2024 Internal Quality Assurance Document

Internal Quality Assurance Document

May 2024

Version 3

1. CoROM Introduction and Mission Statement

The College of Remote and Offshore Medicine (CoROM) is a non-profit foundation established in 2016. CoROM became a degree-granting institution through the Malta Further and Higher Education Authority (MFHEA) in 2018. It is a Further and Higher Institution offering programmes from MQF level 5 to level 8. The programmes offered by CoROM focus on healthcare practice in remote, austere, and resource-limited environments, providing Diploma, Higher Diploma, Bachelor, Master, and Doctoral programmes.

The College of Remote and Offshore Medicine Foundation has been documenting its Quality Assurance procedures since 2018. The first Internal Quality Assurance (IQA) handbook was issued and approved by the National Commission for Further and Higher Education (NCFHE), the predecessor of MFHEA. This current IQA is an updated version of that original document, aligning with the 2023 MFHEA standards.

This IQA is a comprehensive guide representing our commitment to excellence in higher education and serves as a framework to ensure the highest standards of quality across every aspect of our educational ecosystem. Through transparent processes, rigorous evaluations, and continuous improvement, we are committed to self-assessment and refinement, synergising the collective efforts of our faculty, staff, and students in pursuing our institutional vision and mission.

The aims of CoROM’s quality assurance policies are to:

• Establish a framework of standards for the provision of education.
• Safeguard the academic experience of learners.
• Promote excellence in curriculum development.

Mission Statement

“To provide high-quality, leading-edge programmes, delivered by subject matter experts, and to produce competent, autonomous allied health professionals for remote, austere, and resource-limited environments.”

2. CoROM Policies and Practices

2.1 Finance

The College is registered with the Office of the Commissioner for Voluntary Organisations (VO/1293) and adheres to the requirements of the Malta Business Registry. The accounts are audited and available on request. The College uses Fairwinds accounting services, located at Abacus Business Centre, Level 1, Dun Karm Street, Birkirkara, Malta. Legal representation is provided by EMD Advocates, Vault 13-15, Valletta Waterfront, Malta. All procedures comply with Malta Company Law and International Accounting Standards (IFRS).

The College’s Executive Dean and the Board of Administrators ensure financial compliance. Funds are allocated by the office of the Executive Dean, who oversees budgets for the various departments, staff, and academic resources. The administration team ensures the College’s financial stability and reports to the Executive Dean with oversight by the Board of Administrators. The administration team also develops the budget with forecasted financial requirements for the next five years.

2.2 Leading Staff

Since the College is a registered foundation in Malta, there are no shareholders or owners. The College is governed by a Board of Administrators who adhere to the Maltese Second Schedule of the Civil Code (Chapter 16 of the Laws of Malta). The administrators are volunteers.

The executive leadership of the College is the Executive Dean, a position appointed by the Board of Administrators. The Executive Dean must hold an MQF Level 8 award or be pursuing a doctorate and have at least five years of executive leadership experience. The Executive Dean reports to the Board of Administrators, ensuring that the College adheres to all Maltese laws, MFHEA requirements, and maintains decorum within the institution.

Further guidance for the College is provided by a Board of Regents.  The primary mission of the Board is to oversee and advise the Dean in matters pertaining to the management and advancement of bachelor, master, and doctoral degree programs, aligning with the regulatory framework of the Malta Further and Higher Education Authority (MFHEA) reporting to the CoROM Foundation Administrative Board. The composition of the Board is as follows:

• Four (4) Board Members at Large: Appointed for their expertise in relevant fields, including education and academia. They shall serve a four-year term.
• One (1) Public Member: Appointed from the community, unaffiliated with the college, and serving a three-year term.
• One (1) Administrative Board Member: Appointed from the CoROM Foundation Board of Administrator member to facilitate communication between the College and Foundation. They shall serve as permanent members of the Board.
• One (1) Faculty Representative: Elected by the CoROM faculty for a two-year term.
• One (1) Student Representative: The Student Union President serves for a one-year term.
• The Executive Dean: Serving as an ex-officio member.

Additional management is provided by the heads of departments. These departments are led by academic faculty who have achieved or are pursuing a doctorate. The pedagogical team consists of professionals with a minimum MQF level 5 award in the healthcare field. The course design faculty must have a teaching qualification or be currently pursuing one. The teaching faculty consists of professionals who support students throughout their training. Educational coordinators must demonstrate strong interpersonal skills, create schedules, and foster effective relationships between faculty, students, and the College.

Teaching faculty must hold an MQF level qualification above the level of the course they teach. For example, instructors of level 6 programmes must have a level 7 qualification, and faculty of level 7 programmes must have a level 8 qualification. Potential faculty must also have professional experience in the subjects they teach.

3. Design and Approval of Programmes

3.1 Course Approval Procedure

Any member of the faculty can suggest a new course. Upon initial suggestion, the Executive Dean reviews the proposal for suitability and relevance to existing programmes.  Interested faculty experienced in the proposed topic can provide insights into the educational content.  

The course approval process is as follows:

1. Initial Review:
   1. The faculty member submits the course proposal to the Executive Dean.
   2. The Executive Dean reviews the proposal for suitability and relevance.
   3. The Executive Dean presents the proposal to the Board of Regents for discussion.

2. Review and Development:
   1. If the proposal is approved by the Executive Dean, it is sent to the allocated department faculty for review and development.
   2. The Executive Dean creates a Review Team consisting of faculty from the department. The Review Team assesses the programme for content and clinical accuracy, including input from a student representative.
   3. If adjustments are needed, the Review Team returns the programme to the author for corrections.
   4. This review process is repeated until the Executive Dean is satisfied with the content.

3. Departmental Review:
   1. The Executive Dean passes the proposed programme to the Heads of Faculty for further review.
   2. The Heads of Faculty review the programme and may return it to the original author for additional corrections.
   3. This process continues until the Heads of Department are satisfied with the content.

4. Final Approval:
   1. Once the Heads of Department are satisfied, the course is approved for trial.
   2. The final approval of any new programme rests with the Executive Dean.

Faculty members continually improve and develop CoROM courses. Each programme is reviewed and updated as required to maintain high standards of academia and clinical practice.

3.2 Programme Content Monitoring

Programme content will be constantly monitored to align with best practices internationally. The Executive Dean is responsible for reviewing best practices and passing observations and suggestions to the Heads of Department for further review.

The Heads of Department will ensure that programmes remain relevant by:

1. Reviewing faculty course feedback from all courses.
2. Reviewing student feedback.
3. Reviewing clinical course content to ensure adherence to best medical practices.
4. Maintaining open lines of communication with all faculty for suggestions on programme improvement.

In the absence of new programme reviews or changes to current practices, the Heads of Department will meet at least once a year to review all programme content as a routine function of the faculty.

3.3 Student-Centred Approach to Programme Design

The College of Remote and Offshore Medicine (CoROM) takes a student-centred approach to programme design, led by clinically qualified academics. Our programmes are either industry-specific or Continuous Professional Development (CPD) based. All tutors have practical experience in the fields that students aspire to work in, thus bringing valuable industry knowledge to the classroom.

To ensure relevance to the employment market, CoROM will, where necessary, employ or invite industry experts to participate in programme design. This collaboration guarantees that our courses remain current, both clinically and academically, providing our graduates with the highest opportunities for employment in their chosen fields.

Key elements of our student-centred approach include:

1. Industry Relevance:

• Engaging industry experts in programme design to maintain relevance and applicability in the job market.
• Ensuring that tutors with practical industry experience contribute to course content and delivery.

2. Course Currency:

• Continuously updating courses to reflect the latest clinical and academic advancements.
• Striving to provide graduates with the most up-to-date knowledge and skills required for their careers.

3. Faculty Expertise:

• Leveraging the extensive experience of senior faculty in teaching and course design to develop robust and effective programmes.
• Recognising the resource requirements for effective course design through experienced faculty input.

4. Student Feedback:

• Encouraging face-to-face and written feedback from students on how CoROM can improve programmes.
• Actively incorporating student suggestions to enhance the educational experience.

By focusing on these elements, CoROM ensures that our programmes are designed to meet the needs of both students and the industry, fostering a learning environment that prepares students for success in their professional careers.

4. Teaching faculty

4.1 Introduction:

This policy outlines the transparent, equitable, and merit-based approach that the College adheres to when hiring faculty, ensuring the institution’s commitment to academic excellence, diversity, and student-centred education. The policy aims to attract and retain talented educators who embody the College’s values and contribute to its mission of fostering a vibrant learning environment.

4.2 Equal Opportunity and Diversity:

The College is dedicated to providing equal employment opportunities regardless of race, colour, religion, gender, sexual orientation, national origin, disability, or any other protected status. The College actively promotes diversity in its faculty to reflect the global society it serves.

4.3 Qualifications and Competencies:

All candidates must possess the requisite academic qualifications, professional expertise, and pedagogical skills relevant to the position they are applying for. A transparent and rigorous evaluation process will assess their ability to deliver quality education, conduct research, engage in scholarly activities, and contribute to the College’s growth. The qualification required to teach a particular programme mandates that faculty must hold a degree or qualification one MQF level higher than the programme they are teaching.

4.4 Required Work Experience:

All faculty members must have at least five years of experience in the subject they are teaching.

4.5 Teaching Qualification:

All faculty must possess a teaching qualification or be in the process of obtaining one. Acceptable qualifications include:

1. Fellowship status with the Higher Education Academy/Advance HE.
2. A PGCert or higher in an educational speciality.
3. For MQF Level 5 and 6, a Level 5 Diploma in Education and Training (formerly the Diploma in Teaching in the Lifelong Learning Sector (DTLLS)).

Faculty may also opt for a portfolio-based teaching assessment, showcasing recent relevant teaching courses from reputable educational institutions, such as short courses from Harvard Medical School Principles of Medical Education or similar programmes. 

By adhering to these standards, the College ensures that its faculty members are well-qualified, experienced, and capable of delivering high-quality education to its students.

4.6 Teaching Currency

All faculty members are required to stay current with the latest teaching methodologies and advancements in their respective fields. This can be achieved through short courses or by maintaining a portfolio of evidence that demonstrates engagement with these methodologies.

4.7 Recruitment Process

The recruitment process consists of several stages:

4.7.1 Advertisement

Vacancies will be publicly advertised through multiple channels, ensuring wide visibility and accessibility.

4.7.2 Application Review

A committee of qualified experts will review applications, shortlisting candidates based on their qualifications and experience.

4.7.3 Interview and Presentation

Shortlisted candidates will be invited to an interview, where they will be assessed on their teaching philosophy, research agenda, and ability to contribute to the College’s community.

4.7.4 Teaching Demonstration

Candidates may be required to give a teaching demonstration to showcase their pedagogical skills.

4.7.5 References and Background Checks

The College will conduct thorough reference checks and background verification before making a final offer.

4.8 Faculty Development

Newly hired teachers will be supported through a comprehensive orientation and mentoring programme to familiarise them with the College’s culture, policies, and procedures. Ongoing professional development opportunities will be provided to enhance their teaching, research, and leadership skills.

4.9 Tenure and Promotion

Teachers who demonstrate exceptional performance, scholarly contributions, and a positive impact on students and the College community may be eligible for tenure and promotion based on a rigorous evaluation process.

4.10 Ethical Considerations

The College maintains the highest ethical standards throughout the recruitment process, ensuring confidentiality, fairness, and avoidance of conflicts of interest.

4.11 Grievance Mechanism

A transparent and accessible grievance mechanism will be in place for candidates who believe they have been treated unfairly or unjustly during the recruitment process.

4.12 Continuous Improvement

This policy will be periodically reviewed and updated to align with changing educational landscapes and best practices in teacher recruitment.

4.13 Conclusion

By adhering to this comprehensive Teacher Recruitment and Selection Policy, the College is dedicated to creating an environment where outstanding educators can thrive, fostering a vibrant and inclusive learning community that empowers students and advances the frontiers of knowledge.

5. Public Information

The College has two key processes for publishing information:

5.1 The Website

The official website of the College is http://www.corom.edu.mt

5.2 Social Media

The College maintains an active presence on various social media platforms:

• LinkedIn: https://www.linkedin.com/company/college-of-remote-and-offshore-medicine
• Facebook: https://www.facebook.com/corom.eu
• Instagram: https://www.instagram.com/corom_foundation/
• X: @theCoROM https://twitter.com/theCoROM

5.3 Responsibility for Information

All faculty members are responsible for ensuring that the information communicated to the Executive Dean is accurate and up to date. The Executive Dean’s office is responsible for regularly updating the website with this information.

6. Student Learning, Teaching, and Assessment

The purpose of this chapter is to ensure that all students at the College can achieve their full potential through high-quality learning, teaching, and assessment. The policy sets out the principles and practices that will be used to assess student learning in a fair, transparent, and equitable way.

6.1 Teaching, Delivery, and Assignments

The College is committed to delivering high-quality education that fosters active learning, critical thinking, and holistic development among our students. This policy outlines the teaching methods and assessment strategies that will guide our faculty in creating engaging and effective learning experiences.

6.1.1 Teaching Methods:

The College believes in a diverse range of teaching methods that cater to various learning styles and promote student engagement. Our faculty will utilise the following teaching methods:

• Lectures: Instructors will deliver well-structured lectures to introduce foundational concepts, theories, and frameworks.
• Discussion-Based Learning: Small group discussions and seminars will encourage students to actively participate, share ideas, and engage in thoughtful debates.
• Project-Based Learning: Students will undertake projects that require research, problem-solving, and collaborative skills, enhancing the real-world application of knowledge.
• Hands-On Activities: Practical exercises, experiments, and simulations will provide students with tangible experiences related to their field of study.
• Flipped Classroom: Course materials will be delivered online, allowing class time to be dedicated to interactive discussions, problem-solving, and application of concepts.
• Case Studies: Real-world scenarios and case studies will challenge students to apply theoretical knowledge to practical situations.
• Guest Speakers: Inviting experts from various industries will provide students with insights into current trends and practices.
• Peer Teaching: Collaborative learning will involve students in teaching and learning from each other, fostering a sense of community and shared responsibility.

6.1.2 Methods of Assessment:

Assessment is a crucial component of the learning process, providing students with feedback and measuring their progress. Our assessment methods will include:

• Examinations: Traditional assessments will gauge students’ understanding of course content and critical thinking abilities.
• Assignments: Projects, research papers, and essays will evaluate students’ research, analytical, and communication skills.
• Presentations: Oral presentations will enhance students’ public speaking and communication abilities.
• Quizzes: Short quizzes will help assess comprehension of specific topics and encourage consistent study habits.
• Group Projects: Collaborative projects will assess teamwork, leadership, and problem-solving skills.
• Portfolios: Comprehensive portfolios will showcase students’ learning journeys, highlighting growth over the course of their studies.
• Practical Assessments: Hands-on assessments, such as lab work and performances, will evaluate students’ practical skills and application of knowledge.
• Peer Evaluation: Incorporating peer assessment will encourage self-awareness and peer learning.
• Reflective Journals: Students will maintain reflective journals to document their learning process and personal insights.
• Work-Based Learning: Students can be given a portfolio of evidence to be completed during a work-based experience.

6.1.3 Technology Integration:

The College recognises the importance of integrating technology into teaching and assessment. Faculty are encouraged to leverage educational technologies such as Learning Management Systems (LMS), multimedia resources, and online collaboration tools to enhance the learning experience and streamline assessment processes. The College utilises Moodle and Google as their LMS. The following websites are Moodle or Google Learning Management Systems:

• http://corom.classroom.edu.mt
• http://classroom.google.com
• http://my.corom.org

6.1.4 Continuous Improvement:

The College is committed to the ongoing improvement of teaching methods and assessment strategies. Regular faculty development sessions and feedback mechanisms will be provided to ensure that instructors stay current with educational best practices. The office of the Executive Dean oversees faculty development.

6.1.5 Student Engagement and Support:

Faculty will actively engage with students, providing guidance, feedback, and support outside of class hours. Academic advising and counselling services will be available to assist students in their academic and personal growth.

6.2 Resources and Support for Students and Academic Staff

At the College, we are committed to providing a supportive and enriching academic environment that empowers both students and academic staff to excel in their educational pursuits and professional endeavours. This policy outlines the resources available to enhance the learning, teaching, and research experiences within the College community.

6.2.1 Learning Resources for Students:

The College recognises the importance of accessible and diverse learning resources to facilitate student success. The College may provide the following resources:

• Online Learning Platforms: Students will have access to an integrated Learning Management System (LMS) for course materials, assignments, quizzes, and collaborative tools.
• Research Facilities: Specialised labs and facilities will support students’ hands-on research experiences across various disciplines.
• Tutoring Faculty: Faculty tutoring and academic support services will assist students in overcoming challenges and enhancing their understanding of course material.
• Workshops and Seminars: Optional workshops and seminars will be conducted to improve study skills, time management, and research techniques.
• Multimedia Resources: Interactive multimedia resources, such as video lectures and online simulations, will enhance the learning experience.

6.2.2 Academic Resources for Faculty:

To foster a culture of academic excellence, the College is committed to providing faculty with the resources needed for effective teaching, research, and professional development:

• Research Grants: Financial support will be provided to faculty members for research projects, conferences, and scholarly activities.
• Research Faculty: Research faculty will support faculty in conducting cutting-edge research across disciplines.
• Library Services: Faculty can be given access to comprehensive research databases, online journals, and specialised reference materials.
• Professional Development: The College will offer workshops, seminars, and training opportunities to enhance teaching methods, technology integration, and research skills.
• Access to Technology: Faculty will have access to necessary technology tools, software, and equipment for effective instruction and research.

6.2.3 Technology Resources:

In the digital age, technology plays a crucial role in learning and research. The College can provide the following technology resources:

• Wireless Connectivity: High-speed wireless internet access will enable seamless connectivity for both students and academic staff.
• Online Libraries and Databases: Access to a wide range of online libraries, databases, and research platforms will facilitate research and knowledge dissemination.
• Software Licences: Faculty and students can have access to licensed software relevant to their academic and research needs.
• E-Learning Tools: The College can provide access to e-learning tools, multimedia resources, and virtual labs to enhance teaching and learning experiences.

6.2.4 Equity and Accessibility:

The College is committed to ensuring equitable access to resources for all students and academic staff. Special consideration will be given to individuals with disabilities or unique needs to ensure their full participation in the academic community.

6.2.5 Continuous Improvement:

The College will regularly review and update the available resources based on feedback, technological advancements, and changing educational needs to ensure they remain relevant and effective.

6.3 Cheating and Plagiarism

The College is committed to upholding the highest standards of academic integrity and promoting a culture of honesty, originality, and ethical scholarship. Cheating and plagiarism undermine the educational process, diminish the value of degrees earned, and erode the trust within our academic community. The College’s Ethical Engagement Policy, the Examinations Policy, and the Good Academic Practice Policy outlines the expectations, consequences, and preventive measures related to cheating and plagiarism, including the role of artificial intelligence (AI) technologies.

6.3.3 Preventive Measures:

To foster a culture of academic integrity, the College will implement the following measures:

• Clearly communicate expectations regarding academic integrity through orientations, syllabi, and student handbooks.
• Encourage faculty to design assignments that promote critical thinking and originality.
• Offer workshops and resources on proper citation and research techniques.
• Implement Turnitin or similar plagiarism detection tools to identify instances of plagiarism.
• Utilise AI-powered proctoring tools for online exams to deter cheating and monitor suspicious behaviour.
• Promote a sense of shared responsibility within the academic community to report instances of cheating or plagiarism.

6.3.4. Role of Artificial Intelligence (AI):

• In the College’s commitment to maintain academic integrity, it recognises the potential of AI technologies to assist in detection and prevention. The College can utilise AI oversight in the following ways:
• Plagiarism Detection: AI-powered tools could be used to scan assignments and research papers to identify potential instances of plagiarism. Faculty will be trained to interpret and act upon the results.
• Online Exam Proctoring: AI-based proctoring tools can be used to monitor online exams for irregular behaviour, such as excessive eye movement or suspicious browsing. Proctoring data could be reviewed by instructors to determine potential violations.
• Automated Monitoring: AI algorithms can assist in continuously monitoring digital platforms for signs of unauthorised sharing or distribution of academic materials.

6.3.5. Student Responsibilities:

Students are expected to:

• Familiarise themselves with the College’s cheating and plagiarism policy.
• Properly cite all sources used in their academic work.
• Seek clarification from faculty if unsure about citation or collaboration policies.
• Refrain from engaging in any form of cheating, unauthorised collaboration, or plagiarism.

6.4 Enforcement:

   The office of the Executive Dean will monitor compliance with this policy and take appropriate action to address any concerns. Students who have concerns about their learning, teaching or assessment should contact their academic advisor or the College’s student affairs office.

6.5 Conclusion:

   The College remains dedicated to fostering an environment of academic honesty and ethical scholarship. By adhering to this cheating and plagiarism policy and embracing the role of AI in maintaining academic integrity, we uphold the value of our degrees and the principles that guide our educational community.

7. Student admission, progression, recognition and certification

7.1. Introduction:

   This policy outlines the guidelines and procedures for student admission, progression, recognition, and certification within the College. The policy ensures fair, transparent, and consistent practices while upholding the institution’s commitment to academic excellence and integrity.

7.2. Student Admission:

7.2.1. Eligibility Criteria:

   Prospective students must meet the eligibility criteria set by the institution for the respective programme. These criteria may include academic qualifications, standardised test scores, and other necessary prerequisites.

7.2.2. Application Process:

   Applicants must submit an online application form and relevant documents, such as transcripts, MQRIC results, recommendation letters, and personal statements. The application process reviews all submitted material for approval by the Office of the Executive Dean.

7.2.3. Review of Prior Learning (RPL) Process:

   Prospective students may review our RPL policy and submit an RPL application with evidence supporting their claim for advanced standing within the academic programme. Current RPL policies can be viewed on the College website.

7.2.4. Selection Process:

   Admission decisions will be based on a holistic review of the applicant’s academic achievements, potential for success in the programme, and alignment with the institution’s values. The institution maintains a non-discriminatory policy and evaluates candidates fairly.

7.2.5. Student Notification Process:

   The admissions department will notify the prospective student of the outcome of their application by email.

7.2.6. Student Induction Process:

   Once accepted into a programme, the Office of the Executive Dean will issue the student with a Student Agreement for review and signature. This document follows the MFHEA guidelines for Student Agreements. Once signed, the student receives an official CoROM email address and is introduced to their department heads, who welcome them to the programme. The student is allocated a faculty mentor, the first point of contact for any questions or concerns about their programme.

7.3. Student Progression:

7.3.1. Academic Performance:

   Students are expected to maintain satisfactory academic performance as defined by the institution’s grading and assessment policies. Failure to meet the minimum academic standards may result in academic probation or dismissal.

7.3.2. Academic Advising:

   The institution provides academic advising to help students make informed decisions about their course selections, programme requirements, and career pathways. Advisors offer guidance to students facing academic challenges.

7.3.3. Student Data Storage:

   Information and data collected from students, along with records of their academic work, are stored on GDPR-compliant databases. The College utilises Google Drive and DreamClass for all student data. More information about student data can be found in section 8 of this IQA.

7.3.4. Student Graduation:

   Upon meeting all academic requirements to complete their programme, students transition to alumni status and receive a Diploma and Diploma Supplement in compliance with EU regulations, including EuroPass.

7.3.5. Probation and Dismissal:

   Students who fail to meet required academic standards may be placed on academic probation. Continued unsatisfactory performance may lead to academic dismissal.

7.4. Recognition and Certification:

7.4.1. Recognition of Achievements:

   Outstanding academic achievements, leadership, community involvement, and other exceptional contributions will be recognised through awards, honours, and scholarships. The institution encourages celebrating student success.

7.4.2. Graduation Requirements:

   Students must fulfil all programme requirements, including completing required coursework, projects, and assessments, to be eligible for graduation. The institution conducts regular audits to ensure students are on track to meet these requirements.

7.4.3. Certification:

   Upon successfully completing all programme requirements, students receive certification specific to their programme of study. The accreditation reflects the student’s academic achievements and the institution’s approval.

7.5. Appeals and Grievances:

   The institution establishes a clear procedure for students to appeal admission decisions, academic progression matters, or other grievances related to this policy. The appeals process is impartial and transparent.

7.6. Policy Review:

   This policy undergoes periodic review to maintain effectiveness and relevance. Updates align with evolving academic standards, industry requirements, and institutional goals.

This policy guides the integrity of the academic process while supporting student success and development. All faculty and students bear responsibility for adhering to and upholding the principles outlined herein.

8. Information Management

This policy aims to establish guidelines and standards for the effective management of information within the College. It ensures the proper handling, storage, access, sharing, and disposal of information to maintain confidentiality, integrity, availability, and compliance with relevant laws and regulations.

8.1 Scope

This policy applies to all college staff, faculty, students, contractors, and individuals or entities accessing, processing, or managing information.

8.2 Information Technology Policy Statements

8.2.1. Information Classification and Handling

College information shall be classified into categories such as “Confidential,” “Internal Use Only,” “Public,” and any other relevant categories.

Information owners and custodians shall be identified for each category, responsible for determining access controls, usage limitations, and proper handling procedures.

8.2.2. Access and Authorization

Access to college information shall be granted on a need-to-know basis.

User access shall be defined based on roles and responsibilities, following the principle of least privilege. Authentication mechanisms shall be implemented to ensure authorized access to information systems and repositories.

8.2.3. Data Security

Adequate technical and organizational measures shall be implemented to safeguard information against unauthorized access, alteration, or destruction.

Encryption shall be used for sensitive and confidential information during transmission and storage.

Regular security assessments and audits shall be conducted to identify vulnerabilities and mitigate risks.

8.2.4. Data Privacy and Confidentiality

Personal and sensitive information shall be handled in compliance with applicable data protection laws (e.g., GDPR, HIPAA). Consent shall be obtained when collecting and using personal data, and individuals shall be informed of the purpose of data collection and their rights.

8.2.5. Information Sharing and Collaboration

Information sharing shall follow established guidelines and protocols, ensuring that sensitive information is only shared with authorized parties. Collaboration tools and platforms shall be used in accordance with security and privacy standards.

8.2.6. Records Management and Retention

A records management program shall be established to define retention periods, disposal methods, and archival procedures for different types of information.

Records shall be retained based on legal, regulatory, and operational requirements.

8.2.7. Incident Reporting and Response

Incidents involving unauthorized access, data breaches, or other security breaches shall be reported promptly to designated authorities.

An incident response plan shall be in place to address and mitigate the impact of security incidents.

8.2.8. Compliance

All information management activities shall adhere to relevant laws, regulations, and industry standards. Regular compliance assessments shall be conducted to identify and address gaps.

8.3 Records Location

Student records will be stored virtually in Google Drive and in DreamClass, the College’s Student Information System located within the European Union. The College utilizes the Google Education package, ensuring GDPR compliant data storage.

8.4 Responsibilities

The Executive Dean oversees the implementation and enforcement of this policy.

Information owners and custodians ensure the proper handling and protection of information under their care. Users must comply with information handling procedures and report any suspected violations.

The office of the Executive Dean is responsible for implementing data management processes.

8.5 Training and Awareness

Regular training and awareness programs educate College staff, faculty, and students about information management best practices, security measures, and their responsibilities.

8.6 Review and Revision

This policy shall be reviewed annually or as necessary to ensure its relevance and effectiveness in addressing emerging information management challenges.

8.7 Enforcement

Violations of this policy may result in disciplinary actions, including warnings, suspension of access, termination, and legal actions.

8.8 Conclusion

This policy provides the framework for the responsible and secure management of the College’s information, supporting the institution’s goals of maintaining confidentiality, integrity, availability, and compliance with applicable laws and regulations.

9. Monitoring and Review of Programmes

9.1. Purpose

This policy outlines the framework and procedures for regularly monitoring and reviewing academic programmes at the College. It aims to continuously enhance the quality, relevance, and effectiveness of our academic offerings.

9.2. Scope

This policy applies to all academic programmes offered by the College across all levels and disciplines, using the Plan, Implement, Evaluate, and Improve parameters.

9.3. Policy Statement

The College is committed to maintaining a robust and systematic process for monitoring and reviewing academic programmes to uphold the highest standards of quality, relevance, and academic integrity.

9.4. Objectives

9.4.1. Ensure academic programmes align with the institution’s mission, vision, and strategic goals.

9.4.2. Assess and improve the effectiveness of teaching and learning methods, curriculum design, and student learning outcomes.

9.4.3. Identify areas for improvement, innovation, and growth within academic programmes.

9.4.4. Comply with external accreditation requirements and regulatory standards.

9.5. Responsibilities

9.5.1. Programme Leads: Responsible for overseeing the ongoing quality of their respective programmes, conducting regular self-assessments, and recommending improvements.

9.5.2. Academic Departments: Responsible for collecting and analysing data related to programme performance, student feedback, and industry trends.

9.5.3. Office of the Executive Dean: Responsible for reviewing programme reports, assessing compliance with policies, and providing recommendations for enhancement.

9.5.4. Overall Coordination: The Office of the Executive Dean coordinates policy oversight and implementation.

9.6. Procedures

9.6.1. Annual Self-Assessment: Programme Leads and departments conduct an annual self-assessment of their programmes, including a review of learning outcomes, curriculum, student performance data, and faculty feedback.

9.6.2. Data Collection: Departments collect data on student enrolment, retention, graduation rates, student evaluations, and alumni outcomes to inform the review process.

9.6.3. External Benchmarking: Regularly benchmark programmes against similar programmes at peer institutions and industry standards to identify strengths and areas for improvement.

9.6.4. Programme Review Cycle: Conduct a comprehensive programme review every three years or as directed by the Office of the Executive Dean, including an in-depth analysis of effectiveness, curriculum alignment, faculty qualifications, and relevance to current industry demands.

9.6.5. Stakeholder Engagement: Solicit input from students, faculty, alumni, and industry partners to gain diverse perspectives on programme quality and relevance.

9.6.6. Action Plans: Develop action plans based on assessment findings to address areas for improvement and enhance programme quality.

9.7. Continuous Improvement

The institution is committed to promptly and efficiently implementing recommended improvements. Results of programme reviews and enhancements are communicated transparently to the Office of the Executive Dean.

9.8. Documentation

All assessment data, reports, and improvement plans are documented and maintained for accreditation and future reviews.

9.9. Compliance

This policy complies with EU, MFHEA, and GDPR guidelines.

9.10. Review and Revision

This policy will undergo review every three years or as requested by the Office of the Executive Dean to ensure its relevance and effectiveness.

10. Policy for Internal Quality Assurance

10.1. Introduction

This policy outlines the procedures and principles guiding the College’s Internal Quality Assurance (IQA) processes. It aims to ensure the institution maintains high standards of academic excellence, continuous improvement, and accountability across all its programmes and services.

10.2. Scope

This policy applies to all academic programmes, courses, and services offered by the College. It encompasses all academic staff, administrative staff, and students involved in the educational process.

10.3. Objectives

The primary objectives of this policy are to establish a systematic and robust internal quality assurance framework, ensure alignment with external quality assurance standards and regulations, promote continuous improvement in teaching, learning, assessment, and student support services, and foster a culture of accountability and transparency throughout the institution.

10.4. Roles and Responsibilities

10.4.1. Quality Assurance Committee: Responsible for overseeing the implementation of the IQA policy. This committee includes representatives from academic departments, administrative units, and student representatives. It monitors the effectiveness of IQA processes and recommends improvements.

10.4.2. Heads of Departments: Accountable for the quality of academic programmes and courses within their respective areas. They ensure that curriculum, assessments, and teaching methodologies adhere to institutional standards and external regulations.

10.4.3. Teaching Staff: Responsible for delivering high-quality instruction, designing effective assessments, and staying updated with best practices in their field. They engage in self-assessment and professional development to enhance teaching skills.

10.4.4. Administrative Staff: Provide essential support in maintaining accurate records, managing student feedback, and ensuring smooth administration of assessment processes. They collaborate with academic staff to facilitate streamlined IQA processes.

10.4.5. Students: Active participants in the IQA process, providing feedback on teaching quality, learning resources, and support services. Their input contributes to ongoing improvements in academic experiences.

10.5. IQA Processes

10.5.1. Programme Design and Review: Regular reviews of academic programmes ensure relevance, currency, and alignment with external benchmarks. Reviews include assessing learning outcomes, curriculum content, and teaching methodologies.

10.5.2. Assessment Quality: Design assessments that are fair, valid, reliable, and aligned with learning outcomes. Peer reviews of assessments maintain consistency and effectiveness.

10.5.3. Teaching and Learning Quality: Use evidence-based teaching methods designed to engage students effectively. Regular classroom observations and feedback sessions support continuous improvement.

10.5.4. Student Support: Provide adequate support services, including academic advising, counselling, and accessibility services, to ensure student success and well-being.

10.6. Continuous Improvement

The institution commits to ongoing self-assessment and improvement. IQA process data are analysed to identify strengths and areas for enhancement. Action plans address identified areas for improvement.

10.7. Communication and Reporting

The institution communicates openly with stakeholders about IQA processes and outcomes. The Quality Assurance Committee generates regular reports shared with relevant departments and individuals.

10.8. Review and Revision

This policy undergoes periodic review to ensure continued relevance and effectiveness. Stakeholder feedback and changes in external quality assurance standards inform necessary revisions.

10.9. Conclusion

This Internal Quality Assurance Policy reflects the institution’s dedication to maintaining high academic standards, promoting continuous improvement, and providing an exceptional learning experience. Through collaboration and a commitment to excellence, we uphold the principles outlined in this policy.

11. Cyclical External Quality Assurance

The Cyclical External Quality Assurance policy of the College represents a systematic and recurring process of external evaluation and validation of its academic programmes and operational standards. This policy establishes a structured framework for engaging external experts and accrediting bodies at regular intervals to assess the institution’s adherence to quality benchmarks, educational effectiveness, and compliance with established standards. Through periodic reviews, audits, and assessments, the university ensures ongoing alignment with industry needs, academic best practices, and relevant regulations. The Cyclical External Quality Assurance policy fosters accountability, transparency, and continuous improvement by providing an objective and independent perspective on the university’s operations, ultimately reaffirming its commitment to delivering high-quality education and services to its students and stakeholders.

11.1. Introduction

This policy establishes a structured framework for the cyclical external quality assurance process at the College. This process aims to ensure the continuous improvement of academic programmes, teaching and learning processes, research, and overall institutional effectiveness.

11.2. Objectives

The objectives of the Cyclical External Quality Assurance process at the College are:

11.2.1. To assess and enhance the quality and effectiveness of academic programmes and services through external evaluation.

11.2.2. To demonstrate the institution’s commitment to maintaining high academic standards.

11.2.3. To identify areas for improvement and implement action plans based on external feedback.

11.2.4. To ensure transparency, accountability, and public confidence in the institution’s academic activities.

11.3. Process Overview

11.3.1. Selection of External Reviewers: The institution will establish a pool of qualified external reviewers, including subject matter experts, academic leaders, and practitioners. Reviewers will be selected based on their expertise and knowledge relevant to the programmes under review.

11.3.2. Cyclical Review Schedule: The institution will develop a cyclical review schedule that outlines the programmes and departments to be reviewed every three years or as directed by the office of the Executive Dean.

11.3.3. Self-Assessment: Prior to the external review, each programme or department under review will conduct a comprehensive self-assessment. This self-assessment will identify strengths, weaknesses, opportunities, and threats, and will include data on student learning outcomes, curriculum alignment, teaching methodologies, research activities, and more.

11.3.4. External Review Visit: External reviewers will conduct on-site visits to the institution. The visit will include meetings with faculty, staff and students. The reviewers will assess the programme’s alignment with institutional goals, curriculum effectiveness, student support services, and overall quality.

11.3.5. External Review Report: After the visit, the external reviewers will prepare a detailed report highlighting their findings, recommendations, and commendations. The report will provide an unbiased assessment of the programme’s quality and effectiveness.

11.3.6. Action Planning: Based on the recommendations of the external review report, the institution will develop action plans to address areas for improvement. These plans will outline specific steps, timelines, responsible parties, and resources needed for implementation.

11.3.7. Implementation and Follow-up: The institution will implement the action plans and monitor progress over the specified timeline. Regular follow-up assessments will ensure that improvements are being made and sustained.

11.4. Stakeholder Engagement

11.4.1. Internal Stakeholders: The institution’s faculty, staff, students, and administrators will be actively engaged in the cyclical external QA process. Their input during the self-assessment and action planning stages will be crucial for successful implementation.

11.4.2. External Stakeholders: External stakeholders, including employers, alumni, professional associations, and regulatory bodies, will be informed of the cyclical review process and its outcomes. Their input will contribute to the assessment of programme relevance and alignment with industry needs.

11.5. Reporting and Transparency

11.5.1. Public Reporting: A summary of the external review reports and the institution’s action plans will be made available to the public upon request. This promotes transparency and demonstrates the institution’s commitment to quality.

11.6. Continuous Improvement

11.6.1. Evaluation of the QA Process: The institution will periodically review and assess the effectiveness of the cyclical external QA process to ensure its relevance and alignment with best practices.

11.6.2. Adaptation: Based on the evaluation outcomes, the institution will refine the process to incorporate improvements and address emerging challenges.

11.7. Conclusion

This Cyclical External Quality Assurance policy outlines the systematic approach that the College will follow to ensure the continuous enhancement of its academic programmes and services. By engaging both internal and external stakeholders, the institution will uphold its commitment to academic excellence and institutional improvement.