A Prototype Model for Quality Assurance

The Prototype theory in linguistics is used for mapping lexical structures to their meaning in order to achieve cognitive outcomes. In this article, I will attempt to apply this theory in quality assurance (QA) and design a prototype model, with categories that form prototypes or clusters. A prototype model includes stages like initial requirements, information gathering, building prototypes, review and refine and evaluate, which are iterative stages and may include repetitive activities for quality enhancement like internal reviews, acceptance of self-evaluation reports of institutions, implementation or integration of the good practices and finally their deployment for ensuring a continuous improvement (See Figure).

Initial requirements

Initial requirements are standards prescribed by accreditation and regulatory bodies across developing nations, e.g., NAAC, NCAAA, ABET, AACSB, etc. which have set certain good practices, performance standards in order to qualify for their certification. The Washington Accord insisted on ensuring engineering graduates to possess uniform knowledge skills and values; the Bergen Communique recommended to establish national qualification frameworks (NQFs) which should outline expected learning outcomes in each learning domain.

Information gathering

Subcommittees are appointed for gathering or creating evidence relevant to all criteria or quality standards. They should collect the right kind of evidence or initiate a plan to establish the required evidence if not available. Such activities can be initiated and executed which can establish evidence of the compliance of the standards. All such evidence is presented as statistical data, in the form of self-evaluation scales, showing ranking on a 4- or 5-point scale. Such information may also relate to trends or a comparative analysis of the present and past statistics.

Building Prototypes

A rich quality environment depends upon several prototypes e.g., teamwork through committees and sub committees; orientation and training to the staff, building information clusters, monitoring compliance of regulations, gathering documentation, and carrying out self-evaluation. A prototype can also be developed to align course learning outcomes (CLOs) with the program learning outcomes (PLOs), by measuring weightages assigned to assessment practices. As core competencies of students, a few institutions also identify graduate attributes or Program Educational Objectives and align them with student outcomes.

Review Refine

As a part of continuous improvement, educational institutions are involved in review and refinement of various elements on regular basis. For instance, KPIs and PLO-CLO matrices are prepared to report and measure quantifiable achievements of strategic and operational goals. If KPIs help in gauging the performance of an education program in terms of targets achieved, PLO-CLO metrics help measure the learning domains of knowledge, skills, competence, values and behaviors and their attainment. Besides, there is a continuous refinement of vision, mission, goals and objectives (VMGO) of an educational institution in consultation with its stakeholders. The well drafted and upgraded VMGOs are the evidence of the direct interface with the internal and external stakeholders (e.g., faculty, staff, students, industry, employers, etc.)

Evaluation –Design and Synergy

The prototype of evaluation and its design and strategy can be designed with four components: First, testing or internal reviews in the form of self-evaluation scales (SESs) or an internal verification process of the compliance of quality criteria and standards; Second, acceptance of the testing and evaluation as best practices and benchmarks for future implications; Third, implementation or integration of those best practices cross-functionally; Finally, deployment of those best practices as KPIs and program benchmarks.

These prototypes will help in establishing a robust QMS and help align quality assurance with the strategic context of an educational institution. They can also assist greatly in the execution of the accreditation action plan and sustenance of internal quality measures. A prototypal set-up has many other advantages like integration and internalizing of quality matters, establishment of a participative quality culture, initiating best practices and setting benchmarks; creation of institutional database of evidences, and like.