Page 39 - AUN-QA

Diagnostic Questions

− Do the contents of the programme reflect the expected learning outcomes?
− How are the courses in the programme structured so that there is coherence
and a seamless relationship of the basic and specialised courses such that
the curriculum can be viewed as a whole?
− Has a proper balance been struck between specific and general courses?
− How is the content of the programme kept up-to-date?
− Why was this programme structure chosen?
− Has the educational programme been changed structurally over recent years?
If so, why?
− Does the programme promote diversity, student mobility and/or cross-border
education?
− Is the relation between basic courses, intermediate courses and specialised
courses in the compulsory section and the optional section logical?
− What is the duration of the programme?
− What is the duration and sequence of each course? Is it logical?
− What benchmarks are used in designing the programme and its courses?
− How are teaching and learning methods and student assessment selected to
align with the expected learning outcomes?

Sources of Evidence

 Programme and course specifications
 Brochure, prospectus or bulletin
 Curriculum map
 Skills matrix
 Stakeholders’ input and feedback
 University and faculty websites
 Curriculum review minutes and documents
 Accreditation and benchmarking reports

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