Abstract:

With the researchers’ appointment as Course Group Supervisors for English Literature courses at two separate programs, Translation and Linguistics, at the College of Humanities, came a rare opportunity to push some boundaries. The common mission of the appointment was to collect numerous evidences, evincing the attainment of quality assurance in the delivery of all English Literature courses. However, the researchers realized that beyond quality assurance, various prospects of quality enhancement were within reach. As opposed to quality assurance, quality enhancement would allow for a reflective practice prompting ongoing improvement in terms of curricula development, teaching strategies, professional development, learning environment, and ultimately assessment approaches. The researchers have embarked on displaying the process, together with results, through a quality assessment plan as a means of providing evidence not merely of success but also of excellence. The paper analyzes the stages of the project that are substantiated by research, Key Performance Indicators (KPIs) and Key Performance Activities (KPAs). The quality assessment plan covered the span of two semesters in which the full cycle of assessment took its course. Moreover, the paper tackles the main challenges encountered on two fronts: Institutional approvals, and the collaboration of literature courses team.

Keywords:

Quality assurance, quality enhancement, quality assessment.