Questionnaire for Self-evaluation document on School of Mechanical and

Industrial engineering program Filled by SD/DSD

Good morning/Afternoon/Evening, Dear Respondent, We are from Dire Dawa Institute of

Technology (DDIT), Mechanical engineering (quality committee members). We are in the way
of conducting a Self-evaluation document on the Mechanical engineering program. Hence,
this Questionnaire designed in order to prepare a trustworthy and objective report as requested by
(HERQA). You are kindly requested to complete the question sincerely and honestly. All the
information you provide will be kept private and will be not used for any other purpose except
for the intended academic study. We would like to thank you in advance for sparing for your
time and cooperating with us in this Self-evaluation program.
NB: You may not provide your name.
Put an "X" mark in the boxes for close-ended and give a brief description of open-ended
questions accordingly from the table1 and 2 blow:

Part-I: General Information

1. Gender
Male: Female:
2. Qualification
GAI GAII
BSc MSC

Phd
3. Experience
<2 years: 2-4 years:

4-6 years: >6 years:

Part-II: Specific Information

You are kindly requested to respond to each questions by putting an “X" mark under the
appropriate number that suits your personal option. Choice a number from 0 to 5 as well as Yes
or No answers the following questions.

Table 1: Shows the meaning of the value in the 6-point scoring scale.

The meaning of the value in the 6-point scoring scale is as follows:

Scoring scale Assessment of the program quality
0 Nothing (no documents, no plans, no evidence) present
1 This subject is in the planning stage
2 Documents available, but no clear evidence that they are used
3 Documents available and evidence that they are used
4 Clear evidence on the efficiency of the aspect
5 Example of best practices

Table 2: Shows the quality and improvement activities, the 6-point scale

For looking at the quality and improvement activities, the 6-point scale could also be read as follows:
Scoring scale Quality and improvement activities
0 Absolutely inadequate; immediate improvements must provided
1 Inadequate, improvements necessary
2 Inadequate, but minor improvements will make it adequate
3 Adequate as expected
4 Better than adequate
5 Example of best practices

Focus Area -1. Program Aims, Goals, and Learning

No Outcomes 5 4 3 2 1 0
1.1 The program aims
prepare knowledgeable individuals who are safe and competent
1 practitioners in their specific field of study            
generate graduates who can contribute effectively in the
2 community            
 prepare graduates who are creative, innovative, sensitive and
3 responsive towards the community, culture and environment            
inculcate professional attitudes, ethical conducts and social
4 responsibilities;            
develop graduates with leadership, teamwork and
5 communication skills;            
equip graduates with technical, problem-solving and scientific
6 skills;            
7 generate graduates who can conduct research under supervision;            
equip graduates with ICT, managerial and entrepreneurial
8 skills; and            
instill lifelong learning and career development skills in
9 graduate            

Conclusio n:____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
________

1.2. Learning Outcomes

1 The Program defines its aims, objectives and learning outcomes            
The aims, objectives and learning outcomes of the Program are
in line with, and supportive of, the vision and mission of the
2 HEP.            
The Program aims, objectives and learning outcomes are made
3 known to the department’s internal and external stakeholders.            
The aims, objectives and learning outcomes of the Program
contain statements describing what a successful student will
have to demonstrate in terms of knowledge, understanding,
4 skills and ability etc. on successful completion of the Program.            
The Program aims, objectives and learning outcomes are
reviewed periodically in consultation with a wide range of
stakeholders that may include alumni, professional associations,
5 employers international peers.            
The program has a mechanism to ensure that it is relevant. That
is the Program fulfill the market needs and contribute to the
6 social and national development.            
The Program relates to other Programs offered by the
7 department/HEI            
Conclusion:___________________________________________________________________
_______________________________________________________________
______________________________________________________________________________
_______________

Focus Area -2. Governance, Leadership, and Administration

No 2.1. Governance of the Program 5 4 3 2 1 0
The policies and practices of the program/department are consistent
1 with the larger purpose of the HEP.            

The governance structure and functions, the main decision-making

components of the academic Program, the relationships between
them, as well as responsibilities of each individual involved in the
2 structure are clearly defined and made known to all parties involved.            
The department council is an effective policy-making body with
3 adequate autonomy.            
4 A functional committee system exists in the department.            
Different working groups in the department held meetings to
deliberate on academic issues in a reasonable frequency in each
5 academic year.            
Representation and role of the academic staff, students and other
stakeholders in the various governance structures and committees of
6 the department            
The program leader has sufficient autonomy to appropriately allocate
and utilize resources to achieve the Program goals and to maintain
7 standards            

Conclusio n:____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
________

 
2.2. Academic Leadership of the Program Yes No Remark
 There is a fair and transparent procedure and criteria for the selection
and appointment of academic leadership in the Program
1      
There is a well defined job description of the academic Program
2 leader.      
There is a system to periodically evaluate the performance of the
3 Program leader.      
The Program leader creates a conducive environment to encourage
4 innovation and creativity in the department.      
The relationship between the Program leader and the HEI’s
leadership in matters such as recruitment and training, student
admission, and allocation of resources and decision-making
5 processes is clearly spelt out.

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

No 2.3. Administrative and Management Staff Yes No Remark

The number of administrative staff is determined in
1 accordance with the needs of the Program and other
activities.
The existing number and qualification of administrative staff is
2
adequate.
There is a fair and transparent procedure and criteria for the
3
recruitment of Administrative and Management staff.
There is a mechanism and procedure for regular monitoring
4 and appraising the performance of administrative and
management staff.
There is a mechanism for ensuring equitable distribution of
5 duties and responsibilities among the staff, and for
determining the distribution of rewards.
6 There is a mechanism to manage the discipline of the staff.
7 There is a mechanism for training and career advancement

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Focus Area - 3. Educational resource yes No Remark

The Program is offered after the resources to support the
1 Program have been identified and put in place.      
 adequate lecture/seminar/tutorial/class rooms with sufficient
2 audio visual facilities;      
access to an adequate collection of appropriate and up-to-date
books, reports, journals including audiovisual and electronic
resources required to support the needs of the Program and
3 research amongst staff and students;      
computer laboratories with facilities for word processing,
spreadsheet, database, and presentation tasks, internet
4 connection, and online-searching of databases;      
moot court, demonstration room, specialized computer lab,
basic sciences lab, workshops, studio and other skill/simulation
laboratories sufficient to provide practical and hands-on
training for students according to Program needs; and
5 (accreditation an reaccreditation guideline )      
sufficient access to relevant software and hardware according to
6 the needs of the Programs and students      
The physical facilities for the Program comply with the relevant
7 laws, and with health and safety regulations      
The educational resources, services and facilities for the
Program are periodically reviewed to assess the quality and
8 appropriateness for current education and training needs.      
There is reliable arrangement made to meet the Programs
specific requirements in practical attachment (where high-end
facilities are required but not available in-house, the
Program/HEP should make arrangement with other institutions
9 for access).      
1 Students are provided with adequate social spaces/ lounges for
0 relaxation.      
Students are provided with at least first aid clinic and
1 counseling room where the specific need of students can be met
1 purpose
Students are provided with counseling room where their
1 specific needs can be met.
2
Provision of physical facilities is sufficient and appropriate for
1 the physically challenged.
3
The financial allocation dedicated to the Program is sufficient
1 to achieve its
4

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________

Focus Area - 6. Program Relevance and Curriculum Yes No Remark

The faculty responsible for the Program has sufficient
autonomy to design the curriculum and to allocate the resources
1 necessary for its implementation.      
There is a body within the department that is responsible to
2 deliberate on issues related to curriculum.      
The department has a clearly stated policy on curriculum
3 design, delivery, and review.      
The design, delivery and review of the Program is consistent
with the institution’s mission; meets national requirements, the
needs of students and other stakeholders, and is academically
4 credible.      
The Program is designed coherently and articulates well with
5 other relevant programs, where applicable (TTP, CBTP)      
The needs analysis for the Program involves feedback from
external sources including market, students, alumni, peers, and
6 international experts      
The Program incorporates the core subject matter essential for
the understanding of the concepts, principles and methods that
7 support the Program’s outcomes      

The Program fulfils the requirements of the discipline taking

into account the appropriate discipline standards and
international best practices (minimum graduating credits,
minimum grades for major courses, practical training as
required by the specific program/course, and proper mix of
8 core, compulsory, supportive courses and final thesis)      
The Faculty has mechanisms to access real time information
and to identify up-to-date topics of importance for inclusion in
the curriculum and its delivery (through the use of the latest
9 technology and through global networking)      
The review and evaluation of the Program involves
1 stakeholders as well as external expertise, nationally and
0 internationally      
The Faculty obtains feedback from employers and alumni and
uses the information for curriculum improvement, including,
1 where appropriate, for purposes of student placement, training
1 and workplace exposure      
 1 The curriculum addresses mainstreaming of cross cutting issues
2 such as HIV and AIDS      
1 The curriculum contains appropriate balance of theory and
3 practice.      

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________
Focus Area - 7. Teaching, Learning and Assessment
Ye N Remar
7.1. Teaching learning s o k
1 Clear Teaching learning policy      

2 The appropriateness, variety and level of innovation of teaching methods.      

Communication of program and course aims and objectives explicitly to
3 students;      
The extent of evaluation of approaches to teaching and learning and the
4 consequent action      
5 Student timetable and workload is appropriate.      

6 Curriculum and course are subject to structured student evaluation      

Existence of a regular teaching learning evaluation by students and use of
7 the feedback for improvement      
The department provides the students with feedback on what is done with
8 the outcomes of course/program evaluations.      
Existence of mechanism for checking the implementation of
9 balance of theory and practice stated on the curriculum.
Ye N Remar
7.2. Assessment s o k
A variety of appropriate methods and tools are used to assess the learning
1 outcomes and competencies      
Assessment principles, methods and practices are aligned to the expected
2 learning outcomes and Program content.      
Assessment of students is consistent with the different domains of learning
outcomes (e.g., critical thinking, problem solving, integrated learning,
3 lifelong learning, etc.)      
 Students are clearly informed about the assessment strategy being used for
their program, what examinations or other assessment methods they will
be subjected to, what will be expected of them, and the criteria that will be
4 applied to the assessment of their performance.      
The Faculty’s methods of assessment are comparable to international best
5 practice.      
The assessment schemes, assessment methods and the assessment itself
6 are always subject to quality assurance and scrutiny.      
Both summative and formative assessments (continuous and final
evaluation) are used and a pass implies that the examiner is satisfied that
the candidate has met all the learning outcomes of the particular
7 topic/subject.      
Knowledge and understanding (the cognitive domain) are tested through
written, oral or other suitable means but practical skills are tested by
8 practical evaluation such as Lab Tests.      
In programs/courses requiring practical skills, pass in practical evaluation
is compulsory (a pass implies that the candidate has met the learning
outcomes of the particular subject and the examiner is satisfied with the
candidates competency to practice safely, meeting the expectations of the
9 professions).      
There are consistently applied mechanisms to ensure the credibility,
reliability and fairness of the assessment system (e.g., the use of external
1 expertise, consultant, internal and external vetting, and continuous
0 monitoring).      
1 The department monitors the reliability and validity of student assessment
1 over time (and across sites).      
The assessment is adequately organized (as regards e.g. announcement of
1 the results, opportunities to re-sit tests or examinations, compensation
2 arrangements etc.).      
1
3 The existence of clear policy and mechanism for student appeal.      
1 Confidentiality and security are ensured in student assessment processes
4 and of academic records.      

1 Students get feedback on assessed work and this is timely to ensure that
5 they have sufficient time to undertake remedial measures.      

1 The department and its academic staff are autonomous in the

6 management of student assessment.
Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________
Focus Area - 8. student progression and graduate outcomes Yes No Remark
Student performance and progress are regularly monitored.
1      
The level and reasons of student attrition and the actions
taken to minimize this.
2      
The average time for graduation is in line with the program
standard.
3      
The employment of graduates in appropriate graduate level
posts and the actions taken to maximize such employment.

4      
The content and level of the graduation projects are in line
with the degree awarded.
5      
The final qualifications achieved by the graduates are in line
with the formulated expected learning outcomes of the
program.
6      
Existence and extent of links between the program and
potential employers that facilitate graduate employment.
7      
The extent of contacts with graduates, the existence of an
association of graduates and how these are used.

Availability of a structured method to obtain feedback from all

stakeholders for the measurement of their satisfaction and
any actions taken on the information.

Availability of a structured method to know graduate

destinations.

Opportunities are available to students to have linkages with

external stakeholders.
Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________
No Focus Area - 9. Continual Quality Assurance 5 4 3 2 1 0
Availability of a system to keep pace with
changes in the field and requirements of
stakeholders.
1            
Availability of a system for regular curriculum
evaluation and curriculum review (conducted at
least once in every three to five years.
2
The use of external-independent verification in
assessment processes, such as the appointment
3 of external examiners.
The use of external reviewer for quality
assessment processes.
4
Continuous review of Internship/ attachment
practices and record;
5
Existence of linkages with professional bodies
and industry;
6
Presentations by invited speakers, local or
international; and
7
Organization of conferences, seminars and
workshops such as joint lectures/ seminar/ talk
8 with the professional bodies and industry

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________

Focus Area - 10. Research and Development and Educational 5 4 3 2 1 0

 Exchanges
1 Availability of adequate facility and budget to support research.            
link between the HEP’s policy on research and the teaching-
2 learning activities in the department.            
Availability of policy on research consultancy and private
3 practice.            
Availability of clearly set research agenda for academic staff as
4 well as to students.            
The extent to which research and community service activities
are taken into consideration in appointment and promotion
5 exercises.            
The opportunity for active participation of staff in relevant
professional conferences, seminars, workshops and other
6 academic activities at national and international levels.            
National and international recognition of academic staff
members (e.g., journal editorship, service as peer reviewers,
7 consultancy, and expert group and committee membership).            
The department collaborates with other providers, nationally
8 and internationally.            
The number and nature of national and international links with
9 academics and industrialists.            

Conclusion:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________

NB: Criterion, the overall opinion should be based on the achievement or fulfillment of the
criterion as a whole. It should not be computed based on the average score of the statements
under each criterion.