Ba Isago University College

4.2 Capital and recurrent costs

planning

implementation

maintenance and updating

fixed and variable

In this section we need to demonstrate the robust finances of the institution in general and that the NPDE has been in included in the broader institutional budgeting. (Append business plan budget and highlight NPDE as line item)

Provide a detailed capital and operational budget breakdown for the NPDE as well as audited statements from the past. (Append)

We need to demonstrate that appropriate resources have been committed and that the programme is sustainable.

4.3 Self-financing or subsidised?

Here we need to make clear the financial status of the institution. Is it for profit or non-profit? Are we expecting government subsidy for all/some students?

5. Staffing

This section outlines the broad staffing strategy of Ba Isago and how this has informed appropriate staffing of the NPDE programme.

5.1 HR systems

We can make reference back to the staffing table in the overview.

We need to respond to the following TEC requirements

(a) The structure and levels of professional (teaching) staff is relevant and appropriate to the scope of services provided. Where a tertiary institution offers programmes at degree level, a minimum of 15% of the academic staff in residence will normally be expected to hold a doctoral degree or have extensive and sustained research experience.

(b) Staff is involved, on a continuous basis, in significant and verifiable research and publication activities relevant to their disciplines.

(c) The structure and levels of administrative staff is relevant and appropriate to the size of institution and the support needs of the programmes of instruction.

(d) The minimum qualification levels of professional staff are consistent with the need to ensure the attainment of the types of qualifications to be awarded. Where the institution is to offer degree level programmes, the minimum qualification for the teaching staff for such programmes will be a Masters Degree.

(e) The minimum qualification levels of administration staff are consistent with the provision of the quality of support needed at each level of the institution.

(f) The recruitment sources and research processes are likely to secure persons who have relevant teaching and research competencies and subject expertise that are commensurate with the scope and level of services provided and qualifications to be awarded.

(g) The selection and promotion criteria for positions across the institution are fair and valid, and do not unfairly discriminate against some prospective applicants.

(h) Where applicable, sourcing of staff from Franchise Partners does not compromise the continuity and quality of teaching and learning.

(i) Commitment to professional development is realistic in terms of the Financial Plan presented.

(j) Commitment to professional development is realistic in terms of the rate of knowledge and/or technological change in the subject areas to be taught and is likely to maintain the subject competence of the professional staff.

(k) Commitment to professional development is inclusive of all staff.

(l) There is a clear commitment to being a “good employer” in terms of policies relating to the health, welfare, and ethical treatment of staff.
As a result of the reliance on large numbers of part-time staff e.g. tutor-markers, we need to say something about how processes are managed for them to.

5.2 Staff complement

We need to be able to provide evidence of the following:

Distance education teaching tasks are distributed among separate functional responsibilities; for example, course design, instructional design/course materials development, electronic media use, editing, tutorial support for learners, monitoring of tutors, counselling, assessment, and management of the distance education learning system. (Append job descriptions)
The main responsibility for programme development, course design and monitoring of programme delivery is that of qualified academic staff. (Provide a table like the following which demonstrates a clear link between role and qualifications/experience e.g. the Foundation Phase Coordinator should have Foundation Phase experience:)
Course design/development staff are suitably qualified (at least two levels above the level of the course).

Programme role	Name	Qualifications	Experience

The number of full-time academic staff in the educational provider is as small as possible, but the number of tutors (mostly employed on a part-time basis) is sufficient to provide for individual needs of learners.

(Make explicit staff:student ratios and refer to Table 3 and the table above.)
The educational provider employs sufficient administrative and technical staff to handle specialized tasks of registry, despatch, management of assignments, administrative support, as well as technical IT support to learners and staff.

(Provide a table of support staff)

Programme support role	Name	Qualifications	Experience