Illustrative Rubric for Accreditation Research Methodology

Abstract

The article illustrates the bidirectional impact of changes in the accreditation process and curriculum on graduate qualities. It unpacks the research methodological component of accreditation using a specialised System Control Flow for the development of demand-driven curriculum with stakeholder participation in an outcome-based educational horizon. The place of the component "Curriculum and syllabus" in outcome-based education was initially identified during the framework's model formulation. The Programme Educational Objectives (PEO) must be identified and matched to Programme results in accordance with the university/an autonomous institution's 'Mission' and 'Vision'. This Programme Outcome (PO) is directly related to Graduate Attributes (GA). Programme Educational Objectives, enlist the major attributes of a Graduate which they are supposed to possess on successful completion of the Course. However, accurate analysis of the expected outcome and actual outcome attained, largely depends on appropriate defining of ‘rubrics’ and identification of the attainment parameters.

An attempt has been made in the current study, to create an effective design to determine course-need analysis for stakeholder feedback. All legislative components of traditional university curriculum design, such as the Board of Studies (BoS), have been considered. This is followed by two steps: "Teaching Learning Process" with an action plan for curriculum execution, and "Assessment and Attainment of PO's" to determine the satisfiability of PEO or the need for change under the dynamic process.

The study asserts that in addition to the designing and updating of course content from school level to post graduate or higher education level, inculcation of thought progression and process know how, for implementing the same is indispensable. The accreditation regulatory bodies need to work in this case in tandem with eminent academicians, industrialists and other stakeholders to-a. Regularly assess and accredited educational institutions and programs, b. Promote excellence in teaching, learning, and research, c. Foster self-evaluation, accountability, autonomy, and creativity, d. Conduct quality research, consulting, and training programs, e. Collaborate with stakeholders to evaluate, promote, and sustain quality.