Programmedesign@nu

Strategic partners

Accreditation

Bologna Process

International Benchmarks

Inputs to Program Design at Nazarbayev University

Institutional Policies and Guidelines

Kazakhstani imperatives; employers 1

International Context

Cycle 1. Bachelor Bologna Cycle

Cycle 2. Masters Cycle 3. Doctoral

Level 6: Bachelor EQF

Level 8: Doctoral

Bologna Process

ECTS credit = 25-30 hrs workload ECTS

Academic year = 60 ECTS Bachelor Degree = 240 ECTS Masters Degree = 90-120 ECTS

Student-Centred Quality Assurance & Enhancement integral (ESG 2015)

Level 7: Masters

Dublin descriptors

Expectations for each cycle Outcomes-based 2

National Context

National imperatives

Kazakhstan 2050; state programs

Industry and employers

Market needs and potential employability

National frameworks and requirements

As and where appropriate

Students’ academic and cultural background

Consider cultural context and students’ academic background in terms of knowledge, skills, attributes and prior learning styles.

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Institutional Context NU Graduate Attributes

NU Academic Quality Framework

NU Strategies, Frameworks, Guidelines and Policies

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Institutional Context NU Graduate Attributes

NU Academic Quality Framework

Program Approval through Academic Quality Committee (peer review) and Academic Council

NU Strategies, Frameworks, Guidelines and Policies

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Institutional Context NU Graduate Attributes

NU Academic Quality Framework NU Strategy to 2020 NU Strategies, Frameworks, Guidelines and Policies

Academic Quality Framework Teaching and Learning Strategy Assessment Strategy Instructional Technology Strategy

Align programs and courses

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School Context Program Manager and Program Delivery Team develop program

School Teaching and Learning Strategy informs program design

Program Specification and Justification

External review

Approve program through the School Teaching and Learning Committee and Dean

Then to institutional Academic Quality Committee (peer review) and Academic council 7

Program Design

International benchmarking Level descriptors e.g. Dublin Descriptors, UK FHEQ, Lumina Foundation DQP

NU Graduate Attributes

Inform academic level of program

Strategic Partner input and review

Subject benchmark statements: Accrediting bodies; QAA subject benchmarks

Develop Program Aims Develop Program Learning Outcomes Identify content

Inform content of program Program Aims and Learning Outcomes must demonstrably align with the NU Graduate Attributes 8

Program and Course Design Philosophy of Constructive Alignment (Biggs, 2003) https://www.heacademy.ac.uk/sites /default/files/resources/id477_align ing_teaching_for_constructing_lear ning.pdf

Align with program learning outcomes and graduate attributes

NU Graduate Attributes Program Aims, Learning Outcomes and Content

Develop Course Descriptors, Learning Outcomes and Specifications (including syllabi)

Assessment methods should be appropriate to the learning outcome

Develop ALIGNED assessment criteria and methods

Teaching and learning methods give students the opportunity to achieve the learning outcomes

Develop ALIGNED teaching and learning strategy to enable students to reach learning outcomes and assessment criteria

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Program and Course Design – What are we looking for?

Strategic Meet current/future national demand and requirements Accreditation partners Deliver NU Graduate Attributes Employ internationally-benchmarked outcomes and content Align attributes, outcomes, teaching, learning and assessment Adopt a student-centred approach, with effective student support mechanisms Institutional Employ Bologna teaching and learning methods that are: Policies and • Innovative and inspiring Process • Research-integrated Guidelines • Technologically-enhanced = Quality !!

Use assessment methods that are: • Reliable, valid and fair Kazakhstani • Inclusive andInternational authentic imperatives; • Challenging, varied and stimulating Benchmarks employers • Formative as well as summative, with multiple feedback opportunities Subject to ongoing quality assurance and quality enhancement…..

• • • • •

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