Programme Committee (PC): Procedures and Improvement Policy
Programme Committee: Role and Composition
The Programme Committee acts as a permanent advisory body with regard to education policy and the organization of education. The Programme Committee is led by the Programme Committee Chair.
Ghent University’s Education and Examination Code (OER) determines the modalities according to which the Programme Committee must be composed and determines the broad outline of its duties . Depending on the composition of the Programme Committee and with a smooth operation as its focus, programmes are free to formulate additional rules in internal regulations. In any case, the Programme Committee has both lecturers and students among its members. This composition can be expanded with alumni and/or representatives of the professional field.
The Programme Committee is responsible for determining study programme competencies and for designing and implementing the curriculum. An important task of the Programme Committee is the permanent monitoring and improvement of the quality of education.
Study Programme Vision on Programme Committee Procedures and Improvement Policy
Study programmes stand to profit from developing a clear vision on their own Programme Committee's role and procedures. It is a must to formulate this vision within the Programme Committee and to make it widely known in the study programme. This vision then becomes part of the Education Monitor.
This vision can include how the Programme Committee relates to (other) programme-specific and faculty consultative bodies, task forces and/or committees. It is also possible to make explicit how the Programme Committee fulfills its core responsibilities.
Core responsibilities are e.g.:
- education organization;
- managing the study programme’s financial resources;
- study programme mamagement;
- developing, implementing and following up the programme's assessment policy;
- maintaining contacts with stakeholders;
- participation in partnerships;
We advise that PCs describe their improvement policy and how they implement it explicity, using the following elements as a guideline when working withthe Education Monitor:
- specific processes/procedures that allow the Programme Committee to follow up surveys and other quality measurements. It can be indicated here which quality measurements/results are structurally monitored and discussed at educational level (study programme feedback, course unit feedback, alumni survey, survey of the professional field, possible survey of work placement mentors etc.). The efforts made by a study programme to obtain the highest possible response rate for surveys (e.g. mobilization of students (in the lessons) by teachers/by student representatives etc.);
- the way in which the PC co-ordinates its improvement policy with the faculty's Educational Quality Assurance Unit;
- the way in which the PC carries out the self-reflection process in the Education Monitor (i.e. rating the 39 objectives);
- the way in which this self-reflection leads to a set of ‘acts’ or improvement actions, and the way in which the PC decides which actions are needed and what are the priorities;
- the way in which the PC sets up timelines and assigns actors to (improvement) actions;
- the way in which the PC ensures that improvement actions are followed up;
- the channels the PC uses to communicate with its stakeholders on the planned improvement actions and their results.