QUALITY ASSURANCE CENTER

The established Q.M.S. of P.U.P. covers the provision of tertiary educational services. Core processes include instructional delivery, extension, research, and development. Other major process groups include Leadership and Planning, Support, and Performance Evaluation and Improvement. To ensure its effective and efficient implementation, it is disseminated to the various units of the institution. The College of Tourism, Hospitality, and Transportation demonstrates a solid responsibility to contribute to the performance of the internal quality system of the Polytechnic University of the Philippines to propel quality in all processes by creating suitable conditions for increasing loyalty and professional development of faculty staff, continuously improving student satisfaction, and achieving excellent academic reputation recognition in the national and global arenas. In this process, the College emphasizes considering the methods in terms of their added value through quantifiable measures, consequently resulting in the relevant procedures to continuously improve and thus achieve the desired results in its performance and effectiveness, which directly link to the University's vision. The academic administrators, faculty members, and support staff guarantee that the needs and expectations of stakeholders are fulfilled through the subsequent actions: 

The culture of quality and quality assurance of the BS Tourism Management program in the College of Tourism, Hospitality, and Transportation Management reflects its strong commitment to contribute to attaining the University’s Vision of becoming a national polytechnic. Its College Development Plan serves as the framework for quality assurance programs and activities attuned to the President’s 10-Pillar. 

The Polytechnic University of the Philippines commits to defining its position in the higher education sector and understanding how relevant factors arising from legal, political, economic, social, and technological issues influence the institution’s strategic direction and its organizational context. In doing so, it continuously identifies, analyzes, monitors, and reviews factors that may adversely affect the stability of the processes or the management system’s integrity. 

To ensure that the University Q.M.S. is aligned with its strategy while considering relevant internal and external factors, the officers and staff initially collate and analyze pertinent information to determine the potential impact on its context and subsequent business strategy. The established Q.M.S. of P.U.P. covers the provision of tertiary educational services. Core processes include instructional delivery, extension, research, and development. Other major process groups include leadership, planning, support, and performance evaluation and improvement.

The University then monitors and reviews this information to ensure a continual understanding of each group’s requirements is derived and maintained. The institution regularly considers issues that influence its context during management review meetings and conveys them via minutes and business planning documents to facilitate the understanding of this context. The output from this activity is evident as an input to considering risks and opportunities and the actions that the University will undertake to address them.

The University performs various internal and external assessments that the CTHTM adheres to as a critical step in determining the need for a thorough knowledge of all processes and identifying deficiencies. The self-assessment helps identify the most significant weaknesses and proposes several corrective actions. However, the external stakeholders’ assessment is essential to the University’s academic performance.

The curriculum undergoes a series of steps before approval. The Office of the V.P. for Academic Affairs issues a memorandum for curriculum revision with the attached CHED CMO. The College Dean secures an S.O. for the composition of the College Curriculum Evaluation Committee (CCEC) responsible for designing and constructing the proposed new curriculum or revised curriculum, incorporating the CHED's PSG, and benchmarking local and international prestigious academic institutions recognized as centers of excellence. The Guidelines for Curriculum Development guide the curriculum designers. The DCEC comprises Department Administrators, faculty, invited students, parents, and other curriculum stakeholders. The Department Chairperson acts as head of DCEC. The DCEC examines, evaluates, and recommends the proposed curriculum to the second-level College Curriculum Evaluation Committee (CCEC) for approval. The CCEC comprises college and department administrators, faculty, invited students and parents, and other stakeholders. The College Dean leads the CCEC. The CCEC likewise examines, evaluates, and recommends the proposed curriculum to the University Curriculum Evaluation Committee (UCEC). The UCEC comprises all university deans, with the Vice President for Academic Affairs as Chairperson and the Quality Assurance Center as secretariat. The UCEC, the third level, examines, evaluates, recommends the proposed curriculum to the University Academic Council (UAC). The UCEC-approved curriculum is then recommended and presented by the Vice President for Academic Affairs to the University Academic Council as the fourth level for review and approval, and it is then forwarded to the Executive Committee (EXECOM) for review and recommendations to the Board of Regents (BOR) for final review and approval. In all these levels, the Quality Assurance Center (QAC) monitors all curriculum development efforts through its Curriculum Planning and Development Section (CPDS). 

BSTM and BSTrM proposed curriculum presented by Chair Yolanda Montances with Dean Lizbette R. Vergara and College QAC Luzviminda Tugade to the QAC Director and Deans on June 7, 2022. 

Established in June 2008, the PUP Quality Assurance Center plays a crucial role in sustaining the quality outcomes of the University as an epistemic community. Recognizing that quality is the University's primary responsibility, the PUP QAC strives to nurture a quality culture by developing, implementing, monitoring, and reviewing quality assurance-related policies, procedures, and projects to meet institutional, national, and international standards. It also periodically inspects curricular offerings ensuring academic programs meet stakeholders' and societal needs. Recognizing that quality assurance is a holistic, participatory, and collaborative process, the Center functions under the immediate leadership of the Vice President for Academic Affairs. It works closely with Colleges, Branches, Campuses, and non-academic offices of the University. The QAC today operates under a revised organizational structure to meet the challenges of its expanded mandate.

Through the dynamic leadership of its director, Dr. Sanjay P. Claudio, the QAC Team strengthens the University's internal and external quality assurance systems. Along with AACCUP accreditation, QAC also facilitates CHED's Certificate of Program Compliance (COPC). Before the start of the School Year 2018-2019, all programs at the undergraduate level were subjected to and passed by the University Curriculum Evaluation Committee, with all revised, renamed, and new program offerings duly approved by the PUP Board of Regents.

The QAC endeavors to achieve excellence in institutional and program management, capacity development for continuous quality improvement, and partnership for institutional and program development. In doing so, it commits to developing and maintaining an adequate internal quality assurance system, securing Certificate of Program Compliance and attaining higher accreditation status for all academic programs, attaining Center of Development and Center of Excellence status for priority programs, strengthening collaborative arrangements with internal and external stakeholders, maintain an efficient, secure, and accessible database of updated, comprehensive and relevant materials for quality assurance, develop and implement capacity building interventions to improve the teaching and learning process; and rationalize academic programs offering.