Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Institutional
Sustainability
Assessment
5 Key Result Areas of ISA
■ KRA 1 – Governance and Management • KRA 4 – Support for Student
– Governance • Equity and Access
– Management • Student Services
– Enabling Features • KRA 5 – Relations with the
■ KRA 2 – Quality of Teaching and Community
Learning • Relevance of Programs
– Setting and Achieving Program
• Networking and Linkages
Standards
– Faculty Profile
• Extension and Outreach
– Use of ICT and Learning Resources
■ KRA 3 – Quality of Professional
Exposure, Research & Creative Work
– Professional Exposure
– Research Capability
– Creative Work and/or Innovation
KRA 1 – GOVERNANCE AND
MANAGEMENT
KRA 1 - Governance and Management
1. GOVERNANCE
A. Criterion: The institution’s governance
arrangements demonstrate probity, integrity,
strategic vision, accountability, awareness and
management of risk, and effective monitoring
of performance.
■ This refers to the systems that reflect the
principles guiding the overall use of authority
and decision-making of the institution’s
governing body.
KRA 1 - Governance and Management
GOVERNANCE
Elements
1. Probity
2. Strategic Vision
3. Accountability
4. Awareness and Management of Risk
5. Effective Monitoring of Performance
1. Probity - The governing body demonstrates integrity and objectivity in
the transaction of its business
Presence of the System • Clear Processes and Procedures
There is a system to ensure • Relevant Policies and Guidelines
integrity and objectivity in the • Administrative Manual, Quality Manual and
transaction of its business. other relevant manuals
• Code of Ethics
• Presence of various Councils and Committees
as part of decision-making process
1. Probity - The governing body demonstrates integrity and objectivity in
the transaction of its business
Extent of Implementation • Criteria/Qualifications to become a member of
The organization follows the BOT
institutional processes with • Criteria/Qualifications to be selected as part of
respect to governance Management
because members of the • Profile of BOT and Management
governing body and • Clear procedures/guidelines for selecting the
management were selected members of the BOT and Management.
based on clear guidelines • Evidence of evaluation/screening
and procedures. • Relevant Handbooks or Manuals
1. Probity - The governing body demonstrates integrity and objectivity in
the transaction of its business
Extent of Implementation • Process how BOT guidelines and decisions are
Administrators clearly cascaded to the Administrators
articulate, follow, and • Process how the BOT ensures that guidelines
implement the guidelines set and decisions are properly implemented
by the governing body. • Memo, minutes, reports, operational plans,
etc.
Decisions of the governing • Process how decisions are disseminated to the
body are disseminated to the stakeholders (management, faculty, non-
HEI community. teaching staff, students, alumni, etc.)
• Memo, minutes, emails, website, newsletter,
etc.
1. Probity - The governing body demonstrates integrity and objectivity in
the transaction of its business
Outcomes • Compliance with regulatory bodies
There is culture of • No complaints
transparency and integrity at • No case filed against the institution
all levels of the HEI, shown by • If ISO Certified, no major non-conformance
the respect for process,
knowledge of guidelines and
protocols, and observance of
communication channels.
Stakeholders are satisfied • Satisfaction survey/Study regarding the
with the transparency, transparency, integrity and objectivity of BOTs
integrity, and objectivity of decisions.
the governing body in
decision-making.
1. Probity - The governing body demonstrates integrity and objectivity in
the transaction of its business
Effectiveness • Awards/Recognitions/Certifications (e.g. for
There is evidence that the Good Governance Awards or Transparency of
HEI keeps the highest levels Transactions, etc.)
of ethical standards in its • Positive reputation of the HEI among
operations. stakeholders
2. Strategic Vision - The strategic plan of the institution, which was
approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
Presence of the System • Strategic Plan
The strategic plan is well • Operational Plan/Action Plan
documented and • Process how the Strategic Plan was
disseminated to the disseminated to the stakeholders
organization. • Orientations/Attendance/Proceedings
• Transmittal and Receiving copies
There is a system for • System how the targets in the strategic plan
monitoring and assessing the are monitored and assessed
achievement of goals. • Reports
• Monitoring instruments/templates
2. Strategic Vision - The strategic plan of the institution, which was
approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
Extent of Implementation • Process in formulating the strategic plan
There was a process followed • Process in approving the strategic plan
in formulating and approving • Who are involved in the formulation and
the plan, which also allowed approval, and extent of their participation
the participation of • Provide evidence of implementation
stakeholders.
There is a clear articulation • Responsible/Accountable Office/Person(s) for
of who are responsible and each activity is indicated in the plan.
accountable for the • Provide evidence of implementation
implementation of particular
parts of the strategic plan.
2. Strategic Vision - The strategic plan of the institution, which was
approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
Outcomes • Participation of stakeholders in the
Stakeholders support the formulation of the plan.
strategic plan because they • Participation of stakeholders in the programs,
took part in putting it projects, and activities of the institution
together. • Minutes, accomplishment reports, proceedings
The organization • Level of attainment of the strategic plan
demonstrates robust • Accomplishment vis-à-vis targets
performance according to its • Balance Scorecards
goals and desired outcomes.
2. Strategic Vision - The strategic plan of the institution, which was
approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
MANAGEMENT
Elements
1. Management of Operation
2. Financial Control
3. Quality Assurance Arrangements
1. Management of Operations - Operations are efficient, effective,
and responsive to challenges and changes.
Presence of the System • Clear organizational structure
There are well-documented • Administrative and Academic Manuals and
organizational structures, other relevant manuals and handbooks
systems, and processes that
ensure sound management
of operations of the HEI.
1. Management of Operations - Operations are efficient, effective,
and responsive to challenges and changes.
Extent of Implementation • Process how the BOT and Management
Administrators, in coordination respond to a particular need/developments
with top management, respond • Processes and procedures
to particular needs in a timely • Committee or Council
manner, including those • Minutes of Meetings
related to national policies and • Timelines
international developments in • BOT resolutions
higher education. • Memoranda
Resources are allocated to • Process for allocation of funds
enable the accomplishment of • How Prioritization is done
the institution’s goals, • Work and Financial Plan
especially those that pertain to • Reports
academic performance.
1. Management of Operations - Operations are efficient, effective,
and responsive to challenges and changes.
Outcomes • Targets/activities are accomplished/
Services are delivered in a conducted on schedule
timely and efficient manner. • Evidence that services are provided on time
ENABLING FEATURES
Elements
1. Use of Information and Communications
Technology in Management
2. Resource Generation Strategies
3. Other Enabling Features (Optional)
1. Use of ICT in Management - The institution’s use of ICT to
manage its operations and academic affairs contributes to the
effectiveness of its operations and programs. (Separate from ICT for
learning).
Presence of the System • Describe each ICT used for Management.
The HEI has ICT system(s) to These include:
manage its operations, such • HR Information System
as—but not limited to— • Accounting System
accounting, human • Enrollment System
resources (HR), and student • Library Information System
information systems.
1. Use of ICT in Management - The institution’s use of ICT to
manage its operations and academic affairs contributes to the
effectiveness of its operations and programs. (Separate from ICT for
learning).
Extent of Implementation • Evidence of trainings conducted specifically on
Staff, faculty, and ICT for Management (not ICT for teaching and
administrators are proficient learning)
in ICT, with the HEI providing
training and/or support.
There is a responsive link • ICT System links administrative and academic
between ICT systems of offices.
administrative and academic • Provide examples
offices to ensure optimal
communication and use of
information.
1. Use of ICT in Management - The institution’s use of ICT to
manage its operations and academic affairs contributes to the
effectiveness of its operations and programs. (Separate from ICT for
learning).
Outcomes • Evidence of improved efficiency of ICT for
The HEI’s management management such as:
information system (MIS) • enrollment process
enables more efficient • Releasing of records
management of student and • Releasing of grades
faculty records, planning for • Tracking of students
and implementation of • Provide data
academic programs, budget,
etc.
1. Use of ICT in Management - The institution’s use of ICT to
manage its operations and academic affairs contributes to the
effectiveness of its operations and programs. (Separate from ICT for
learning).
Effectiveness • Accomplishment of targets relevant to ICT for
There is evidence that use of Management.
ICT helps the HEI meet its • Improved efficiency, increase in number of
targets pertinent to relevant clients served, effectiveness, etc.
key performance indicators.
2. Resource Generation - The HEI’s development plans are effective
and sustainable because they are supported by viable and appropriate
resource generation strategies.
Outcomes • How was the income from IGP used and did it
The resource generation help the institution or stakeholders.
strategies enable the HEI to • Provide data (project and amount)
implement development
plans that contribute to the
growth of the organization
and the communities it
serves.
2. Resource Generation - The HEI’s development plans are effective
and sustainable because they are supported by viable and appropriate
resource generation strategies.
FACULTY PROFILE
Elements
1. System for Faculty Selection, Retention,
Evaluation, and Promotion
2. Teaching Expertise and Competence
1. Faculty Selection, Retention, Evaluation, and Promotion -
The human resource management system for faculty and the academic
promotion system enable the HEI to push its quality of teaching and
learning
Presence of the System • Mechanism for selecting, hiring, maintaining
There are clear procedures and promoting faculty
for faculty human resource • Faculty Manual
(HR) and academic • Relevant manuals
processes.
1. Faculty Selection, Retention, Evaluation, and Promotion -
The human resource management system for faculty and the academic
promotion system enable the HEI to push its quality of teaching and
learning
Extent of Implementation • Office(s)/Person(s) in-charge
There is/are office(s) that
takes care of the
management systems for
faculty.
The HR and academic • Evidence of dissemination of policies for HR
promotion processes for and academic promotion
faculty are clearly
documented and
disseminated.
1. Faculty Selection, Retention, Evaluation, and Promotion -
The human resource management system for faculty and the academic
promotion system enable the HEI to push its quality of teaching and
learning
Extent of Implementation • Feedbacking mechanism
There are regular feedback • Provide evidence of implementation
mechanisms that help faculty
improve their performance.
1. Faculty Selection, Retention, Evaluation, and Promotion -
The human resource management system for faculty and the academic
promotion system enable the HEI to push its quality of teaching and
learning
Outcomes • Faculty qualifications and teaching loads
Faculty members teach
subjects related to their
degrees, professional
qualifications, or experience.
Student performance has • Study – improvement of student performance
improved because of the because of improved faculty qualifications
quality of faculty.
1. Faculty Selection, Retention, Evaluation, and Promotion -
The human resource management system for faculty and the academic
promotion system enable the HEI to push its quality of teaching and
learning
Effectiveness • Results of faculty evaluation
There is evidence of high • Feedback for students and alumni
quality of teaching
(student/peer evaluation of
faculty) and learning
(competency assessment)
because of a strong faculty
profile.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Presence of the System • Faculty Development Program
The HEI has • How training needs are identified
mechanisms/programs for • Process of Selection
faculty development,
specifically to enhance
teaching expertise and
competence
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Extent of Implementation • Process for dissemination of FDP to faculty
These mechanisms and members and staff
processes are documented • Provide evidence of implementation
and disseminated to the
faculty.
There is a person/office in • Office/Person in-charge of FDP
charge of these mechanisms
and processes for developing
teaching expertise and
competence.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Extent of Implementation • Faculty evaluation
There are regular feedback, • Process for feedbacking
monitoring and review • Evidence of implemntation
mechanisms to help faculty
improve.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Outcomes • Study
Faculty members demonstrate • Analysis of faculty evaluation results (showing
improved expertise and improvement)
teaching competencies as a
result of these programs or
similar mechanisms.
Other faculty outputs in • Faculty output
instructional materials, • Instructional materials
research, professional • Researches, etc.
practice, and/or outreach help
the HEI create impact and
attain its goals.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Outcomes • Participation in conferences
Most faculty members are up • Membership in professional organizations
to date with developments in
their academic field and
demonstrate mastery of
content and methods
Faculty members employ • Provide example of innovative strategies an
innovative strategies to how it facilitated learning and development of
facilitate learning and to higher order thinking skills
ensure that students’ higher
order thinking skills are
developed.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Outcomes • Study which attributes the performance of
Students demonstrate good students with the quality of faculty members
performance as a result of
their teaching-learning
experience.
2. Teaching Expertise and Competence - Faculty competence
enables students to be mentored to their full potential and produces
outputs that create impact in society.
Effectiveness • Feedback from industry
There is evidence that the • Performance of students
quality of delivery of courses • Awards and Recognitions of Students
brings the institution closer to
developing the desired
competencies for its ideal
graduate.
KRA 2 – Quality of Teaching and Learning
3. USE OF ICT AND LEARNING RESOURCES
A. Criterion: Student learning and performance
are enhanced with the effective use of learning
resources, such as library resources,
laboratories, and information and
communications technology
■ This refers to the structures that allow faculty
and students to effectively use HEI’s learning
resources.
KRA 2 – Quality of Teaching and Learning
2. STUDENT SERVICES
Criterion: The institution has programs for
student services, to support the non-academic
needs of the students.
▪ This refers to structures and processes for
delivering non-academic services for students.
KRA 4 – Support for Students
Student Services
Elements
1. Non-Academic Support
2. Placement Support
1. Non-Academic Support - Students improve performance because
they have sufficient non-academic support, which help them overcome
concerns that may be affecting their ability to study.
Presence • Various student services
The HEI has clear structures • health and wellbeing
for a range of student • guidance and counseling
services, including health • management of discipline, support for
and wellbeing, guidance and student activities,
counseling, management of
discipline, support for
student activities, among
others.
1. Non-Academic Support - Students improve performance because
they have sufficient non-academic support, which help them overcome
concerns that may be affecting their ability to study.
Extent of Implementation • Office/person in charge
There are office(s)/person(s)
in charge of overseeing
student services.
Special programs help • Evidence of implementation of special
enhance student programs (e.g. leadership trainings, values
development. formation, etc.)
Students participate in • Satisfaction survey
assessment of student • assessment
services.
1. Non-Academic Support - Students improve performance because
they have sufficient non-academic support, which help them overcome
concerns that may be affecting their ability to study.
1. RELEVANCE OF PROGRAMS
Criterion: The institution offers programs that
take into consideration the social, cultural,
economic, and/or developmental needs of the
country at local, regional, and/or national levels.
▪ This section refers to the structures and
processes that promote local/regional/
national development and global
competitiveness.
1. Relevance of Programs - The institution contributes to the
achievement of local/ regional/ national priorities (e.g., poverty alleviation,
environmental management, health) through academic and extension
programs.
Presence • Process for ensuring relevance of academic
The HEI has processes to programs
ensure relevance of its • Process for ensuring relevance of extension
academic and extension and outreach programs.
programs, including dialogue • Inputs from industry partners to make
with professional, industry, academic degree programs relevant
and other external groups, • Inputs from community partners on the
e.g., government and non- programs and activities for extension that are
government organizations, appropriate to the needs of the community.
socio-civic and religious • Manuals, guidelines, etc.
groups.
1. Relevance of Programs - The institution contributes to the
achievement of local/ regional/ national priorities (e.g., poverty alleviation,
environmental management, health) through academic and extension
programs.
Extent of Implementation • Office/person in-charge of ensuring academic
Specific offices/persons are programs and extension programs are relevant
responsible for the
implementation of these
processes.
3. EXTENSION PROGRAMS
Criterion: The institution is valued by its local
community as a provider of extension programs
that are responsive to the needs of the
community for people empowerment and self-
reliance.
▪ This refers to structures and processes that
promote extension programs, which are
relevant to the needs of the community
3. Extension and Outreach Programs - The institution contributes
to local/ regional/ national development through its extension programs