Introduction
This guidebook was written by the IQAP Office at McMaster University to assist departments in completing the cyclical review Self-Study document. The purpose of this guidebook is to outline the objectives and requirements of the review process, to explain in greater detail what types of evidence are required and to identify any available resources to facilitate the successful completion of each section.
In addition to this guidebook, the IQAP Office supports departments throughout the review process in various ways, including: consultations regarding learning outcomes and curriculum mapping, student focus groups and survey administration, faculty retreats and advice on the completion of the Self-Study as well as providing feedback on draft reports prior to their official submission. In addition, the IQAP Office is here to support academic programs with any implementation plans that arise from completion of the IQAP self-study and/or reviewer recommendations.
The IQAP policy is subject to approval by the Quality Council when it is initiated and thereafter, when it is revised. The Quality Council will audit the University on an eight-year cycle under the terms outlined in the Quality Assurance Framework.
Objectives of the Cyclical Review Process
The objectives of the cyclical review process at McMaster are:
- To facilitate the development and continued improvement of our undergraduate and graduate academic programs.
- To promote curriculum development and improvement in an ongoing, iterative process.
- To ensure that McMaster continues to lead internationally in its reputation for innovation in teaching and learning and for the quality of its programs.
- To incorporate input from all principal stakeholders including students.
- To help shape programs to have characteristics that are most valued at McMaster while also meeting the responsibility for quality assurance.
Qualities of Effective Self-Studies
Scroll through the following features of a self-study document. This interactive element details best practices in completing Self-Study reports. The content has been adapted from the Quality Council’s Guide to the Quality Assurance Framework.
Considering Equity, Diversity, Inclusion and Accessibility (EDIA)
As departments develop their self-study documents there is an opportunity to reflect on how EDIA priorities have informed and shaped actions in your academic programs and program curricula. The work of EDIA is active, deliberate, and ongoing requiring self-education and a number of iterations and revisions. There is no perfect starting point and there is no defined end point. Building EDIA conversations into your self-study process will enable the program to identify current and ongoing actions as well as future needs and ambitions for advancing these priorities.
When engaging with EDIA priorities as a program lead or with others in your program community it must be acknowledged that it is challenging. It is often uncomfortable as we try to address unwanted behaviours, have difficult conversations, face resistance engaging in this work and confront biases and vulnerabilities. This discomfort is essential for real inclusion, empowerment and progress to occur, it is a sign that the work is happening with intentionality. Getting comfortable with discomfort is crucial for creating an inclusive program. It requires commitment, patience and courage to recognize how we feel and lean into those feelings with consistency.
Involvement Of Students and Stakeholders In The Cyclical Review Process
Employing meaningful ways to involve students in the development of the cyclical review Self-Study report is an important part of preparation for the cyclical review. Programs may seek student perspectives by including students in focus groups and/or as part of the team responsible for leading the preparation of the Self-Study report. For example, students may be involved in one of three phases of the IQAP: Preparation, Site Visit and Implementation. Together the faculty and student partners can ensure the program review includes the full breadth and depth of student experience and that the IQAP meaningfully incorporates the student experience. Input from alumni is also frequently obtained by conducting surveys of past graduates. Another way to approach this is to ensure that there is ongoing involvement of students in the academic unit’s governance structures and processes. When students are providing regular input on their courses and program requirements, it is very easy to gather and incorporate that information into a Self-Study that results in meaningful analysis and reflection. Constant contact with students, through their representation on departmental committees (i.e., curriculum review committee, academic councils) and through their involvement in departmental seminars or workshops, can facilitate their engagement in the quality assurance process.
It is also important for programs to connect with instructors, adjuncts, teaching fellows and faculty to understand how they are engaging in innovative and inclusive teaching practices. There could be ‘small’ or ‘big’ actions that are occurring in individual spaces that have previously not been captured or noticed which would be significant to include in the self-study.
Completing The Self-Study Document
The Chair, in collaboration with relevant groups and/or individuals including students, is responsible for preparing a Self-Study document that is broad-based, reflective, forward-looking and inclusive of critical analysis. It should identify any pertinent information that it deems appropriate for inclusion. The Self-Study must address and document the consistency of the program learning outcomes with the University’s mission and academic plans as well as the Degree Level Expectations, and most importantly how graduates of the program achieve those outcomes.
Use of Generative Artificial Intelligence
Generative artificial intelligence (AI) tools introduce opportunities for work efficiency. These tools can automate data analysis, generate new content and provide predictive insights. This can be useful in handling large volumes of information and identifying trends.
While there are many possibilities of this technology, it is important to consider limitations and ethical considerations of Generative AI, including factual inaccuracies and societal biases present in the data used.
It is also important to consider issues related to data security when using such tools. Do not upload or share confidential, personal, or proprietary information with a generative AI tool unless a data security and risk assessment and a privacy and algorithmic assessment have been completed for the specific tool.
If Generative AI is used during the development of the self-study, cite or acknowledge its use.
Please be aware that the discussions of the use of Generative AI are ongoing at the University. It is the responsibility of the authors of the self-study to be up to date with current procedures regarding its use for institutional documentation, such as program self-studies.
For the complete guidelines on the use of Generative AI for Operational, please refer to the Provisional Guidelines on the Use of Generative AI in Operational Excellence.
