Please select the type of accreditation that you are preparing for Initial accreditation (licensing)Renewal/confirmation of accreditation (audit)

Please select if you plan to offer education in an online mode of delivery as well YesNo

Shet 4 Please select if you currently provide or plan to offer education in an online mode of delivery YesNo

Indicator 2: Investment in the training of teachers and trainers What is the number of teachers and trainers (by age and gender) participating in further training? What is the total amount of funds annually invested in the further training of trainers/teachers?

Indicator 3: Participation rate in VET programmes What is the number of participants in IVET programmes at the upper secondary level? "What is the number of participants (including by age, gender or other factors in which you are interested) in a CVET programme aged between 15 and 64 years?"

Indicator 4: Completion rate in VET programmes What is the number of successful IVET programme completers (by age and gender)? What is the number of successful CVET programme completers (by age and gender)? "

Indicator 5: Placement rate in VET programmes "What is the number of VET programme completers (by age and gender) who, within 12-36 months of the day they received their training credentials, obtained employment, enrolled in further education or training or any other destination?" "What is the number of VET programme completers (by age and gender) employed one year after the end of training?"

Indicator 6: Utilisation of acquired skills at the workplace "What is the number of VET completers (by gender, education/qualification levels and training domains) of a given sector who, within 12-36 months from completing the VET programme, find a relevant occupation?" What is number of individuals (by gender, education/qualification levels and by training domains) and employers who are satisfied with the acquired skills/competences?

1.1. Is the institutional mission concise, clear, and aligned with strategic planning? YesNo


1.2. Does the institution have a strategic development plan that is measurable, time-bound, and achievable? YesNo


1.3. Is there an operational plan which describes future activities derived from the strategic plan, sets Key Performance Indicators (KPIs) and timelines together with resources needed for their implementation, and defines the responsibility for implementation of the goals? YesNo


1.4. Is the allocation of the institutional financial resources done through a transparent budgeting process and is aligned to the strategic and operational plans? YesNo


1.5. Does the institution have a plan that ensures the business continuity of all its major processes and which takes into account all possible risks and mechanisms for their prevention as well as strategies for risk assessment and mitigation? YesNo
2.1. Are the procedures and criteria for the election/appointment of leadership positions and governance bodies clearly defined in institutional regulations and made transparent to the academic community of the institution? YesNo


2.2. Are the persons occupying leadership positions and those sitting on senior governance bodies qualified and fit for the responsibilities of their roles? YesNo


2.3. Are there provisions made for membership of governance bodies to include representatives of all stakeholders - students, academic and administrative staff and, where possible, representatives of the labour market? YesNo


2.4. Is there a formally adopted organisational structure where governance, decision making, and distribution of responsibilities of all levels and units are clearly defined in an achievable and realistic manner? YesNo


3.1. Has the institution formally adopted a quality management policy that describes the organisation of the quality management system, its processes, mechanisms, instruments, reporting, data collection, timeframes, and quality cycle, and which is a public document? YesNo


3.2. Are the responsibilities of departments, schools, faculties, institutes and/or other organisational units as well as those in leadership roles and students, with respect to quality management clearly defined? YesNo


3.3. Does the quality management system form part of the institutional strategic management system and covers the whole range of activities, both academically and non-academically? YesNo


3.4. Does the institution have relevant structures in place to provide oversight arrangements for quality management; sufficient staff, including at least one quality management role occupied by an internal staff member, resources and administrative support are allocated for the operational activities of quality management? YesNo


3.5. Does the institution regulate procedures for the quality management of any elements of an entity’s activities that are subcontracted to or carried out by other parties; in the case of local representatives or franchises of foreign providers, explicit reference is made to the quality management procedures of the parent provider and the role of the local representative or franchise? YesNo


4.1. Does the institution have a Code of Ethics through which it defends the values of academic freedom and ethical integrity? is the Code is fit for purpose and is made publicly available on the institutional website? YesNo


4.2. Does the Code of Ethics require that all internal stakeholders act consistently with high standards of ethical conduct and academic integrity in research, teaching, and performance evaluation, and in the conduct of administrative duties, and to avoid conflicts of interest? does the Code promote a culture against intolerance, discrimination, and harassment of any kind amongst students and staff? YesNo


4.3. Does the institution publish on its website clear, accurate, objective, up to date, and readily accessible information about its activities, including programmes? Is the information available sufficient for prospective students to be able to make an informed choice in terms of the knowledge, skills, and competences they are likely to acquire on successful completion of the programme? Is the information provided in accordance with the MFHEA regulations? YesNo


4.4. Has the institution defined information management regulations, including on data protection and the protection of user privacy, aligned with GDPR provisions? YesNo


5.1. Does the institution make available a comprehensive set of policies to all teaching and administrative staff? Does this set of policies include provisions referring to recruitment, rights and responsibilities, performance evaluation, promotion, and professional development? YesNo


5.2. Has the institution defined clear, fair, and transparent processes for the recruitment and appointment of all staff; these promote academic and professional expertise and are considerate of gender balance within the staff body? YesNo


5.3. Are the qualifications of teaching staff at least one degree higher than the qualifications achieved by its completion? (This requirement may be waived in justified cases, such as foreign language lecturers, industry guests, specialists, and doctoral candidates) YesNo


5.4. Are there arrangements made for part-time and sessional teaching staff? in the case of teaching staff providing limited and ad hoc services, does the institution monitor professional development activities that ensure they are up to date with developments in their fields and with the methodological requirements of their programmes? YesNo


5.5. Does the number of teaching staff allows a student-staff ratio which is adequate for the optimal delivery of education, including the support necessary for students, and is comparable to European best practice? YesNo


5.6. Is the workload of teaching staff appropriately quantified and regularly monitored; it includes the teaching contact hours, preparation, evaluation, and complementary functions, including development activities? Are the teaching loads taking into account the nature of teaching requirements in different fields of study? YesNo


5.7. Does the institution have a clear plan for all staff professional development for its full-time staff that is strategically driven, has a structured approach for identifying such needs, and allocates appropriate resources for its implementation? YesNo


5.8. Are the criteria and processes for performance evaluation clearly specified and made known in advance to all staff; performance review also informs professional development aims? YesNo


6.1. Has the institution formalised policies and procedures for the design of its programmes, which it implements effectively in practice? YesNo


6.2. In designing its programmes, is the institution guided by its mission and the needs of the labour market? Is the choice of study programmes based on up-to-date sectoral know-how such as, but not limited to, market analysis, Political, Economic, Social and Technological (PEST) analysis, and demographic research? YesNo


6.3. Does the institution ensure that the design process reflects the following characteristics? a) they define the expected student workload in terms of ECTS credits; expected student workloads are realistic and consistent with the calculation that, on average, 1 ECTS credit equals 25 study hours; b) they indicate the target audience, including any geographic/regional targeting, and the minimum eligibility and selection criteria, where applicable; c) they are learning outcome-based, distinguishing between knowledge, skills, and competences; d) they indicate appropriate learning dynamics and a measure of tutor-student and peer-learning interaction as is appropriate for the course level and content; e) they indicate appropriate resources and forms of assessment; f) they provide students with opportunities to elect non-compulsory components; g) they indicate the minimum requirements in terms of qualifications and competences for teaching staff; h) they indicate the person/s responsible for: i) course design and content development; ii) technical support; iii) teaching the course and interacting and supporting students i) they are in line with the MQF and the Malta Referencing Report 2012 and subsequent updates; j) the process of the identification of training/programme needs involves the participation of external stakeholders who are likely to benefit from the outcomes of such provision; k) programmes that are employment-oriented involve stakeholders from the world of work in their design; l) they are designed so that they enable smooth student progression; m) they involve students in their design; n) they are subject to a formal institutional approval process." YesNo


6.4. Does the programmes’ structure and content ensure a logical sequencing of their components, a relevant balance between theoretical and practical activities, and sufficient opportunities for students to achieve the learning outcomes within a reasonable timeframe? YesNo


6.5. In developing its programmes, does the institution conduct comparative analyses of similar programmes in leading foreign higher education institutions? YesNo


6.6. Is the programmes’ design conducted in close engagement with internal and external stakeholders, including administrative staff, external academic peers, students, and employers? YesNo


"7.1. Are the teaching methods and learning environments planned to be student-centred and to stimulate students’ motivation, self-reflection, and engagement in the learning process? This includes: a) enabling flexible learning paths; b) considering the different modes of delivery, where appropriate; c) using innovation in pedagogical methods, including digital technologies; d) providing students with adequate support from the teaching staff." YesNo


"7.2. Is the assessment system designed in a way that ensures? a) the criteria for and method of assessment as well as criteria for marking are published in advance in a way that is understandable to students; b) if possible, more than one staff member is involved in the development of assessment tasks and student assessments; c) the achieved learning outcomes are analysed in relation to the intended outcomes; d) the regulations for assessment take into account mitigating circumstances; e) there are quality management arrangements in place to ensure the fitness for purpose of the assessment (validity, reliability, efficiency, transparency, fairness, authenticity, adequacy of feedback); this may include the usage of rubrics, second grading, internal moderation, external examination, usage of anti-plagiarism software." YesNo


7.3. Does the institution regulate the maximum number of opportunities a student is granted to pass one given assessment? YesNo


7.4. Does the institution have an appeal procedure which is well disseminated, makes clear the grounds on which academic appeals may be based, the criteria for decisions, and the remedies available? YesNo


7.5. Where applicable, is there a work-based learning/internship integrated with speciality studies and students are provided with adequate supervision? Are there detailed procedures defined to ensure the specific contribution of the work-based learning/internship to the programme’s learning outcomes? YesNo


7.6. Has the institution clearly defined the responsibilities for the supervisors of theses at all levels, including PhD students? YesNo


7.7. Is the high standard for the evaluation and defence of theses ensured through transparent and fair procedures and by the involvement of highly qualified academic staff in the process, including those coming from outside of the institution? YesNo


8.1. Does the institution make publicly available to prospective students and other interested parties accurate and reliable information about the institution, including the range of programmes, admissions procedures, services, scholarship opportunities, tuition and administrative fees, and other relevant information? YesNo


8.2. Are the admissions requirements clearly specified and appropriately determined for the institution and its programmes? YesNo


8.3. Is there a comprehensive set of policies made widely available within the institution, providing clear and transparent information required for all phases of the student “life cycle”? This includes admission, assessment, progression, suspension and termination of student status, mobility, recognition, certification and qualification award – including all concerning regulations, the rights and responsibilities of students, Code of Conduct, actions to be taken for breaches of conduct, responsibilities of relevant officers and committees, and penalties that may be imposed. Do policies cater for the social dimension of higher education by taking active measures to safeguard the equity, inclusion, and diversity of the student body? YesNo


8.4. Does the institution regulate the maximum time a student can spend inactive within the institution (without engaging with their academic commitments and assessments) before their enrolment status is terminated and the student expelled? YesNo


8.5. Is there a student agreement between the institution and each student which protects student rights and lawful interests? YesNo


8.6. Are appropriate policies and procedures in place to deal with academic misconduct, including plagiarism and other forms of conduct breach? YesNo


8.7. Did the institution develop provision for academic tutors to support student progress as needed, as well as services for career development and psychological support? Are the needs of a diverse student population (including mature, part-time, employed, and international students as well as students with special needs) taken into account when planning the student support services? YesNo


9.1. Are the premises dedicated for the educational and administrative activities of the institution under the ownership or lawful possession (lease) of the institution? YesNo


9.2. Does the institution provide an adequate, attractive, and well-maintained physical environment of both buildings and grounds. Do facilities fully meet relevant Maltese legislation and regulations? YesNo


9.3. Is there an appropriate provision for both facilities and learning resources made for students and staff with physical disabilities or other special needs (such as visual or hearing impairments)? YesNo


9.4. Are there library and other associated facilities and services available for extended hours beyond normal class time to ensure access when required by users? YesNo


9.5. Are there up-to-date computer equipment and software available and accessible for staff and students throughout the institution to support electronic access to resources and reference material? YesNo


9.6. Are there books, journals, and other materials, including online databases, available in Maltese, English or other languages, as required for programmes and research organised at the institution? Is the main literature listed in the syllabi made available by the institution either in hard copy or electronic format? YesNo


9.7. Is there technical support available for staff and students using information and communications technology? Are training programmes provided to ensure effective use of computing equipment and appropriate software for assessments, teaching, and administration? YesNo


"9.8. Does your digital infrastructure have? a) automated procedures to ensure continuity of service in case of failure of their equipment or software; b) backup systems, including real-time mirroring of data, full/incremental backups on site, and full/incremental backups offsite on physical data." YesNo


This standard applies only to universities and providers that deliver programmes at MQF level 8. Is that your case? YesNo


10.1. Does the institution include in its strategic priorities objectives pertaining to research, development, and/or creative work which are consistent with its mission? YesNo


10.2. Did the institution include in its budget a line dedicated to research/creative activity to enable the achievement of its research/creative objectives? YesNo


10.3. Are there transparent and fair procedures established for the funding of research/creative objectives? YesNo


10.4. Are there sufficient financial, logistic, and human resources made available for achieving the proposed research/creative objectives? YesNo


10.5. Are there expectations for academic staff involvement in research/creative activities specified, and performance in relation to these expectations considered in the individual performance review system and in promotion criteria? YesNo


10.6. Are there clear policies, procedures, and relevant structural units to ensure the safeguarding of ethical principles in research/creative activities? YesNo


11.1. Does the institution include in its strategic priorities, objectives pertaining to institutional cooperation, service to society, and internationalisation? Are there clear indicators defining the institutional priorities in these areas? YesNo


11.2. Are there budgetary allocations dedicated to institutional cooperation, service to society, and internationalisation to enable the achievement of its objectives in these areas? YesNo


11.3. Are local employers and members of professions invited to join relevant committees or other structural units considering study programmes and other institutional activities? YesNo

Standard 1. Mission and strategic management 1.1. Is your institutional mission is concise, clear, and aligned with strategic planning? YesNo


1.2. Does the institution have a strategic development plan that is measurable, time-bound, and achievable? YesNo


1.3. Is there an operational plan which describes future activities derived from the strategic plan, sets Key Performance Indicators (KPIs) and timelines together with resources needed for their implementation, and defines the responsibility for implementation of the goals? YesNo


1.4. Is the allocation of the institutional financial resources done through a transparent budgeting process and is aligned to the strategic and operational plans? YesNo


1.5. Does the institution have a plan that ensures the business continuity of all its major processes and which takes into account all possible risks and mechanisms for their prevention as well as strategies for risk assessment and mitigation? YesNo


1.6. Has the mission of the institution has been defined and, if the case, revised based on a consultation process involving external and internal stakeholders? YesNo


1.7. Is the mission recognised and shared by the members of the academic community of the institution? YesNo


1.8. Does the strategic plan take full and realistic account of aspects of the internal and external environment affecting the development of the institution? YesNo


1.9. Is strategic planning a participatory process that actively involves staff, students, employers, and other stakeholders of the institution? YesNo


1.10. Does the institution collect and use data to monitor the achievement of its stated objectives? Does the institution present an analysis of strengths, weaknesses, opportunities, and threats and indicates how it is planning further activities with regard to the performed analysis? YesNo


1.11. Are the strategic and operational plans cascading further at team and individual levels? Does the institution set benchmarks for its staff and the work completed by them in order to effectively manage the institution’s activities? YesNo


1.12. Do trategic and operational plans mention online and blended learning? YesNo


Standard 2. Governance, organisational structure, and administration 2.1. Are the procedures and criteria for the election/appointment of leadership positions and governance bodies clearly defined in institutional regulations and made transparent to the academic community of the institution? YesNo


2.2. Are the persons occupying leadership positions and those sitting on senior governance bodies qualified and fit for the responsibilities of their roles? YesNo


2.3. Are there provisions made for membership of governance bodies to include representatives of all stakeholders - students, academic and administrative staff and, where possible, representatives of the labour market? YesNo


2.4. Is there a formally adopted organisational structure where governance, decision making, and distribution of responsibilities of all levels and units are clearly defined in an achievable and realistic manner? YesNo


2.5. Do the leadership positions and governance bodies regularly review their own effectiveness and develop and implement plans for improvement in the way they operate? Do governing bodies make use of meeting minutes which they record systematically and formally? YesNo


2.6. Does the institution take active steps to ensure gender balance at all levels of governance and administration? YesNo


2.7. Are student representatives full members of governance bodies? Is there is a formal, independent, democratic, transparent, and non-discriminatory election procedure that does not limit students’ right to represent and to be represented? YesNo


2.8. Is the organisational structure of the institution fit for purpose and operates in a coordinated manner for the implementation of the goals described in the strategic plan? Is the administration effective in terms of staffing levels and qualifications? YesNo


2.9. Is staff satisfaction with governance, administration, working conditions, information flow, etc., monitored regularly? Is such evaluation results made available within the community and are used in quality improvement activities? YesNo


2.10. Is there a key managerial post or unit dedicated to the management of online and blended learning from an educational point of view included in the organisational structure of the institution? YesNo


2.11. Are there sufficient resources allocated to cater adequately for the technical infrastructure, training, and systems for online and blended learning? YesNo


Standard 3. Quality management 3.1. Has the institution formally adopted a quality management policy that describes the organisation of the quality management system, its processes, mechanisms, instruments, reporting, data collection, timeframes, and quality cycle, and which is a public document? YesNo


3.2. Are the responsibilities of departments, schools, faculties, institutes and/or other organisational units as well as those in leadership roles and students, with respect to quality management clearly defined? YesNo


3.3. Does the quality management system form part of the institutional strategic management system and covers the whole range of activities, both academically and non-academically? YesNo


3.4. Does the institution have relevant structures in place to provide oversight arrangements for quality management; sufficient staff, including at least one quality management role occupied by an internal staff member, resources and administrative support are allocated for the operational activities of quality management? YesNo


3.5. Does the institution regulate procedures for the quality management of any elements of an entity’s activities that are subcontracted to or carried out by other parties; in the case of local representatives or franchises of foreign providers, explicit reference is made to the quality management procedures of the parent provider and the role of the local representative or franchise? YesNo


3.6. Are the leadership positions constantly working to strengthen the quality management function within the institution and actively promote the development of a quality culture characterised by a shared understanding and collective ownership of quality values? YesNo


3.7. Are quality management functions throughout the institution fully integrated into normal planning in a defined cycle of planning, implementation, assessment, and review, which ensure the continuous development of the institution’s activities and its resources? YesNo


3.8. Do all academic and administrative units within the institution (including leadership roles and senior governance bodies) participate in the quality management processes and contribute to its continuous improvement? YesNo


3.9. Are students and external stakeholders effectively engaged in the design and implementation of the quality management structures and processes? YesNo


3.10. Are performance reports compiled regularly and used to drive improvements at all levels of the institution? Are regular internal self-assessments carried out to provide an overview of performance for the institution as a whole and for organisational units and major functions within it? YesNo


3.11. Is data collected through a number of instruments and from a variety of stakeholders and is analysed through benchmarking exercises and observing trends over time? Are the results of these analyses are made available to the community and are used to support quality management, decision making, and policy management? YesNo


3.12. Are all quality management policies, procedures, and arrangements regularly reviewed and improved? YesNo


3.13. Does the quality management policy include arrangements specific to online and blended learning? YesNo


Standard 4. Integrity, accountability, and information management 4.1. Does the institution have a Code of Ethics through which it defends the values of academic freedom and ethical integrity? is the Code is fit for purpose and is made publicly available on the institutional website? YesNo


4.2. Does the Code of Ethics require that all internal stakeholders act consistently with high standards of ethical conduct and academic integrity in research, teaching, and performance evaluation, and in the conduct of administrative duties, and to avoid conflicts of interest? does the Code promote a culture against intolerance, discrimination, and harassment of any kind amongst students and staff? YesNo


4.3. Does the institution publish on its website clear, accurate, objective, up to date, and readily accessible information about its activities, including programmes? Is the information available sufficient for prospective students to be able to make an informed choice in terms of the knowledge, skills, and competences they are likely to acquire on successful completion of the programme? Is the information provided in accordance with the MFHEA regulations? YesNo


4.4. Has the institution defined information management regulations, including on data protection and the protection of user privacy, aligned with GDPR provisions? YesNo


4.5. Does the institution actively support its students and staff in their understanding of and responding to ethical issues? Do teaching staff and students tolerate academic fraud, including cheating and plagiarism? Is the institution acting immediately upon any such occurrence? YesNo


4.6. Is there evidence that the institution is applying the Code of Ethics and its associated processes on all activities related to governance, administration, teaching, assessment, and research? Are the results of their application made public? YesNo


4.7. Are the members of the academic community informed, in the spirit of good governance principles, of the decisions relevant to them in a timely manner? Are all internal regulations, policies, procedures, and performance reports made available to the community? YesNo


"4.8. Does the institution maintain, retain, and archive student records in Malta? This information shall include: a) Admission records, student details, proof of assessment; b) Profile of the student population, including prevalence of vulnerable groups; c) Course participation, retention, and success rates; d) Students’ satisfaction with their studies; e) Employment rates and career paths when the course states an orientation towards employment. Particularly, student academic records will be archived and kept readily available for 40 years." YesNo


4.9. Do staff understand the ethical implications of their actions at all times? Is attention paid to the application of principles of academic ethics in the digital and online environment? YesNo


4.10. Has the institution developed clear policies that cover issues such as recording of lectures and meetings, acceptable use, security, data protection, ownership of intellectual property, avoidance of creative theft, and commercialisation of ideas developed by staff and students? YesNo


4.11. Do the digital tools used by the provider, e.g., VLE, LMS, communication tools, and resources, leave a digital footprint? Is the data analysed and included in the review process, with full respect of data protection regulations? YesNo


Standard 5. Teaching and administrative staff 5.1. Does the institution make available a comprehensive set of policies to all teaching and administrative staff? Does this set of policies include provisions referring to recruitment, rights and responsibilities, performance evaluation, promotion, and professional development? YesNo


5.2. Has the institution defined clear, fair, and transparent processes for the recruitment and appointment of all staff; these promote academic and professional expertise and are considerate of gender balance within the staff body? YesNo


5.3. Are the qualifications of teaching staff at least one degree higher than the qualifications achieved by its completion? (This requirement may be waived in justified cases, such as foreign language lecturers, industry guests, specialists, and doctoral candidates) YesNo


5.4. Are there arrangements made for part-time and sessional teaching staff? in the case of teaching staff providing limited and ad hoc services, does the institution monitor professional development activities that ensure they are up to date with developments in their fields and with the methodological requirements of their programmes? YesNo


5.5. Does the number of teaching staff allows a student-staff ratio which is adequate for the optimal delivery of education, including the support necessary for students, and is comparable to European best practice? YesNo


5.6. Is the workload of teaching staff appropriately quantified and regularly monitored; it includes the teaching contact hours, preparation, evaluation, and complementary functions, including development activities? Are the teaching loads taking into account the nature of teaching requirements in different fields of study? YesNo


5.7. Does the institution have a clear plan for all staff professional development for its full-time staff that is strategically driven, has a structured approach for identifying such needs, and allocates appropriate resources for its implementation? YesNo


5.8. Are the criteria and processes for performance evaluation clearly specified and made known in advance to all staff; performance review also informs professional development aims? YesNo


5.9. Are all positions at the institution (academic, scientific, administrative) filled through open competition; position holders have the relevant qualifications in order to effectively manage educational, scientific, research, and/or creative activities and administrative processes? YesNo


5.10. Is new staff given an effective orientation to ensure familiarity with the institution and its services, programmes, and student development strategies, and institutional priorities for development? YesNo


5.11. When assessing the work of teaching staff, is the effectiveness of their teaching, including student feedback, as well as their research, development and creative work, community service, and managerial work, as relevant, taken into account? YesNo


5.12. Is the academic staff evaluation done at least through self-assessment and students’ and superiors’ evaluations and occur on a formal basis at least once each year? Are the results of the evaluation made available within the community? YesNo


5.13. Do performance evaluations have follow-up processes which allow the institution to monitor improvement in performance and/or development progress? YesNo


5.14. Does the institution appropriately support staff in the development of their professional, academic, and administrative roles, and formally encourages the sharing of good practice? Do development opportunities serve both individual and strategic aims and are followed up by relevant monitoring processes to assess impact? YesNo


5.15. Does staff turnover rate fall under 20%? Are arrangements made to ensure that the student learning experience is not negatively impacted? YesNo


5.16. Does new staff orientation include induction into the support mechanisms for tracking student participation and engagement in online courses and guiding students to support units in case of challenges? YesNo


5.17. Does the institution provide and/or facilitates for its academic staff specific training in online and blended learning, such as online learning design, developing and implementing pedagogies for online and blended learning, or successful delivery of online and blended learning? YesNo


Standard 6. Design, monitoring, and review of programmes 6.1. Has the institution formalised policies and procedures for the design of its programmes, which it implements effectively in practice? YesNo


6.2. In designing its programmes, is the institution guided by its mission and the needs of the labour market? Is the choice of study programmes based on up-to-date sectoral know-how such as, but not limited to, market analysis, Political, Economic, Social and Technological (PEST) analysis, and demographic research? YesNo


"6.3. Does the institution ensure that the design process reflects the following characteristics? a) they define the expected student workload in terms of ECTS credits; expected student workloads are realistic and consistent with the calculation that, on average, 1 ECTS credit equals 25 study hours; b) they indicate the target audience, including any geographic/regional targeting, and the minimum eligibility and selection criteria, where applicable; c) they are learning outcome-based, distinguishing between knowledge, skills, and competences; d) they indicate appropriate learning dynamics and a measure of tutor-student and peer-learning interaction as is appropriate for the course level and content; e) they indicate appropriate resources and forms of assessment; f) they provide students with opportunities to elect non-compulsory components; g) they indicate the minimum requirements in terms of qualifications and competences for teaching staff; h) they indicate the person/s responsible for: i) course design and content development; ii) technical support; iii) teaching the course and interacting and supporting students i) they are in line with the MQF and the Malta Referencing Report 2012 and subsequent updates; j) the process of the identification of training/programme needs involves the participation of external stakeholders who are likely to benefit from the outcomes of such provision; k) programmes that are employment-oriented involve stakeholders from the world of work in their design; l) they are designed so that they enable smooth student progression; m) they involve students in their design; n) they are subject to a formal institutional approval process." YesNo


6.4. Does the programmes’ structure and content ensure a logical sequencing of their components, a relevant balance between theoretical and practical activities, and sufficient opportunities for students to achieve the learning outcomes within a reasonable timeframe? YesNo


6.5. In developing its programmes, does the institution conduct comparative analyses of similar programmes in leading foreign higher education institutions? YesNo


6.6. Is the programmes’ design conducted in close engagement with internal and external stakeholders, including administrative staff, external academic peers, students, and employers? YesNo


6.7. Has the institution formalised policies and procedures for the monitoring and review of its programmes, which it implements effectively in practice? YesNo


6.8. Is the institution effectively monitoring and reviewing its programmes in order to i) ensure that they achieve the objectives set for them and are still aligned with the strategic goals, ii) review their content, structure, and methodologies in light of latest research/practice in the sector to ensure that they are up to date, and iii) respond to the changing needs of students? YesNo


"6.9. Does the programme monitoring include the following? a) analysis of admissions, progression, completion, and student achievement; b) analysis of student, graduates, and employer feedback (surveys, focus groups, etc.); c) teaching staff reflections and observations; d) external examiner feedback, if applicable; e) programme self-assessment reports; f) other metrics providing objective input into the validation of quality." YesNo


6.10. Does the programme review process distinguish between minor and major modifications that are organised in annual and periodical reviews? YesNo


6.11. Are the programme monitoring and review conducted in close engagement with internal and external stakeholders, including administrative staff, external academic peers, students, and employers? YesNo


6.12. Is there a clear policy for termination of a programme which considers grounds and applicable legal implications? Does the institution give due consideration to the legal interests of the students and grants them an opportunity to smoothly complete their studies? YesNo


6.13. Do programmes designed for online and blended delivery cater for any specific particularities at the level of learning outcomes, their delivery and assessment, and pedagogies that enhance student interaction and gauge student learning in digital environments? YesNo


6.14. Are online and blended programmes reviewed through established quality assurance methods that have been adapted to the specific pedagogical and methodological approaches? YesNo


Standard 7. Student-centred learning, teaching, and assessment "7.1. Are the teaching methods and learning environments planned to be student-centred and to stimulate students’ motivation, self-reflection, and engagement in the learning process? This includes: a) enabling flexible learning paths; b) considering the different modes of delivery, where appropriate; c) using innovation in pedagogical methods, including digital technologies; d) providing students with adequate support from the teaching staff." YesNo


"7.2. Is the assessment system designed in a way that ensures? a) the criteria for and method of assessment as well as criteria for marking are published in advance in a way that is understandable to students; b) if possible, more than one staff member is involved in the development of assessment tasks and student assessments; c) the achieved learning outcomes are analysed in relation to the intended outcomes; d) the regulations for assessment take into account mitigating circumstances; e) there are quality management arrangements in place to ensure the fitness for purpose of the assessment (validity, reliability, efficiency, transparency, fairness, authenticity, adequacy of feedback); this may include the usage of rubrics, second grading, internal moderation, external examination, usage of anti-plagiarism software." YesNo


7.3. Does the institution regulate the maximum number of opportunities a student is granted to pass one given assessment? YesNo


7.4. Does the institution have an appeal procedure which is well disseminated, makes clear the grounds on which academic appeals may be based, the criteria for decisions, and the remedies available? YesNo


7.5. Where applicable, is there a work-based learning/internship integrated with speciality studies and students are provided with adequate supervision? Are there detailed procedures defined to ensure the specific contribution of the work-based learning/internship to the programme’s learning outcomes? YesNo


7.6. Has the institution clearly defined the responsibilities for the supervisors of theses at all levels, including PhD students? YesNo


7.7. Is the high standard for the evaluation and defence of theses ensured through transparent and fair procedures and by the involvement of highly qualified academic staff in the process, including those coming from outside of the institution? YesNo


7.8. Does the institution demonstrate the effective implementation of student-centred learning which respects and attends to the diversity of students and their needs, and regularly evaluates and adjusts the modes of delivery and pedagogical methods? YesNo


7.9. Are the teaching methods and learning support used for learning and teaching modern, appropriate, and effective and contribute towards the development of autonomy, creativity, and innovation in the student? YesNo


"7.10. Does the implementation of the assessment system demonstrate the following? a) the person/s managing and/or responsible for managing the assessment is/are familiar with existing examination methods and receive/s support to further develop competences in the field; b) there are processes working effectively to ensure the fitness of the assessment methods for the achievement of the intended learning outcomes; c) the arrangements aimed to ensure the fitness for purpose of the assessment are working effectively; d) students are given feedback that is linked to advice on the learning process and improvement oriented." YesNo


7.11. Is the institution implementing procedures that successfully reflect a validation of quality and demonstrate the effectiveness of the teaching, learning, and assessment through tools such as student assessment results, data analytics, teaching observations, peer monitoring, self-assessment, etc? YesNo


7.12. Do students contribute to improving the quality of their studies by providing meaningful feedback on both the learning and teaching process and the organisation of studies? Are the results available within the community and there is evidence that the feedback is acted upon in a timely manner? YesNo


7.13. Are teaching, learning, and assessment adapted to online and blended delivery and closely aligned with digital resources? YesNo


7.14. Do online and blended arrangements cater for activities that exploit active, constructive, cooperative, and authentic learning, as well as student-to-tutor and student-to-student interaction in digital environments? YesNo


7.15. Are there measures, in online assessments, measures, such as online proctoring systems, taken to require confirmation of the identity of the test taker and the integrity of the test taker environment? YesNo


Standard 8. Student administration and student support services 8.1. Does the institution make publicly available to prospective students and other interested parties accurate and reliable information about the institution, including the range of programmes, admissions procedures, services, scholarship opportunities, tuition and administrative fees, and other relevant information? YesNo


8.2. Are the admissions requirements clearly specified and appropriately determined for the institution and its programmes? YesNo


8.3. Is there a comprehensive set of policies made widely available within the institution, providing clear and transparent information required for all phases of the student “life cycle”? This includes admission, assessment, progression, suspension and termination of student status, mobility, recognition, certification and qualification award – including all concerning regulations, the rights and responsibilities of students, Code of Conduct, actions to be taken for breaches of conduct, responsibilities of relevant officers and committees, and penalties that may be imposed. Do policies cater for the social dimension of higher education by taking active measures to safeguard the equity, inclusion, and diversity of the student body? YesNo


8.4. Does the institution regulate the maximum time a student can spend inactive within the institution (without engaging with their academic commitments and assessments) before their enrolment status is terminated and the student expelled? YesNo


8.5. Is there a student agreement between the institution and each student which protects student rights and lawful interests? YesNo


8.6. Are appropriate policies and procedures in place to deal with academic misconduct, including plagiarism and other forms of conduct breach? YesNo


8.7. Did the institution develop provision for academic tutors to support student progress as needed, as well as services for career development and psychological support? Are the needs of a diverse student population (including mature, part-time, employed, and international students as well as students with special needs) taken into account when planning the student support services? YesNo


8.8. Are the admission requirements consistently and fairly applied? Does the institution promote, through its admissions processes, a gender balance approach across its student body? YesNo


8.9. Is a comprehensive orientation programme organised for new students to gain a thorough understanding of the range of services and facilities available, and policies and procedures, as well as their rights and responsibilities? YesNo


8.10. Is there a range of financial support opportunities available in order to stimulate and reward performance as well as to socially support students with disadvantaged backgrounds? Are these two categories and their criteria operated separately? Can academic scholarships and financial support be cumulated? YesNo


8.11. Are academic counselling, career planning and employment advice as well as access to personal or psychological counselling services effective in supporting students? YesNo


8.12. Are oppportunities provided through appropriate facilities and organisational arrangements for extracurricular activities for students – such as sports, arts, educational activities, student clubs and organisations - and support student initiatives? YesNo


8.13. Is there a policy for the Recognition of Prior Learning (RPL) in place and effectively implemented at the institution for Access (providing an alternative route into a programme for those who do not satisfy the formal eligibility requirement for the purpose of admission) as well as for Certification (arrangements for the recognition and transfer of credit from non-formal and/or informal prior learning)? YesNo


8.14. Are there effective processes in place to collect and analyse reliable data referring to the profile of the student population, student progression (including data to identify students at risk), success and drop-out rates, students’ satisfaction with their programmes, learning resources and student support available, and career paths of graduates? Is the statistical data used for quality management purposes as well as to support decision making and policy management? YesNo


8.15. Is the effectiveness and relevance of, and satisfaction in relation to, student services regularly monitored? Are services modified in response to evaluation and feedback? YesNo


8.16. Do online support resources contribute to the creation of real engagement between the staff and students? Is there direct support provided through a virtual communication system, such as a forum, a live video session, email, pre-recorded videos, is considered contact hours? YesNo


8.17. Does the Learning Management Systems (LMS) provide activity log data about students’ access to material and tasks in online and blended delivery? Is there such data and learning analytics checked and analysed to identify students who are lagging on online tasks and participation; the data assists the institution in identifying students at risk? YesNo


8.18. Does the institution include on the institutional website, on course syllabi and course LMS information on whom to contact and where to seek technical support in case of access to the Learning Management System (LMS), Virtual Learning Environment (VLE), email, proctoring systems and to learning resources? When possible, is a chat room option also provided to students on the website? YesNo


8.19. Students’ orientation programme includes guidance on how student administration and student support services can be accessed online. YesNo


Standard 9. Learning resources and facilities 9.1. Are the premises dedicated for the educational and administrative activities of the institution under the ownership or lawful possession (lease) of the institution? YesNo


9.2. Does the institution provide an adequate, attractive, and well-maintained physical environment of both buildings and grounds. Do facilities fully meet relevant Maltese legislation and regulations? YesNo


9.3. Is there an appropriate provision for both facilities and learning resources made for students and staff with physical disabilities or other special needs (such as visual or hearing impairments)? YesNo


9.4. Are there library and other associated facilities and services available for extended hours beyond normal class time to ensure access when required by users? YesNo


9.5. Are there up-to-date computer equipment and software available and accessible for staff and students throughout the institution to support electronic access to resources and reference material? YesNo


9.6. Are there books, journals, and other materials, including online databases, available in Maltese, English or other languages, as required for programmes and research organised at the institution? Is the main literature listed in the syllabi made available by the institution either in hard copy or electronic format? YesNo


9.7. Is there technical support available for staff and students using information and communications technology? Are training programmes provided to ensure effective use of computing equipment and appropriate software for assessments, teaching, and administration? YesNo


"9.8. Does your digital infrastructure have? a) automated procedures to ensure continuity of service in case of failure of their equipment or software; b) backup systems, including real-time mirroring of data, full/incremental backups on site, and full/incremental backups offsite on physical data." YesNo


9.9. Is space utilisation monitored and, when appropriate, facilities reallocated in response to changing requirements? YesNo


9.10. Does the institution consider facilities and equipment that provide for ergonomic learning spaces as well as spaces conducive to autonomous and group learning? YesNo


9.11. Does the provider consider arrangements for offering students with special needs or disadvantaged backgrounds loan laptops to support their learning experience? YesNo


9.12. Do quality management processes include feedback from principal users about the adequacy and quality of facilities as well as mechanisms for considering and responding to their views? YesNo


"9.13. Any third-party digital resources purchased by the institution are scalable (expanded or upgraded to cater for an increased demand), avoid vendor lock-in (by using established standards) and are covered by a service-level agreement for maintenance and support by the vendor. " YesNo


9.15. Students are able to access digital resources without the need to invest in high-end and expensive hardware and software. Resources are accessible on computing devices (both traditional laptops/desktops and smaller mobile devices likes smartphones and tablets) with average specifications. YesNo


Standard 10. Research, development, and/or other creative activity This standard applies only to universities and providers that deliver programmes at MQF level 8. Is that your case? YesNo


10.1. Does the institution include in its strategic priorities objectives pertaining to research, development, and/or creative work which are consistent with its mission? YesNo


10.2. Did the institution include in its budget a line dedicated to research/creative activity to enable the achievement of its research/creative objectives? YesNo


10.3. Are there transparent and fair procedures established for the funding of research/creative objectives? YesNo


10.4. Are there sufficient financial, logistic, and human resources made available for achieving the proposed research/creative objectives? YesNo


10.5. Are there expectations for academic staff involvement in research/creative activities specified, and performance in relation to these expectations considered in the individual performance review system and in promotion criteria? YesNo


10.6. Are there clear policies, procedures, and relevant structural units to ensure the safeguarding of ethical principles in research/creative activities? YesNo


10.7. Are teaching staff encouraged to include in their teaching information about their research/creative activities that are relevant to courses they teach, together with other significant developments in the field? YesNo


10.8. Does the institution respond flexibly to the current needs of society and the labour market in terms of its research, development, and/or creative work and plans such activities in collaboration with enterprises, public sector institutions, and organisations of the third sector? YesNo


10.9. Does the institution regularly evaluate and analyse the quality of its research/creative activities? Are reports published regularly on implemented research, development, and/or creative activities. Evaluation results are used for the further development of research/creative activities? YesNo


Standard 11. Institutional cooperation, service to society, and internationalisation 11.1. Does the institution include in its strategic priorities, objectives pertaining to institutional cooperation, service to society, and internationalisation? Are there clear indicators defining the institutional priorities in these areas? YesNo


11.2. Are there budgetary allocations dedicated to institutional cooperation, service to society, and internationalisation to enable the achievement of its objectives in these areas? YesNo


11.3. Are local employers and members of professions invited to join relevant committees or other structural units considering study programmes and other institutional activities? YesNo


11.4. Does the institution demonstratesa relevant selection of its partners and has adequate monitoring processes in place for partnership outcomes? YesNo


11.5. Does the institution contribute to the development of the community’s wellbeing by sharing its resources (library, sports facilities, etc.), by providing consulting and advisory services, or by organising various events? YesNo


11.6. Are mechanisms established to support cooperation with international higher education institutions, networks, and organisations? Is the institution encouraging the international visibility of its staff and students by assisting and supporting their participation in different study mobility, fora, events, internships, summer schools, seminars, etc. and the development of collaborative arrangements with the international community? YesNo


11.7. Are there agreements and memorandums of understanding signed with relevant international partners and organisations? YesNo


11.8. Is regular contact maintained with alumni, keeping them informed about institutional developments, inviting their participation in activities, and encouraging their support for new developments? Are the alumni involved in activities aimed at the development of the institution? YesNo


11.9. Are the engagement in international cooperation and contributions to the community included in promotion criteria and staff performance review? Is the impact staff have on society taken into account when evaluating their work? YesNo

Standard 1. Mission and strategic management 1.1. Is your institutional mission is concise, clear, and aligned with strategic planning? YesNo


1.2. Does the institution have a strategic development plan that is measurable, time-bound, and achievable? YesNo


1.3. Is there an operational plan which describes future activities derived from the strategic plan, sets Key Performance Indicators (KPIs) and timelines together with resources needed for their implementation, and defines the responsibility for implementation of the goals? YesNo


1.4. Is the allocation of the institutional financial resources done through a transparent budgeting process and is aligned to the strategic and operational plans? YesNo


1.5. Does the institution have a plan that ensures the business continuity of all its major processes and which takes into account all possible risks and mechanisms for their prevention as well as strategies for risk assessment and mitigation? YesNo


1.6. Has the mission of the institution has been defined and, if the case, revised based on a consultation process involving external and internal stakeholders? YesNo


1.7. Is the mission recognised and shared by the members of the academic community of the institution? YesNo


1.8. Does the strategic plan take full and realistic account of aspects of the internal and external environment affecting the development of the institution? YesNo


1.9. Is strategic planning a participatory process that actively involves staff, students, employers, and other stakeholders of the institution? YesNo


1.10. Does the institution collect and use data to monitor the achievement of its stated objectives? Does the institution present an analysis of strengths, weaknesses, opportunities, and threats and indicates how it is planning further activities with regard to the performed analysis? YesNo


1.11. Are the strategic and operational plans cascading further at team and individual levels? Does the institution set benchmarks for its staff and the work completed by them in order to effectively manage the institution’s activities? Standard 2. Governance, organisational structure, and administration YesNo


2.1. Are the procedures and criteria for the election/appointment of leadership positions and governance bodies clearly defined in institutional regulations and made transparent to the academic community of the institution? YesNo


2.2. Are the persons occupying leadership positions and those sitting on senior governance bodies qualified and fit for the responsibilities of their roles? YesNo


2.3. Are there provisions made for membership of governance bodies to include representatives of all stakeholders - students, academic and administrative staff and, where possible, representatives of the labour market? YesNo


2.4. Is there a formally adopted organisational structure where governance, decision making, and distribution of responsibilities of all levels and units are clearly defined in an achievable and realistic manner? YesNo


2.5. Do the leadership positions and governance bodies regularly review their own effectiveness and develop and implement plans for improvement in the way they operate? Do governing bodies make use of meeting minutes which they record systematically and formally? YesNo


2.6. Does the institution take active steps to ensure gender balance at all levels of governance and administration? YesNo


2.7. Are student representatives full members of governance bodies? Is there is a formal, independent, democratic, transparent, and non-discriminatory election procedure that does not limit students’ right to represent and to be represented? YesNo


2.8. Is the organisational structure of the institution fit for purpose and operates in a coordinated manner for the implementation of the goals described in the strategic plan? Is the administration effective in terms of staffing levels and qualifications? YesNo


2.9. Is staff satisfaction with governance, administration, working conditions, information flow, etc., monitored regularly? Is such evaluation results made available within the community and are used in quality improvement activities? YesNo


Standard 3. Quality management 3.1. Has the institution formally adopted a quality management policy that describes the organisation of the quality management system, its processes, mechanisms, instruments, reporting, data collection, timeframes, and quality cycle, and which is a public document? YesNo


3.2. Are the responsibilities of departments, schools, faculties, institutes and/or other organisational units as well as those in leadership roles and students, with respect to quality management clearly defined? YesNo


3.3. Does the quality management system form part of the institutional strategic management system and covers the whole range of activities, both academically and non-academically? YesNo


3.4. Does the institution have relevant structures in place to provide oversight arrangements for quality management; sufficient staff, including at least one quality management role occupied by an internal staff member, resources and administrative support are allocated for the operational activities of quality management? YesNo


3.5. Does the institution regulate procedures for the quality management of any elements of an entity’s activities that are subcontracted to or carried out by other parties; in the case of local representatives or franchises of foreign providers, explicit reference is made to the quality management procedures of the parent provider and the role of the local representative or franchise? YesNo


3.6. Are the leadership positions constantly working to strengthen the quality management function within the institution and actively promote the development of a quality culture characterised by a shared understanding and collective ownership of quality values? YesNo


3.7. Are quality management functions throughout the institution fully integrated into normal planning in a defined cycle of planning, implementation, assessment, and review, which ensure the continuous development of the institution’s activities and its resources? YesNo


3.8. Do all academic and administrative units within the institution (including leadership roles and senior governance bodies) participate in the quality management processes and contribute to its continuous improvement? YesNo


3.9. Are students and external stakeholders effectively engaged in the design and implementation of the quality management structures and processes? YesNo


3.10. Are performance reports compiled regularly and used to drive improvements at all levels of the institution? Are regular internal self-assessments carried out to provide an overview of performance for the institution as a whole and for organisational units and major functions within it? YesNo
[text text-8310

3.11. Is data collected through a number of instruments and from a variety of stakeholders and is analysed through benchmarking exercises and observing trends over time? Are the results of these analyses are made available to the community and are used to support quality management, decision making, and policy management? [radio radio-8311 use_label_element default:1 "Yes" "No"]


3.12. Are all quality management policies, procedures, and arrangements regularly reviewed and improved? Standard 4. Integrity, accountability, and information management YesNo


4.1. Does the institution have a Code of Ethics through which it defends the values of academic freedom and ethical integrity? is the Code is fit for purpose and is made publicly available on the institutional website? YesNo


4.2. Does the Code of Ethics require that all internal stakeholders act consistently with high standards of ethical conduct and academic integrity in research, teaching, and performance evaluation, and in the conduct of administrative duties, and to avoid conflicts of interest? does the Code promote a culture against intolerance, discrimination, and harassment of any kind amongst students and staff? YesNo


4.3. Does the institution publish on its website clear, accurate, objective, up to date, and readily accessible information about its activities, including programmes? Is the information available sufficient for prospective students to be able to make an informed choice in terms of the knowledge, skills, and competences they are likely to acquire on successful completion of the programme? Is the information provided in accordance with the MFHEA regulations? YesNo


4.4. Has the institution defined information management regulations, including on data protection and the protection of user privacy, aligned with GDPR provisions? YesNo


4.5. Does the institution actively support its students and staff in their understanding of and responding to ethical issues? Do teaching staff and students tolerate academic fraud, including cheating and plagiarism? Is the institution acting immediately upon any such occurrence? YesNo


4.6. Is there evidence that the institution is applying the Code of Ethics and its associated processes on all activities related to governance, administration, teaching, assessment, and research? Are the results of their application made public? YesNo


4.7. Are the members of the academic community informed, in the spirit of good governance principles, of the decisions relevant to them in a timely manner? Are all internal regulations, policies, procedures, and performance reports made available to the community? YesNo


"4.8. Does the institution maintain, retain, and archive student records in Malta? This information shall include: a) Admission records, student details, proof of assessment; b) Profile of the student population, including prevalence of vulnerable groups; c) Course participation, retention, and success rates; d) Students’ satisfaction with their studies; e) Employment rates and career paths when the course states an orientation towards employment. Particularly, student academic records will be archived and kept readily available for 40 years." YesNo


Standard 5. Teaching and administrative staff 5.1. Does the institution make available a comprehensive set of policies to all teaching and administrative staff? Does this set of policies include provisions referring to recruitment, rights and responsibilities, performance evaluation, promotion, and professional development? YesNo


5.2. Has the institution defined clear, fair, and transparent processes for the recruitment and appointment of all staff; these promote academic and professional expertise and are considerate of gender balance within the staff body? YesNo


5.3. Are the qualifications of teaching staff at least one degree higher than the qualifications achieved by its completion? (This requirement may be waived in justified cases, such as foreign language lecturers, industry guests, specialists, and doctoral candidates) YesNo


5.4. Are there arrangements made for part-time and sessional teaching staff? in the case of teaching staff providing limited and ad hoc services, does the institution monitor professional development activities that ensure they are up to date with developments in their fields and with the methodological requirements of their programmes? YesNo


5.5. Does the number of teaching staff allows a student-staff ratio which is adequate for the optimal delivery of education, including the support necessary for students, and is comparable to European best practice? YesNo


5.6. Is the workload of teaching staff appropriately quantified and regularly monitored; it includes the teaching contact hours, preparation, evaluation, and complementary functions, including development activities? Are the teaching loads taking into account the nature of teaching requirements in different fields of study? YesNo


5.7. Does the institution have a clear plan for all staff professional development for its full-time staff that is strategically driven, has a structured approach for identifying such needs, and allocates appropriate resources for its implementation? YesNo


5.8. Are the criteria and processes for performance evaluation clearly specified and made known in advance to all staff; performance review also informs professional development aims? YesNo


5.9. Are all positions at the institution (academic, scientific, administrative) filled through open competition; position holders have the relevant qualifications in order to effectively manage educational, scientific, research, and/or creative activities and administrative processes? YesNo


5.10. Is new staff given an effective orientation to ensure familiarity with the institution and its services, programmes, and student development strategies, and institutional priorities for development? YesNo


5.11. When assessing the work of teaching staff, is the effectiveness of their teaching, including student feedback, as well as their research, development and creative work, community service, and managerial work, as relevant, taken into account? YesNo


5.12. Is the academic staff evaluation done at least through self-assessment and students’ and superiors’ evaluations and occur on a formal basis at least once each year? Are the results of the evaluation made available within the community? YesNo


5.13. Do performance evaluations have follow-up processes which allow the institution to monitor improvement in performance and/or development progress? YesNo


5.14. Does the institution appropriately support staff in the development of their professional, academic, and administrative roles, and formally encourages the sharing of good practice? Do development opportunities serve both individual and strategic aims and are followed up by relevant monitoring processes to assess impact? YesNo


5.15. Does staff turnover rate fall under 20%? Are arrangements made to ensure that the student learning experience is not negatively impacted? YesNo


Standard 6. Design, monitoring, and review of programmes 6.1. Has the institution formalised policies and procedures for the design of its programmes, which it implements effectively in practice? YesNo


6.2. In designing its programmes, is the institution guided by its mission and the needs of the labour market? Is the choice of study programmes based on up-to-date sectoral know-how such as, but not limited to, market analysis, Political, Economic, Social and Technological (PEST) analysis, and demographic research? YesNo


"6.3. Does the institution ensure that the design process reflects the following characteristics? a) they define the expected student workload in terms of ECTS credits; expected student workloads are realistic and consistent with the calculation that, on average, 1 ECTS credit equals 25 study hours; b) they indicate the target audience, including any geographic/regional targeting, and the minimum eligibility and selection criteria, where applicable; c) they are learning outcome-based, distinguishing between knowledge, skills, and competences; d) they indicate appropriate learning dynamics and a measure of tutor-student and peer-learning interaction as is appropriate for the course level and content; e) they indicate appropriate resources and forms of assessment; f) they provide students with opportunities to elect non-compulsory components; g) they indicate the minimum requirements in terms of qualifications and competences for teaching staff; h) they indicate the person/s responsible for: i) course design and content development; ii) technical support; iii) teaching the course and interacting and supporting students i) they are in line with the MQF and the Malta Referencing Report 2012 and subsequent updates; j) the process of the identification of training/programme needs involves the participation of external stakeholders who are likely to benefit from the outcomes of such provision; k) programmes that are employment-oriented involve stakeholders from the world of work in their design; l) they are designed so that they enable smooth student progression; m) they involve students in their design; n) they are subject to a formal institutional approval process." YesNo


6.4. Does the programmes’ structure and content ensure a logical sequencing of their components, a relevant balance between theoretical and practical activities, and sufficient opportunities for students to achieve the learning outcomes within a reasonable timeframe? YesNo


6.5. In developing its programmes, does the institution conduct comparative analyses of similar programmes in leading foreign higher education institutions? YesNo


6.6. Is the programmes’ design conducted in close engagement with internal and external stakeholders, including administrative staff, external academic peers, students, and employers? YesNo


6.7. Has the institution formalised policies and procedures for the monitoring and review of its programmes, which it implements effectively in practice? YesNo


6.8. Is the institution effectively monitoring and reviewing its programmes in order to i) ensure that they achieve the objectives set for them and are still aligned with the strategic goals, ii) review their content, structure, and methodologies in light of latest research/practice in the sector to ensure that they are up to date, and iii) respond to the changing needs of students? YesNo


"6.9. Does the programme monitoring include the following? a) analysis of admissions, progression, completion, and student achievement; b) analysis of student, graduates, and employer feedback (surveys, focus groups, etc.); c) teaching staff reflections and observations; d) external examiner feedback, if applicable; e) programme self-assessment reports; f) other metrics providing objective input into the validation of quality." YesNo


6.10. Does the programme review process distinguish between minor and major modifications that are organised in annual and periodical reviews? YesNo


6.11. Are the programme monitoring and review conducted in close engagement with internal and external stakeholders, including administrative staff, external academic peers, students, and employers? YesNo


6.12. Is there a clear policy for termination of a programme which considers grounds and applicable legal implications? Does the institution give due consideration to the legal interests of the students and grants them an opportunity to smoothly complete their studies? YesNo


Standard 7. Student-centred learning, teaching, and assessment "7.1. Are the teaching methods and learning environments planned to be student-centred and to stimulate students’ motivation, self-reflection, and engagement in the learning process? This includes: a) enabling flexible learning paths; b) considering the different modes of delivery, where appropriate; c) using innovation in pedagogical methods, including digital technologies; d) providing students with adequate support from the teaching staff." YesNo


"7.2. Is the assessment system designed in a way that ensures? a) the criteria for and method of assessment as well as criteria for marking are published in advance in a way that is understandable to students; b) if possible, more than one staff member is involved in the development of assessment tasks and student assessments; c) the achieved learning outcomes are analysed in relation to the intended outcomes; d) the regulations for assessment take into account mitigating circumstances; e) there are quality management arrangements in place to ensure the fitness for purpose of the assessment (validity, reliability, efficiency, transparency, fairness, authenticity, adequacy of feedback); this may include the usage of rubrics, second grading, internal moderation, external examination, usage of anti-plagiarism software." YesNo


7.3. Does the institution regulate the maximum number of opportunities a student is granted to pass one given assessment? YesNo


7.4. Does the institution have an appeal procedure which is well disseminated, makes clear the grounds on which academic appeals may be based, the criteria for decisions, and the remedies available? YesNo


7.5. Where applicable, is there a work-based learning/internship integrated with speciality studies and students are provided with adequate supervision? Are there detailed procedures defined to ensure the specific contribution of the work-based learning/internship to the programme’s learning outcomes? YesNo


7.6. Has the institution clearly defined the responsibilities for the supervisors of theses at all levels, including PhD students? YesNo


7.7. Is the high standard for the evaluation and defence of theses ensured through transparent and fair procedures and by the involvement of highly qualified academic staff in the process, including those coming from outside of the institution? YesNo


7.8. Does the institution demonstrate the effective implementation of student-centred learning which respects and attends to the diversity of students and their needs, and regularly evaluates and adjusts the modes of delivery and pedagogical methods? YesNo


7.9. Are the teaching methods and learning support used for learning and teaching modern, appropriate, and effective and contribute towards the development of autonomy, creativity, and innovation in the student? YesNo


"7.10. Does the implementation of the assessment system demonstrate the following? a) the person/s managing and/or responsible for managing the assessment is/are familiar with existing examination methods and receive/s support to further develop competences in the field; b) there are processes working effectively to ensure the fitness of the assessment methods for the achievement of the intended learning outcomes; c) the arrangements aimed to ensure the fitness for purpose of the assessment are working effectively; d) students are given feedback that is linked to advice on the learning process and improvement oriented." YesNo


7.11. Is the institution implementing procedures that successfully reflect a validation of quality and demonstrate the effectiveness of the teaching, learning, and assessment through tools such as student assessment results, data analytics, teaching observations, peer monitoring, self-assessment, etc? YesNo


7.12. Do students contribute to improving the quality of their studies by providing meaningful feedback on both the learning and teaching process and the organisation of studies? Are the results available within the community and there is evidence that the feedback is acted upon in a timely manner? Standard 8. Student administration and student support services YesNo


8.1. Does the institution make publicly available to prospective students and other interested parties accurate and reliable information about the institution, including the range of programmes, admissions procedures, services, scholarship opportunities, tuition and administrative fees, and other relevant information? YesNo


8.2. Are the admissions requirements clearly specified and appropriately determined for the institution and its programmes? YesNo


8.3. Is there a comprehensive set of policies made widely available within the institution, providing clear and transparent information required for all phases of the student “life cycle”? This includes admission, assessment, progression, suspension and termination of student status, mobility, recognition, certification and qualification award – including all concerning regulations, the rights and responsibilities of students, Code of Conduct, actions to be taken for breaches of conduct, responsibilities of relevant officers and committees, and penalties that may be imposed. Do policies cater for the social dimension of higher education by taking active measures to safeguard the equity, inclusion, and diversity of the student body? YesNo


8.4. Does the institution regulate the maximum time a student can spend inactive within the institution (without engaging with their academic commitments and assessments) before their enrolment status is terminated and the student expelled? YesNo


8.5. Is there a student agreement between the institution and each student which protects student rights and lawful interests? YesNo


8.6. Are appropriate policies and procedures in place to deal with academic misconduct, including plagiarism and other forms of conduct breach? YesNo


8.7. Did the institution develop provision for academic tutors to support student progress as needed, as well as services for career development and psychological support? Are the needs of a diverse student population (including mature, part-time, employed, and international students as well as students with special needs) taken into account when planning the student support services? YesNo


8.8. Are the admission requirements consistently and fairly applied? Does the institution promote, through its admissions processes, a gender balance approach across its student body? YesNo


8.9. Is a comprehensive orientation programme organised for new students to gain a thorough understanding of the range of services and facilities available, and policies and procedures, as well as their rights and responsibilities? YesNo


8.10. Is there a range of financial support opportunities available in order to stimulate and reward performance as well as to socially support students with disadvantaged backgrounds? Are these two categories and their criteria operated separately? Can academic scholarships and financial support be cumulated? YesNo


8.11. Are academic counselling, career planning and employment advice as well as access to personal or psychological counselling services effective in supporting students? YesNo


8.12. Are oppportunities provided through appropriate facilities and organisational arrangements for extracurricular activities for students – such as sports, arts, educational activities, student clubs and organisations - and support student initiatives? YesNo


8.13. Is there a policy for the Recognition of Prior Learning (RPL) in place and effectively implemented at the institution for Access (providing an alternative route into a programme for those who do not satisfy the formal eligibility requirement for the purpose of admission) as well as for Certification (arrangements for the recognition and transfer of credit from non-formal and/or informal prior learning)? YesNo


8.14. Are there effective processes in place to collect and analyse reliable data referring to the profile of the student population, student progression (including data to identify students at risk), success and drop-out rates, students’ satisfaction with their programmes, learning resources and student support available, and career paths of graduates? Is the statistical data used for quality management purposes as well as to support decision making and policy management? YesNo


8.15. Is the effectiveness and relevance of, and satisfaction in relation to, student services regularly monitored? Are services modified in response to evaluation and feedback? YesNo


Standard 9. Learning resources and facilities 9.1. Are the premises dedicated for the educational and administrative activities of the institution under the ownership or lawful possession (lease) of the institution? YesNo


9.2. Does the institution provide an adequate, attractive, and well-maintained physical environment of both buildings and grounds. Do facilities fully meet relevant Maltese legislation and regulations? YesNo


9.3. Is there an appropriate provision for both facilities and learning resources made for students and staff with physical disabilities or other special needs (such as visual or hearing impairments)? YesNo


9.4. Are there library and other associated facilities and services available for extended hours beyond normal class time to ensure access when required by users? YesNo


9.5. Are there up-to-date computer equipment and software available and accessible for staff and students throughout the institution to support electronic access to resources and reference material? YesNo


9.6. Are there books, journals, and other materials, including online databases, available in Maltese, English or other languages, as required for programmes and research organised at the institution? Is the main literature listed in the syllabi made available by the institution either in hard copy or electronic format? YesNo


9.7. Is there technical support available for staff and students using information and communications technology? Are training programmes provided to ensure effective use of computing equipment and appropriate software for assessments, teaching, and administration? YesNo


"9.8. Does your digital infrastructure have? a) automated procedures to ensure continuity of service in case of failure of their equipment or software; b) backup systems, including real-time mirroring of data, full/incremental backups on site, and full/incremental backups offsite on physical data." YesNo


9.9. Is space utilisation monitored and, when appropriate, facilities reallocated in response to changing requirements? YesNo


9.10. Does the institution consider facilities and equipment that provide for ergonomic learning spaces as well as spaces conducive to autonomous and group learning? YesNo


9.11. Does the provider consider arrangements for offering students with special needs or disadvantaged backgrounds loan laptops to support their learning experience? YesNo


9.12. Do quality management processes include feedback from principal users about the adequacy and quality of facilities as well as mechanisms for considering and responding to their views? YesNo


9.13. This standard applies only to universities and providers that deliver programmes at MQF level 8. Is that your case? YesNo


Standard 10. Research, development, and/or other creative activity 10.1. Does the institution include in its strategic priorities objectives pertaining to research, development, and/or creative work which are consistent with its mission? YesNo


10.2. Did the institution include in its budget a line dedicated to research/creative activity to enable the achievement of its research/creative objectives? YesNo


10.3. Are there transparent and fair procedures established for the funding of research/creative objectives? YesNo


10.4. Are there sufficient financial, logistic, and human resources made available for achieving the proposed research/creative objectives? YesNo


10.5. Are there expectations for academic staff involvement in research/creative activities specified, and performance in relation to these expectations considered in the individual performance review system and in promotion criteria? YesNo


10.6. Are there clear policies, procedures, and relevant structural units to ensure the safeguarding of ethical principles in research/creative activities? YesNo


10.7. Are teaching staff encouraged to include in their teaching information about their research/creative activities that are relevant to courses they teach, together with other significant developments in the field? YesNo


10.8. Does the institution respond flexibly to the current needs of society and the labour market in terms of its research, development, and/or creative work and plans such activities in collaboration with enterprises, public sector institutions, and organisations of the third sector? YesNo


10.9. Does the institution regularly evaluate and analyse the quality of its research/creative activities? Are reports published regularly on implemented research, development, and/or creative activities. Evaluation results are used for the further development of research/creative activities? YesNo


Standard 11. Institutional cooperation, service to society, and internationalisation 11.1. Does the institution include in its strategic priorities, objectives pertaining to institutional cooperation, service to society, and internationalisation? Are there clear indicators defining the institutional priorities in these areas? YesNo


11.2. Are there budgetary allocations dedicated to institutional cooperation, service to society, and internationalisation to enable the achievement of its objectives in these areas? YesNo


11.3. Are local employers and members of professions invited to join relevant committees or other structural units considering study programmes and other institutional activities? YesNo


11.4. Does the institution demonstratesa relevant selection of its partners and has adequate monitoring processes in place for partnership outcomes? YesNo


11.5. Does the institution contribute to the development of the community’s wellbeing by sharing its resources (library, sports facilities, etc.), by providing consulting and advisory services, or by organising various events? YesNo


11.6. Are mechanisms established to support cooperation with international higher education institutions, networks, and organisations? Is the institution encouraging the international visibility of its staff and students by assisting and supporting their participation in different study mobility, fora, events, internships, summer schools, seminars, etc. and the development of collaborative arrangements with the international community? YesNo


11.7. Are there agreements and memorandums of understanding signed with relevant international partners and organisations? YesNo


11.8. Is regular contact maintained with alumni, keeping them informed about institutional developments, inviting their participation in activities, and encouraging their support for new developments? Are the alumni involved in activities aimed at the development of the institution? YesNo


11.9. Are the engagement in international cooperation and contributions to the community included in promotion criteria and staff performance review? Is the impact staff have on society taken into account when evaluating their work? YesNo