Academic standards

More about External Evaluation and Reviews

MIT is subject to External Evaluation and Review (EER) by NZQA to ensure that academic standards are met.

EER results hold significant influence for a tertiary institute’s reputation, both locally and internationally.

MIT was awarded “Excellent/Excellent” statements of confidence in four of the six key evaluative questions and eight of the twelve focus areas, with none of the ratings being lower than “Good.”

For more information on Key Evaluation Questions, please visit the NZQA website.

Key commentary from the EER report

“MIT is actively engaged with industry, the professions and with its community at all levels of the organisation.”

“MIT continues to seek solutions and adopted a community integration approach; a focus on youth and bridging programmes and initiatives previously reported to try and achieve genuine equality and not just ‘an acceptable gap.’

“MIT has put in place a range of approaches to engage with young people in the region to create pathways to engage with vocational education and training.

“The governance and management teams at MIT are highly effective in supporting educational achievement.”

“Students at MIT gain useful skills, knowledge and qualifications that support them to gain employment and contribute positively to their communities. Across the organisation, students were developing industry-specific skills useful for employment or establishing their own businesses.”

“Staff equip students with the skills, capabilities, and the right attitudes to undertake a range of work roles within related industries and professions… [there is] a genuine desire from staff for students to achieve the best possible outcomes from their study at MIT.”

1. Coherence with the New Zealand Qualifications Framework

The title, aims, stated learning outcomes, and coherence must meet the graduate profile and specification for the qualification to which it leads.

2. Appropriate methods of teaching must be used

The delivery methods are adequate and appropriate, given the stated learning outcomes for the programme.

3. Industry and community must be consulted

Relevant communities (including whānau, hapū, iwi, or hāpori Māori) and stakeholders (including any relevant academic, employer, industry, professional and other bodies) must be consulted.

4. Entry and progress must be monitored and regulated

There are clear, relevant, and appropriate regulations that specify requirements for:

• entry into the programme;
• recognition and transfer of prior learning (academic or industry based);
• programme length and structure;
• practical and work-based components;
• assessment procedures, including authenticity of student work; and
• progression within the programme.

5. Assessments must be fair and moderated

Assessment methodology is fair, valid, consistent and appropriate given the stated learning outcomes.

There must also be an effective system for moderation of assessment materials and decisions.

6. The programme must be regularly reviewed and updated

The institute must:

• assess the currency and content of the programme
• have processes for the ongoing review of the programme
• have processes for monitoring the quality of outcomes for learners and other stakeholders, and for reviewing programme regulations and content
• update the programme based on the review.

7. For degrees and postgraduate qualifications, research is required

Research required for degrees and post-graduate qualifications. The links between research and the curriculum are clear, adequate, and effective.

Who is part of a Programme Committee?

Programme Committees are made up of academic staff and can include industry representatives. Student representation and feedback is a mandatory part of this process.

Responsibilities of Programme Committees:

• Ensuring that the curriculum of each programme is continually developed and maintained
• Ensuring the maintenance of high standards and continuous improvement, focusing on the quality of teaching, assessment and performance of students
• Safeguarding the fair treatment of students in the granting of credits and qualifications
• Monitoring the progress of students enrolled in each programme
• Formally approving student results and their release and to recognise credit
• Recommending to the Council or the Chief Executive, the granting of awards of the Institute where students have met the requirements for the award as set out in approved programme regulations
• Ensuring that provision is made for the recording and safe custody of records
• Overseeing moderation of assessments and monitoring of programmes in accordance with policies and procedures approved by the Academic Board
• Identifying and recommending additional resource requirements for programmes
• Ensuring that there is effective engagement with industry and graduates to maintain relevance
• Ensuring that Te Ao Māori, Ako (Māori Pedagogy) and Tikanga are embedded into all programme design, development, delivery and evaluation, appropriately.

More about moderation at MIT

To ensure fair and unbiased outcomes, all assessments and results are moderated in accordance with an internal and external Moderation Schedule approved and managed by the Programme Committee.

Pre-assessment moderation is performed by internal and external bodies, to ensure that the right methods and tools are being used.

Post-assessment moderation is performed by internal and external bodies by internal and external bodies, to ensure that assessor’s judgement about what the student has learnt is fair and unbiased.