Common Standards
Standard 3.1
Programme is developed collaboratively in a participatory manner through a curriculum development committee or equivalent body of the Faculty.
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New Curriculum committee meeting minutes |
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Extracted FAC meeting minutes for Faculty policy / plan University QA policy Framework |
Standard 3.2
The Faculty /Institute ensures external stakeholder participation at key stages of programme planning, design and development and review.
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Extracted FAC meeting minutes for Faculty policy / plan University QA policy Framework |
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Curriculum revision committee meeting minutes Industry feedback Reports prepared by external organizations such as ACM docs |
Standard 3.3
Programme design process incorporates the feedback from employer/ professional satisfaction survey.
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Industry visit reports for industry feedback survey / e-mails |
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Student Handbook with programme specifications |
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Industry Visit reports for industry feedback for programme design improvement |
Standard 3.4
Programme conforms to the mission, goals and objectives of the institution; national needs; and reflect global trends and current knowledge and practice.
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Cooperate plan Strategic Management plan |
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Programme specification objectives |
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Survey instruments and feedback Secondary data from ACM/BCS |
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Curriculum revision committee meeting minutes |
Standard 3.5
Programme design complies with the Sri Lanka Qualification Framework (SLQF) and is guided by other reference points such as Subject Benchmark Statements (SBS), and requirements of relevant professional bodies.
Standard 3.6
Programme design and development procedures include specific details relating to entry and exit pathways including fallback options; Intended Learning Outcomes (ILOs); qualification levels criteria, and qualification type descriptors; teaching, learning and assessment processes to enable achievement of ILOs that are congruent with the programme mission and goals; alignment with external reference points such as SLQF, and SBS.
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Faculty policy documents on programme design and development |
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Course Template (Old) Course Template (New) |
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Curriculum revision/development committee meeting minutes
Alignment of subject modules with programme outcomes / Objectives |
Standard 3.7
Faculty/Institute uses graduate profile as the foundation for developing learning outcomes at the levels of programme, course/modules.
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Faculty Student Handbook |
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Faculty Handbook for programme specification Subject alignments with programme outcomes |
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Standard 3.8
ILOs of study programmes are realistic, deliverable and feasible to achieve.
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Student handbook Curriculum Revision 2009 |
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Student feedback forms |
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Industry Visit reports for external stakeholder feedback |
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Programme outcome match with assessment cycle. |
Standard 3.9
The Faculty adopts an Outcome Based Education (OBE) where programme outcomes are clearly aligned with the course/module outcomes; and the teaching and learning activities and assessment strategy are aligned with the learning outcomes of each course (constructive alignment).
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Evidence of regular training programmes for students and staff |
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Student handbook with Curricula of programmes and sample course outlines |
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Students’ feedback for course modules |
Standard 3.10
The programme design accommodates supplementary courses such as vocational, professional, semiprofessional, inter-disciplinary & multi- disciplinary to broaden the outlook and enrich the generic skills of students.
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Curriculum of BSc. (Hons) in IT and BSc. (Hons) in ITM Non-technical module list |
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List of Vocational and Professional modules |
Standard 3.11
Issues of gender, cultural and social diversity, equity, social justice, ethical values and sustainability are integrated into the curriculum, where relevant.
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University Quality Assurance Policy Framework |
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Curriculum with NT Subjects Examiner Moderator list for NT subjects |
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Feedback reports from industry and students / e-mails |
Standard 3.12, 3.13, 3.14
Programme Specific Standard
Standard 3.15
The academic standards of the programme with respect to its awards and qualifications are appropriate to the level and nature of the award and are aligned with the SBS (where available) and SLQF.
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Performance Criteria of BSc. (Hons) in IT and BSc. (Hons) in ITM Curriculum of BSc. (Hons) in IT and BSc. (Hons) in ITM Letter submitted to UGC regarding SLQF alignment |
Standard 3.16
Faculty ensures that programme approval decision is taken after full consideration of design principles, academic standards, and appropriateness of the learning opportunities available, monitoring and review arrangements and content of the programme specification.
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University Quality Assurance Policy Framework |
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Minutes of FAC |
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Minutes of FB / Senate for programme approval |
Standard 3.17
The principles to be considered when programmes are designed and developed (balance of the programme; award and titles; resources available to support the programme) are documented and communicated to all concerned in the programme design.
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University Quality Assurance Policy Framework |
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Minutes of meetings for dissemination of guidelines to relevant staff and emails |
Standard 3.18, 3.19
Programme Specific Standard
Standard 3.20
The Faculty’s /Institute’s IQAC adopts internal monitoring strategies and effective processes to evaluate, review, and improve the Programme design and development, and approval processes.
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FAC Meeting minutes for programme QA matters. FQAC summary report to be sent for Senate about peer review process |
Standard 3.21
Programmes are monitored routinely (in an agreed cycle) to ensure that programmes remain current and valid in the light of developing knowledge in the discipline, and practice in its application.
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Adoption of new module format |
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New Module introductions by Department level |
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Report by Prof. Thanthirigoda |
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Student and Industry feedback reports |
Standard 3.22
Faculty/ Institute uses the outcomes of programme monitoring and review to foster ongoing design and development of the curriculum.
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Evidence of incorporating inputs from survey results in the new Curriculum |
Standard 3.24
The effectiveness of the provision for students with disabilities is evaluated and opportunities for enhancement identified.
Programme Specific Standards: B.Sc. (Hons.) in IT
Specific Standards 3.12 - B.Sc. (Hons) in IT
Programme is logically structured and consists of a coherent set of courses/modules while allowing flexibility in students’ choices of courses /modules.
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Curriculum & Detail Syllabi for BSc. (Hons) in IT highlighting core and elective modules |
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Timetables for Level 3 and Level 4 |
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Third and Final Year Subject preference |
Specific Standards 3.13 - B.Sc. (Hons) in IT
Curriculum promotes progression so that the demands on the student in intellectual challenge, skills, knowledge, conceptualization and learning autonomy increases.
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Curriculum matrix showing courses at different levels layered according to demands in the skills |
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Mark sheets and performance summary from graduation boards |
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Student feedback on individual course units Third and Final year subject preference during recent offerings |
Specific Standards 3.14 - B.Sc. (Hons) in IT
The study programme has clearly defined appropriate measurable process indicators and outcome-based performance indicators which are used to monitor the implementation and evaluation of the programme.
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Graduation rates of BSc. (Hons) in IT Internship placement reports Employability reports |
Specific Standards 3.18 - B.Sc. (Hons) in IT
The Faculty/ Institute ensures that appropriate ILOs are clearly identified for work-based placement/ Industrial Training/ Internship and informs students of their specific responsibilities relating to the above.
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Course outline of Training module in BSc. (Hons) in IT |
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Training details for BSc (Hons) in IT |
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Email communications between IT company and Faculty for Training Assessment form filled by staff members during industry visits. |
Specific Standards 3.19 - B.Sc. (Hons) in IT
Programme design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life- long learning, interpersonal communication and teamwork into the courses.
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Faculty policy on curriculum development |
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Minutes of Curriculum development committee |
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Module outlines and assignments /activity carried out during the module. |
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Student feedback for the modules |
Specific Standards 3.23 - B.Sc. (Hons) in IT
The Faculty/ Institute annually collects and records information about students’ destination after graduation and uses it for continuous improvement of the programme.
Programme Specific Standards: B.Sc. (Hons.) in ITM
Specific Standards 3.12 - B.Sc. (Hons) in ITM
Programme is logically structured and consists of a coherent set of courses/modules while allowing flexibility in students’ choices of courses /modules.
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Curriculum & Detail Syllabi for BSc. (Hons) in ITM highlighting core and elective modules |
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Timetables for Level 3 and Level 4 |
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Third and Final Year Subject preference |
Specific Standards 3.13 - B.Sc. (Hons) in ITM
Curriculum promotes progression so that the demands on the student in intellectual challenge, skills, knowledge, conceptualization and learning autonomy increases.
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Curriculum matrix showing courses at different levels layered according to demands in the skills |
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Mark sheets and performance summary from graduation boards |
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Student feedback on individual course units |
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Third and Final year subject preference during recent offerings |
Specific Standards 3.14 - B.Sc. (Hons) in ITM
The study programme has clearly defined appropriate measurable process indicators and outcome-based performance indicators which are used to monitor the implementation and evaluation of the programme.
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Graduation rates of BSc. (Hons) in ITM Internship placements Employability reports |
Specific Standards 3.18 - B.Sc. (Hons) in ITM
The Faculty/ Institute ensures that appropriate ILOs are clearly identified for work-based placement/ Industrial Training/ Internship and informs students of their specific responsibilities relating to the above.
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Course outline of Training module in BSc. (Hons) in ITM |
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Training details for BSc (Hons) in ITM students |
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Email communications between IT company and Faculty for Training Assessment form filled by staff members during industry visits. |
Specific Standards 3.19 - B.Sc. (Hons) in ITM
Programme design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life- long learning, interpersonal communication and teamwork into the courses.
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Faculty policy on curriculum development |
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Minutes of Curriculum development committee |
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Module outlines and assignments /activity carried out during the module. |
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Student feedback for the modules |
Specific Standards 3.23 - B.Sc. (Hons) in ITM
The Faculty/ Institute annually collects and records information about students’ destination after graduation and uses it for continuous improvement of the programme.
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Employability Report |
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Annual survey data |