys for improving the programme as soon as they are available.

3. The results of programme’s accreditation and the extent to which they are used to
improve the programme must be documented.

I Describe the actions taken based on the results of periodic accreditation.

II Describe major future programme improvements plans based on recent
accreditation.
III List strengths and weaknesses of the programme.
IV List significant future development plans for the programme.

4. The department must assess its overall performance periodically using quantifiable
measures.

I Present student enrolments (undergraduate and graduate) during the last three
years indicating percentages of honours students, student faculty ratio, average
graduating grade point average per semester, average time for completing the
undergraduate programme and attrition rate.
II Indicate percentage of employers that are strongly satisfied with the performance of
the department’s graduates. Use employer surveys.
III Indicate the median/average student evaluation for all modules and the percentage
of faculty awarded excellence in teaching awards.
IV Present performance measures for research activities. These include journal
publications, funded projects, and conference publications per faculty per year and
indicate the percentage of faculty awarded excellence in research awards.
V Present performance measures for community services. This may include the
number of short courses per year, workshops and seminars organised.
VI Indicate faculty and students’ satisfaction regarding the administrative services
offered by the department. Use faculty and student surveys.

5. The department/programme must take deliberate steps to engage all students, individually
and collectively, as partners in the assurance and enhancement of their educational
experience.

I Describe actions taken to involve students in the evaluation of teaching and

learning.
II Describe actions taken as a result of student evaluation.
III Describe how actions are communicated to students.
IV Describe actions taken to engage students in decision-making about the quality of
their higher education.
V Describe actions taken to recruit student members to appropriate deliberative
committees.
VI Describe training given to students to enable their participation in decision-
making committees.
VII Terms of reference of deliberative committees on which students sit.

Indicative evidence

 Programme specification clarifying programme missions, objectives and outcomes

 Academic development plan clarifying how to develop programme
structure, curriculums, and resources
 Analysis reports of the process adopted for development of mission and
subsequent goals and periodic reviews of mission and goals
 Analysis reports of the process of application of these goals and coordination for
implementation
 Review reports of processes adopted to disseminate the mission and goals to
faculty, students and members of the governing body and efforts to maintain the
institution’s commitment to the mission among members of the institution

.
 Standard 2: Curriculum design and organization

Expectation outcome indicators (EOIs)

I The curriculum must be consistent and support the programme’s documented

objectives.
II Theoretical background, problem analysis and solution must be stressed within the
programme’s core material.
III The curriculum must satisfy the core requirements for the programme, as specified
by the respective accreditation body.
IV The curriculum must satisfy the major requirements for the programme as specified
by HEC and the respective accreditation body/councils.
V The curriculum must satisfy general education, arts, and professional and other
discipline requirements for the programme, as specified by the respective
accreditation body/council.
VI Information technology components of the curriculum must be integrated
throughout the programme.
VII Oral and written communication skills of the student must be developed and applied
in the programme.
VIII Conduct feedback surveys each semester for each course from students and
faculty.

Indicative evidence

 Programme development policy

 Evidence of well-defined and coherent programme goals and objectives reflecting
institutional mission, such as module specifications
 Evidence of the balance between theory and practice to achieve programme and
institutional goals
 Mapping of programme specifications to national qualifications framework for
higher education
 Defined student learning outcomes
 Graduate destinations
 Standard 3: Subject-specific facilities
.
Expectation outcome indicators (EOIs)

1. Laboratory manuals/documentation/instructions for experiments must be

available and readily accessible to department and students.

I Describe the subject-specific facilities that are available for use in the programme
under assessment.
II Explain how students and departments have adequate and timely access to the
manuals/documentation and instructions.
III Benchmark with similar departments in reputable institutions to
identify shortcomings in laboratories.
2. There must be adequate support for personnel for instruction and maintaining the
laboratories.

I Indicate for each laboratory: support personnel, level of support, nature and extent
of instructional support.

3. The institution’s computing infrastructure and facilities must be adequate to

support the programme’s objectives.

I Describe how the computing facilities support the computing component of

the programme.
II Benchmark with similar departments in reputable institutions to
identify shortcomings in computing infrastructure and facilities.

Indicative evidence

Comprehensive analysis reports of subject-specific facilities accessible to students and other

stakeholders
 Subject-specific facilities development procedure and plan
 Subject-specific facilities usage record
 Annual review reports of student involvement and satisfaction with the
provided facilities with practicable recommendations for further improvement
 Student feedback on subject-specific facilities
 Video evidence of resources
 Print or electronic review reports of availability of required subject-specific
facilities reflected through student handbooks, catalogues, newspapers
 Standard 4: Student advising and counselling
Expectation outcome indicators (EOIs)

1. Modules must be offered with sufficient frequency and number for students to
complete the programme in a timely manner.
I Provide the department’s strategy for module offerings.
II Explain how often required modules are offered.
III Explain how often elective modules are offered.
IV Explain how required modules outside the department are managed to be offered in
sufficient number and frequency.

2. Modules in the major area of study must be structured to ensure effective

interaction between students, department and teaching assistants.

I Describe how effective student/department interaction is achieved in modules

taught by more than one person such as two members of the department, a
department member and a teaching assistant or a lecturer.

3. Guidance on how to complete the programme must be available to all students and
access to academic advising must be available to make module decisions and career
choices.
I Describe how students are informed about programme requirements.
II Describe the advising system and indicate how its effectiveness is measured.
III Describe the student counselling system and how students get professional
counselling when needed.
IV Indicate if students have access to professional counselling, when necessary.
V Describe opportunities available for students to interact with practitioners, and
to have membership in technical and professional societies.

Indicative evidence

Comprehensive analysis reports of student support services accessible to students and other
stakeholders
 Student support procedures and records
 Review reports of student involvement and satisfaction with the provided
advising and counselling services
 Periodic assessment reports of advising and counselling services with practicable
recommendations for further improvement
 Student feedback on advising and counselling services
 Video evidence of resources
 Print or electronic review reports of availability of required students’
advisory services reflected through student handbooks, catalogues,
newspapers
 Standard 5: Teaching faculty/staff

Expectation outcome indicators (EOIs)

1. There must be enough full-time teaching staff who are committed to the
programme to provide adequate coverage of the programme areas/modules with
continuity and stability. The interests and qualifications of all teaching staff must
be sufficient to teach all modules, plan, modify and update modules and
curricula. All teaching staff should have a level of competence that would
normally be obtained through graduate work in the discipline. The majority of
the teaching staff should hold a PhD in the discipline and/or vocational experience
in their area of expertise.

I Complete a table indicating programme areas and number of teaching staff in

each area.
II Each member of teaching staff should complete a CV.
III The totality of teaching staff is sufficient to deliver the programme curriculum
and objectives.
IV Conduct feedback surveys each semester from students for evaluation of teaching
and assessment.

2. Teaching staff must remain current in the discipline and sufficient time must be
provided for scholarly activities and professional development. Also, effective
programmes for staff development must be in place.

I Describe the criteria for teaching staff to be deemed current in the discipline and
based on these criteria and information in the teaching staff member’s CV, what
percentage of them is current. The criteria should be developed by the department.
II Describe the means for ensuring that full-time teaching staff have sufficient time
for scholarly and professional development.
III Describe existing teaching staff development programmes at the departmental and
institutional level. Demonstrate their effectiveness in achieving teaching staff
development.
IV Indicate how frequently faculty programmes are evaluated and if the evaluation
results are used for improvement.
3. All teaching staff should be motivated and have job satisfaction to excel in their
profession.

I Describe programmes and processes in place for staff motivation.

II Indicate how effective these programmes are.
III Survey teaching staff to measure motivation and job satisfaction.

Indicative evidence

 Documented institution and programme’s practices for faculty appointment,

tenure Precepts and procedures, supervision, promotion, evaluation for both
regular/full- time, part-time, adjunct and other faculty members
 Dissemination of evaluation criteria and procedures, review reports of teaching
effectiveness, analysis of faculty peer review reports for teaching and scholarship
 Records of productivity in scholarship of teaching and research in the creation of
knowledge, consistent with the mission of the institution
 Analysis reports of correlation between faculty profile and performance and
student learning outcomes
Standard 6: Institutional policies and process control
Expectation outcome indicators (EOIs)

1. The process by which students are admitted to the programme must be based on
quantitative and qualitative criteria and clearly documented.
I This process must be periodically evaluated to ensure that it is meeting its
objectives.
II Describe the programme admission criteria at the institutional level or department
if applicable.
III Describe policy regarding programme/credit transfer.
IV Indicate how frequently the admission criteria are evaluated and if the evaluation
results are used to improve the process.

2. The process by which students are registered on the programme and monitoring of
students’ progress to ensure timely completion of the programme must be
documented This process must be periodically evaluated to ensure that it is meeting
its objectives.

I Describe how students are registered on the programme.

II Describe how students’ academic progress is monitored and how their programme
of study is verified to adhere to the degree requirements.
III Indicate how frequently the process of registration and monitoring are evaluated
and if the evaluation results are used to improve the process.

3. The process of recruiting and retaining highly qualified department members must
be in place and clearly documented. Also, processes and procedures for department
evaluation, and promotion must be consistent with the institution mission
statement. These processes must be periodically evaluated to ensure that they are
meeting with their objectives.

I Describe the process used to ensure that highly qualified teaching staff are
recruited to the programme.
II Indicate methods used to retain excellent teaching staff members.
III Indicate how evaluation and promotion processes are in line with the
institution mission statement.
IV Indicate how frequently this process in evaluated and if the evaluation results are
used to improve the process.

4. The process and procedures used to ensure that teaching and delivery of module
material to the students emphasises active learning and that module learning
outcomes are met. The process must be periodically evaluated to ensure that it is
meeting its objectives.

I Describe the process and procedures used to ensure that teaching and delivery of
module material is effective and focus on students learning.
II Indicate how frequently this process is evaluated and if the evaluation results are
used to improve the process.

5. The process that ensures that graduates have completed the requirements of the
programme must be based on standards, and effective and clearly documented
 procedures. This process must be periodically evaluated to ensure that it is meeting
its objectives.

I Describe the procedures used to ensure that graduates meet the programme
requirements.
II Describe when this procedure is evaluated and whether the results of this
evaluation are used to improve the process.

6. Programmes produce information for external audiences about the learning

opportunities they offer that is fit for purpose, accessible and trustworthy.

I Mission, values and overall strategy are publicly available on the

institution’s website.
II The process for application and admission to the programme of study is clearly
described to prospective students.
III Information is made available to prospective students to help them select their
programme with an understanding of the academic environment in which they
will be studying and the support that will be made available to them.

7. Programmes produce information for students about the learning opportunities

they offer that is fit for purpose, accessible and trustworthy.

I Information on the programme of study is made available to current students at the

start of their programme and throughout their studies.
II Programmes set out what they expect of current students and what current students
can expect of the programme.
III When students leave their programme of study, they are issued with a detailed
record of their studies, which gives evidence to others of the students' achievement
in their academic programme.

8. Programmes are managed to high ethical standards when dealing with faculty,
staff, students and other stakeholders.

I Programmes practice and exemplify the values and ethical principles articulated in
the institution’s mission and ethics policies.
II Programmes safeguard the interests of students, faculty and staff.
III Programmes ensure equality, diversity and inclusion.
IV Programmes have a transparent approach to all communication, including
academic integrity and complaints.

Indicative evidence

 Marketing strategy
 Admissions policy
 Progression policy
 Certification policy
 Evidence of support programmes and services for students to improve the
achievement of their educational goals and expected learning outcomes
 Periodic review reports of information provided on financial aid
programmes, scholarships and grants
 Evidence of utilisation of review reports of financial aid component to
further improve these and to assure the public information-sharing
 Evidence of utilisation of review report results to further improve the policies
of admission, retention, persistence, and so on
 Evidence of utilisation of attrition data and drop-out analysis reports to
investigate the reasons and to improve the situation for these students
 Effective teaching and learning environments with appropriate resources
 Demonstration of electronic resources to support teaching and learning, for
example, a virtual learning environment (VLE)
 Staff development programme and evidence of staff attendance
 Examples of scholarship activities that support teaching and learning
 Observation of teaching and learning procedure, results of observations and follow-
up activities
 Programme and module handbooks
 Student support procedure and records
 Student tutorial procedure and associated records
 Student feedback on their learning experiences
 Standard 7: Institutional support and facilities
Expectation outcome indicators (EOIs)

1. There must be sufficient support and financial resources to attract and retain high-
quality teaching staff and provide the means for them to maintain competence as
teachers and scholars.

I Describe how the programme meets this standard. If it does not, explain the main
causes and plans to rectify the situation.
II Describe the level of adequacy of secretarial support, technical staff and office
equipment.

2. There must be an appropriate number of high-quality graduate students, research

assistants and PhD students.

I Provide the number of graduate students, research assistants and PhD students for
the last three years.
II Provide the teacher:graduate student ratio for the last three years.

3. Financial resources must be provided to acquire and maintain library holdings,

laboratories and computing facilities.
I Describe the resources available for the library.
II Describe the resources available for laboratories.
III Describe the resources available for computing facilities.

The institution must have the infrastructure to support new trends in learning such as e-
learning.
I Describe infrastructure and facilities that support new trends in learning.
II Indicate how adequate the facilities are.

4. The library must possess an up-to-date technical collection relevant to the

programme and must be adequately staffed with professional personnel.
I Describe the adequacy of the library’s technical collection.
II Describe the support rendered by the library.

5. Classrooms must be adequately equipped, and offices must be adequate to enable

teaching staff to carry out their responsibilities.
I Describe the adequacy of the classrooms.
II Describe the adequacy of teaching staff offices.

Indicative evidence

 Comprehensive analysis reports of student support services accessible to students

and other stakeholders
 Mechanism for resolutions of student grievances and complaints
 Review reports of student involvement and satisfaction with the provided academic
support services, co-curricular and extracurricular activities
 Periodic assessment reports of student support and advising services with
practicable recommendations for further improvement
 Video evidence of resources
 Print or electronic review reports of availability of required students’ support
 and advisory services reflected through student handbooks, catalogues,
newspapers
 Review reports of programme resources, fund raising and grant activities
 Review of periodic reports of programme planning, assessment and budget
 Review reports of work of various programme committees dealing with
resource acquiring, allocation or replacement, and so on
 Review reports of resource availability and allocation and linkage with
planning cycle
 Review reports of transparency of the system of all kinds of contracts and
agreements regarding resource acquiring and sharing
 Review reports of endowment policies and procedures, if any
 Review reports of resource management.
 Standard 8: Institutional general requirements

Expectation outcome indicators (EOIs)

A General principle
I Full and part-time postgraduate research programmes will only be offered where
students can be expected to meet the academic Precepts the institution has set for
itself, which should reflect national expectations.
II Regulations should be clearly defined, made readily available and be sufficiently
comprehensive to cover the progression of research students from admission and
registration through to final examination and award.
III Regulations should be subject to regular review, at local and institutional level.
IV Research should take account of regional, national and international social and
industrial needs.

B The research environment

The institution should:

I only offer research opportunities where students can be trained and supported
within an environment that is supportive of research
II make sure that all publicity materials associated with postgraduate research
programmes are clear, accurate and of sufficient detail to inform student choice.

C The selection and admission of students

The institution should:

I make sure that admissions procedures are clear and consistently applied
II make sure that only appropriately qualified and/or prepared students are admitted
onto research programmes
III make sure that admissions decisions involve the judgment of more than one
member of the institution's staff with relevant expertise
IV make sure that admissions procedures promote equality of opportunity
V make sure that the entitlements and responsibilities of a research student
undertaking a postgraduate research programme at the institution are defined and
communicated clearly.
D Student information and induction
The institution should:

I make sure that research students are provided with opportunities by the institution
to enable them to commence their studies with an understanding of the academic
and social environment within which they will be working.

E The approval of research projects

The institution should:

I give adequate consideration to the feasibility of both full and part-time

students undertaking and successfully completing a particular research project.

F Skills training
The institution should:

I make sure that research students have access to training sufficient to gain the skills
they need to design and complete their programmes effectively and to help prepare
themselves for their subsequent career.

G Supervision
The institution should:

I make sure that supervisors possess recognised subject expertise

II make sure that supervisors have the necessary skills and experience to monitor,
support and direct research students' work
III make sure that research students receive support and direction sufficient to enable
them to succeed in their studies
IV make sure that the progress made by research students is consistently monitored
and regularly communicated to the students.

H Assessment
The institution should:

I make sure that postgraduate research assessment processes are communicated

clearly and fully to research students and supervisors
II postgraduate research assessment processes are clear and operated rigorously,
fairly, reliably and consistently

Feedback, complaints and appeals

III make sure that mechanisms exist to enable open and constructive feedback to be
provided by research students and their supervisors on the learning experience and
support infrastructure
IV make sure that complaints and appeals procedures are fair, open and consistently
applied, allowing students access to relevant information and an opportunity to
present a case
V make sure that independent and formal procedures exist to deal swiftly with
complaints from research students about the quality of the institution's learning and
support provision
VI make sure that formal procedures exist to deal with any academic appeals made by
postgraduate research students
VII make sure that the acceptable grounds for appeals are clearly defined.
I Evaluation
The institution should:

I make sure that the extent to which institutions are discharging their responsibilities
for the Precepts of the research awards granted in their name, and for the quality of
the education provided to enable research students to attain those Precepts, are
regularly reviewed.

Indicative evidence

General principles
The expectation for general principles might be evidenced by the institution’s:

 institutional regulations.
The research environment
The expectation for the research environment might be evidenced by the institution’s:

 information about what constitutes a successful community of academic staff and

postgraduate students engaged in research
 information about the quality of supervision available, including the research skills
of prospective supervisors
 information about the facilities and equipment that will be made available
to research students
 information about what provision should be made available to develop research and
employment-related skills
 information about access to academic and welfare support facilities
 information about the opportunities for effective student representation
 information about what implementation and monitoring mechanisms need to be
applied where a project is undertaken in collaboration with another organisation.

The selection and admission of students

The expectation for the selection and admission of students might be evidenced by the
institution’s:

 information about how to ensure that suitably experienced and trained staff are
used in the selection process
 information about how interviews with candidates might be used as part of the
admissions process (including arrangements for assessing the suitability of
candidates based overseas)
 information about the use, where a prospective student lacks a first degree and/or a
taught postgraduate award, of alternative mechanisms for assessing student
qualification and preparedness, reflecting professional or other work experience
 information about the use of references and other information in helping to assess
the suitability of a candidate to undertake postgraduate research
 information about whether the prospective student has, or is likely to secure, the
necessary financial support to undertake their studies
 information about the assurance of language proficiency, particularly where
programmes involve work in a language other than the candidate’s native language.
The definition of minimum proficiency levels and the provision of in-house training
should be considered
 information about the balance of responsibilities between staff in local units
and central postgraduate administration
 information about the maintenance of confidentiality throughout the
admissions process.

Student information and induction

The expectation for student information and induction might be evidenced by the institution’s:

 information about the institution and its postgraduate portfolio

 information about the challenges that will typically face research students during the
course of their studies and where guidance may be sought in the event of difficulties
 information about the institution’s registration, enrolment, appeals and
complaints procedures, assessment requirements, and research degree regulations
 information about the facilities that will be made available to the student and
the institution’s learning support infrastructure
 information about relevant health and safety and other legislative
information; information about student welfare
 information about supervision arrangements, including evaluation, monitoring
and review procedures
 information about skills training programmes (both those available and those that
may be required)
 information about the opportunities that exist for meeting other research students,
faculty and staff; information about the opportunities that exist to develop
scholarly competence and independence of mind; postgraduate research
programmes
 information about the opportunities that exist to share experience and
understanding beyond a research student’s immediate study area.

The approval of research projects

The expectation for the approval of research projects might be evidenced by the institution’s:

 information about how to establish a clear project proposal and the objectives of the
project
 information about the relationship between the approval of the research project by
academic peers and the admission of the student to the postgraduate programme
 information about the skills, knowledge and aptitude required by student and
supervisor for successful completion of the project
 information about the resources (including staffing and facilities) needed to
support the research project and arrangements for monitoring the continued
availability of such resources
 information about arrangements for support and monitoring of students' progress
during extended periods of off-campus fieldwork or work in collaborating
organizations.

Skills training
The expectation for skills training might be evidenced by the institution’s:

 information about how students are enabled to develop analytical and research
skills, including the understanding of project design and research methodologies,
appropriate to the subject and programme of study
 information about how students are enabled to develop general and employment-
related skills, including, for example, interpersonal and team working skills;
project management, information retrieval and database management, written and
oral presentational skills, career planning and advice and intellectual property
rights management
 information about how students are enabled to develop language support and
academic writing skills
 information about how students are enabled to develop training and support for
those researchers who may be involved in teaching and demonstrating activities.
Supervision

The expectation for supervision might be evidenced by the institution’s:

 information about the provision of training for supervisors and continuing

faculty/staff development; information about the provision of a point of contact if
a supervisory team is appointed
 information about alternative arrangements where the supervisor(s) is unavailable
to act for a temporary or extended period
 information about arrangements that ensure that supervisors are not overloaded
 frameworks for regular supervisor/research student interaction, with a minimum
frequency of (and responsibility for initiating) scheduled review meetings
 between the student, supervisor(s) and, if appropriate, other individuals
 arrangements that enable students to be introduced to other researchers (and
appropriate academic bodies and societies) in their field
 information about routes for the research student and supervisor(s) to seek
independent advice should communication links within the relationship break
down
 information about how support is provided to the supervisor(s) where serious
concerns of student ability or application to the study programme have been
identified
 information about the nature and frequency of contact between the supervisor(s)
and research student
 information about the nature and adequacy of monitoring reports (including
their production and agreement, institutional review mechanisms and feedback
arrangements)
 information about the mechanisms for advising research students if desired
academic Precepts have not yet been, or are unlikely to be, achieved
 information about the provision of counselling and advisory services
 information about the transfer arrangements between registration categories
 information about the mechanisms by which decisions to suspend or terminate a
research student’s registration may be taken.

Assessment
The expectation for assessment might be evidenced by the institution’s:

 information about the form in which postgraduate research assessment regulations

and information should be made available to their research students, faculty/staff
and external examiners, and how they draw attention to any exceptions or
additional requirements that apply
 information about the timing of the provision of such information
 information about the mechanisms used for communicating deadlines in respect of
the submission of research project work
 information about the mechanisms used for communicating procedures relating to
the nomination of examiners, the examination process (including any oral
examination), the process and time taken to reach a decision and the potential
outcomes of the assessment
 information about the mechanisms used for the identification and maintenance of
Precepts of research student achievement
 information about procedures for the appointment of at least two examiners of a
postgraduate research dissertation or thesis, of whom at least one should be
external to the institution
 information about how to ensure that assessment is undertaken only by those
individuals with relevant qualifications and experience and with a clear
understanding of the task
 information about under what circumstances (if at all) a student’s supervisor should
be an examiner
 information about the avoidance of conflicts of interest between internal or
external examiners and researchers who have had a substantial direct involvement
in the research student’s work or whose work is the focus of the research project
 information about how students declare that the material presented for examination
is their own work and has not been submitted for any other award (and, where
relevant, how it relates to a group project)
 information about communication to the student and any sponsor of assessment
outcomes and any consequent procedures
 information about the mechanisms used to secure and promulgate feedback
 information about representation on institutional progress monitoring and
decision- making bodies
 information that demonstrates that the appeals procedures are clear and well
publicised and serve to protect the rights of all concerned
 information about what mechanisms are used to communicate appeals procedures,
how students may lodge an appeal and how decisions are taken to grant an appeal
hearing
 information about the constitution of an appeals panel, and the relation of its
members to those involved in the original assessment decision, how records are
maintained of an appeal hearing and the mechanisms for communicating the results
of an appeal hearing to interested parties.

Evaluation
The expectation for evaluation might be evidenced by:

 the time taken to submit these and other materials for assessment
 pass and fail rates
 feedback received from research students and employers
 career progression information relating to full and, where appropriate, part-
time research students
 comments received from external examiners
 the extent to which institutional research training programmes meet the Precepts
set for such provision by the institution
 feedback received from research students, employers, sponsors and any other
external funde
 Indicative Evidence

Standard 1: Programme mission, objectives and outcomes

EOI-1-I
EOI-1-II
EOI-1-III
EOI-1-IV
EOI-1-V

EOI-2-I
EOI-2-II
EOI-2-III
EOI-2-IV

EOI-3-I
EOI-3-II
EOI-3-III
EOI-3-IV

EOI-4-I
EOI-4-II
EOI-4-III
EOI-4-IV
EOI-4-V
EOI-4-VI

EOI-5-I
EOI-5-II
EOI-5-III
EOI-5-IV
EOI-5-V
EOI-5-VI
EOI-5-VII

19
 Indicative Evidence

Standard 2: Curriculum design and organization

EOI-1-I
EOI-1-II
EOI-1-III
EOI-1-IV
EOI-1-V
EOI-1-VI
EOI-1-VII
EOI-10-VIII

20
 Indicative Evidence

Standard 3: Subject-specific facilities

EOI-1-I
EOI-1-II
EOI-1-III

EOI-2

EOI-I
EOI-II

21
 Indicative Evidence

Standard 4: Student advising and counselling

EOI-1-I
EOI-1-II
EOI-1-III
EOI-1-IV

EOI-2-I

EOI-3-I
EOI-3-II
EOI-3-III
EOI-3-IV
EOI-3-V

22
 Indicative Evidence

Standard 5: Teaching faculty/staff

EOI-1-I
EOI-1-II
EOI-1-III
EOI-1-IV

EOI-2-I
EOI-2-II
EOI-2-III
EOI-2-IV

EOI-2-I
EOI-2-II
EOI-2-III

23
 Indicative Evidence

Standard 6: Institutional policies and process control

EOI-1-I
EOI-1-II
EOI-1-III
EOI-1-IV

EOI-2-I
EOI-2-II
EOI-2-III

EOI-3-I
EOI-3-II
EOI-3-III
EOI-3-IV

EOI-4-I
EOI-4-II

EOI-5-I
EOI-5-II

EOI-6-I
EOI-6-II
EOI-6-III

EOI-7-I
EOI-7-II
EOI-7-III

EOI-8-I
EOI-8-II
EOI-8-III
EOI-8-IV

24
 Indicative Evidence

Standard 7: Institutional support and facilities

EOI-1-I
EOI-1-II

EOI-2-I
EOI-2-II

EOI-3-I
EOI-3-II
EOI-3-III

EOI-4-I
EOI-4-II

EOI-5-I
EOI-5-II

25
 Indicative Evidence

Standard 8: Institutional general requirements

EOI-A-I
EOI-A-II
EOI-A-III
EOI-A-IV

EOI-B-I
EOI-B-II

EOI-C-I
EOI-C-II
EOI-C-III
EOI-C-IV
EOI-C-IV

EOI-D-I

EOI-E-I

EOI-F-I

EOI-G-I
EOI-G-II
EOI-G-III
EOI-G-IV

EOI-H-I
EOI-H-II
EOI-H-III
EOI-H-IV
EOI-H-V
EOI-H-VI
EOI-H-VII

26
EOI-I-I

27