Quality Assurance in Higher Education
Upcoming SlideShare
Loading in...5
×
 

Quality Assurance in Higher Education

on

  • 3,117 views

Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher ...

Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher education by introducing a common quality assurance framework to enable mutual understanding and trust between higher education institutions, national and international quality assurance actors and the society in general.

Statistics

Views

Total Views
3,117
Views on SlideShare
3,006
Embed Views
111

Actions

Likes
3
Downloads
71
Comments
0

5 Embeds 111

http://unjobs.org 104
http://www.linkedin.com 3
http://users.unjobs.org 2
http://tweetedtimes.com 1
https://www.linkedin.com 1

Accessibility

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Quality Assurance in Higher Education Quality Assurance in Higher Education Presentation Transcript

    • Quality Assurance in Higher Education: from concepts to practiceTempus Trust, Coimbra, PortugalJanuary 23 - February 3, 2012
    • Presentation given at the meeting of the TEMPUS TRUST projectat the University of Coimbra, Portugal, January 25, 2012. TheTEMPUS TRUST project aims to support the modernization ofUkrainian higher education by introducing a common qualityassurance framework to enable mutual understanding and trustbetween higher education institutions, national and internationalquality assurance actors and the society in general.
    • 1. concepts2. from industry to education 3. recent developments 4. practice 5. conclusions
    • how  to  assess  what  to  assess   how  to  assess   1. concepts 2. from industry to education 3. recent developments 4. practice 5. conclusions
    • 1. concepts WHAT IS HIGHER EDUCATION? HIGHER  EDUCATION  producing  qualified  human  resources  for  the  labor  market   educa7ng  qualified  researchers  and  cultural  agents   providing  higher  level  teaching  in  all  fields  of  knowledge   extending  educa7on  beyond  secondary  educa7on   (Adapted from Barnett, R. (1992). Improving Higher Education: Total Quality Care, Buckingham, SRHE&OU) Some representative models of higher education:•  Humboldt’s Model (the research-intensive university, 1800s) •  Gibbons’ Model (mode 2 knowledge production, 1994)
    • 1. concepts WHAT IS QUALITY? a concept born in industry THE  QUALITY  MOVEMENT  IN  INDUSTRY  Before  1900   Quality  as  an  integral  element  of  the  craA  1900-­‐1920   Quality  control  by  foreman  1920-­‐1940   Inspec7on-­‐based  quality-­‐control  1940-­‐1960   Sta7s7cal  process  control  1960-­‐1980   Quality  assurance  (quality  department)  1980-­‐1990   Total  quality  management  (TQM)  1990-­‐Present   Culture  of  con7nuous  improvement,  organiza7on-­‐wide  TQM   (Adapted from Sallis, E. (1996). Total Quality Management in Education, 2nd Ed. London: Kogan Page)
    • 1. concepts THE HIERARCHY OF QUALTY MANAGEMENT IN INDUSTRY QUALITY  MANAGEMENT  Total  Quality  Management  (TQM)   Excellence  of  all  managerial,  opera7onal  and  administra7ve  processes  *   Culture  of  con7nuous  improvement  in  all  aspects  of  the  business  *   Understanding  that  quality  improvement  results  in  cost  advantages  and  beTer  profit  *   More  intense  rela7onships  with  customers  and  suppliers*   Involvement  of  all  personnel:  the  culture  of  quality  *   Market-­‐oriented  organiza7onal  prac7ces  *  Quality  Assurance   Use  of  sta7s7cal  process  control   Emphasis  on  preven7on   External  accredita7on   Delegated  involvement   Audit  of  quality  systems   Cause  and  effects  analysis  Quality  Control   Concerned  with  product  tes7ng     Responsibility  with  supervisors     Limited  quality  criteria     Some  self-­‐inspec7on     Paper  based  system    Inspec7on   Post  produc7on  review     Re-­‐working     Rejec7on     Control  of  workforce     Limited  to  physical  products     (Adapted from Dale, B.G. and Plunkett, J.J. (1990). Managing Quality, Hertfordshire: Philip Allan / *Economist (1994), Pocket MBA, London: Profile Books)
    • 1. concepts2. from industry to education 3. recent developments 4. practice 5. conclusions
    • 2. from industry to education FROM INDUSTRY TO EDUCATION - ISO 9000 European Quality Award (EQA), 1992 European Foundation for Quality Management (EFQM) people satisfaction of management collaborators (9%) (9%) policy & results of the leadership processes satisfaction strategy whole activity (10%) (14%) of students (15%) (8%) (20%) resources impact on (9%) society (6%)the  ability  to  mobilize  everyone,  building  change  and  ins7lling  a  culture  and  values  
    • 2. from industry to education FROM INDUSTRY TO EDUCATION BALDRIGE CRITERIA (USA)
    • 2. from industry to education WHAT’S QUALTY IN EDUCATION? HARVEY  &  KNIGHT  (1996)  Quality  as  excep7onal   tradi7onal  no7on  of  quality  –  quality  as  exclusivity   excellence  –  eli7sm:  input/output,  centers  of  excellence   fulfilling  minimum  standards  –  pass/fail,  rankings,  accredita7on  Quality  as  perfec7on  or   zero  defects,  conformance  to  specifica7on,  right  first  7me  consistency   quality  culture,  involving  everybody  in  the  organiza7on  Quality  as  fitness  for   customer  specifica7on  &  requirements  purpose   the  ins7tu7on  fulfilling  its  mission   quality  assurance   customer  (students,  employers)  sa7sfac7on  Quality  as  value  for  money   performance  indicators,  efficiency  &  effec7veness,  market  view   customer  charters  and  league  tables,  rankings,  accountability  Quality  as  transforma7on   enhancing  the  par7cipant   adding  value  to  the  par7cipant   empowering  the  par7cipant   (Adapted from Harvey, L. and Knight, P. T. (1996). Transforming Higher Education, Buckingham, SRHE&OU)
    • 2. from industry to education ABET Engineering Criteria 2000 - Matrix for Implementation Assessment (USA) outcomes assessmenteducational objectives constituents processes system results
    • 2. from industry to education ENQA Quality Assurance across Europe ENQA is the umbrella organization for theaccreditation of quality assurance agencies in the European Higher Education Area. Full membership of ENQA expresses recognition that an agency complies with the European Standards and Guidelines for quality assurance in higher education. Compliance with these standards is confirmed every five years through an independent review.
    • 1. concepts2. from industry to education 3. recent developments 4. practice 5. conclusions
    • 3. recent developments USA vs EUROPE Accountability vs Accreditation & RankingUSA   •  Loss  of  trust  on  the  accredita7on  system   •  demands  of  public  accountability   •  shiA  from  quality  improvement  to  accountability  Europe   •  declining  trust  in  the  ability  of  higher  educa7on  ins7tu7ons  to  ensure   quality   •  movement  towards  accredita7on  (The  Netherlands,  Flanders,  Portugal,   Denmark,  Finland)   •  prospect  of  a  mul7-­‐dimensional  ranking  system  for  universi7es   (Adapted from Amaral, A., Tavares, O., and Cardoso, S. (2011). Regaining Trust. Is it possible? 6th European Quality Assurance Forum)
    • 3. recent developments OECDAssessment of Higher Education Learning Outcomes (AHELO)
    • 3. recent developments OECDAssessment of Higher Education Learning Outcomes (AHELO)
    • 3. recent developments OECDAssessment of Higher Education Learning Outcomes (AHELO)
    • 3. recent developments QUALITY ENHANCEMENT (QE) Strongly promoted by some institutions, namely the QAA (Quality Assurance Agency for Higher Education), in the UK.Enhancement - the process of taking deliberate steps at institutional level to improve the quality of learning opportunities A wide variety of perceptions and conceptions of quality enhancement The process of quality management must secure academic standards before it can confidently turn to quality enhancement (QAA, HEA, HEFCE (2011). Quality enhancement and assurance - a changing picture? Retrieved January 21, 2012, from http://www.qaa.ac.uk/Partners/education/ Pages/Quality-enhancement-and-assurance-a-changing-picture.aspx)
    • 3. recent developments QUALITY ENHANCEMENT (QE) QUALITY  ASSURANCE  (QA)   QUALITY  ENHANCEMENT  (QE)  Focus  on  teaching   Focus  on  learning  Teaching  as  individual  performance   Learning  as  social  prac7ce  Focus  on  monitoring  /  judgment   Focus  on  personal  and  professional  development  Inflexible,  non-­‐nego7able,  approach   Flexible,  context-­‐sensi7ve,  approach  based  on  based  on  standards   building  professional  knowledge  LiTle  acknowledgement  of  the  links   Explora7on  of  the  links  between  teaching  and  between  teaching  and  research   research,  through  reflec7on  on  prac7ce  Teachers  as  individual  prac77oners     Teachers  as  collaborators  across  disciplines  Emphasis  on  documenta7on   Emphasis  on  discussion   (Adapted from Swinglehurst, D., Russell, J., & Greenhalgh, T. (2008). Peer observation of teaching in the online environment: an action research approach. Journal of Computer Assisted Learning, 24(5), 383-393). attractive concept but doubtful application
    • 1. concepts2. from industry to education 3. recent developments 4. practice 5. conclusions
    • 4. practice AGENCY FOR ASSESSEMENT & ACCREDITATION IN HIGHER EDUCATION (A3ES), PORTUGAL self-­‐ assessment   self-assessment report A3ES   ONLINE   external   PORTAL   visit   external committee report & recommendation (*) (*) The external committee report, once approved by the A3ES,is sent to the Institution for consideration and A3ES   •  approval possible contestation, before the final decision   •  approval with conditions •  disapproval decision of the A3ES is made public
    • 4. practice A3ES – VISITING COMMITTEE TYPICAL  CONSTITUTION  OF  VISITING  COMMITTEE   senior  full  professor  (president)   senior  full  professor  senior  full  professor  or  top  expert  from  another  country  
    • 4. practice A3ES – ASSESSMENT PARAMETERS 1.  mission  &  objecSves   clarity  of  formula7on   coherence   dissemina7on  2.  internal  organizaSon   3.  material  resources  &   4.  staff   &  QA  mechanisms   partnerships   teaching  staff   internal  organiza7on   material  resources   non-­‐teaching  staff   QA  mechanisms   partnerships   5.  students   6.  processes   7.  results   3-­‐year  trends   study  plan   academic  results   teaching  &  learning   syllabus   R&D  and  arts  results   environment   teaching  methods   other  results  
    • 4. practiceA3ES – ASSESSMENT PARAMETERS (CONTINUED) legal  conformity   access  condi7ons   designa7on  &  study  plan   profile  of  coordinator   internships   internships   in-­‐service  training  
    • 4. practice A3ES – THE EXTERNAL VISIT PARTS  OF  THE  EXTERNAL  VISIT   mee7ng  with  leaders  of  the  ins7tu7on   mee7ng  with  self-­‐assessment  team   mee7ng  with  course  and  department  coordinators   mee7ng  with  teaching  staff   mee7ng  with  non-­‐teaching  staff   mee7ng  with  students   mee7ng  with  graduates   lunch  with  representa7ves  of  the  other  stakeholders  visit  of  installa7ons  &  inspec7on  of  materials  produced   mee7ng  of  the  visi7ng  commiTee   oral  presenta7on  to  the  leaders  of  the  ins7tu7on  
    • 4. practice The visit gives a world of information that is not contained in the self-assessment report Some of it confirms the report, but provides a much richer picture Some of it contradicts the report, and thus contributes to a richer picture It also gives access to tacit knowledge about the course and the institution, that no one from the institution would have been able to make explicit All this information is valuable to improve the results ofthe visit, but also to refine the whole assessment process
    • 1. concepts2. from industry to education 3. recent developments 4. practice 5. conclusions
    • 5. conclusions When introducing a quality assurance framework to enable mutual national and international understanding, it may be useful to reflect upon: •  the key concepts: What is higher education? What is quality? What is quality in higher education? How do they relate to strategy, leadership, information architecture? •  how does the assessment of quality in industry inspire the assessment of quality in higher education? •  what are the current European frameworks and the world’s recent developments?•  what is the nature and value of practice, as it is experienced when visiting the tangible reality of universities?
    • THE Quality Assurance in Higher Education: END from concepts to practiceSlides available at:http://www.slideshare.net/adfigueiredoTempus Trust, Coimbra, PortugalJanuary 23-29, 2012