/ Juan J. Perez Prezentace ze 2. dne závěrečné konference projektu IPN KVALITA.

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QUALITY ASSURANCE AND EVALUTAION IN THE
TERTIARY EDUCATION SYSTEM
23 -24 April 2013, Prague
QUESTE-SI a quality assurance procedure to
enhance social responsability on graduates
Juan J. Perez
(juan.jesus.perez@upc.edu)
Universitat Politecnica de Catalunya
Barcelona, Spain

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HARMONIZATION OF HIGHER EDUCATION
ADOPTION OF A SYSTEM OF READABLE AND COMPARABLE DEGREES
ADOPTION OF A SYSTEM BASED ON TWO MAIN CYCLES (+ DOCTORATE)
ESTABLISHMENT OF A CREDITS SYSTEM (THE ECTS SYSTEM)
PROMOTION OF MOBILITY
PROMOTION OF EUROPEAN COOPERATION IN QUALITY ASSURANCE
PROMOTION OF A EUROPEAN DIMENSION OF HIGHER EDUCATION
BOLOGNA DECLARATION
(1999)
Create European Higher Education Area by 2010
On the basis of diversity and autonomy

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The Bologna implementation requires a paradigm shift:
LEARNING PROCESS CENTERED ON THE STUDENT
STUDENT MOBILITY
Recognition of the learning ECTS system
LEARNING OUTCOMES
COMPETENCES
NEED TO REDESIGN THE PROGRAMS
“The European Credit Transfer and Accumulation System is a student-centred system
based on the student workload required to achieve the objectives of a programme,
objectives preferably specified in terms of the learning outcomes and competences to be
acquired.” (ECTS Users’ Guide 17.06.07)

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COMPETENCE S AND LEARNING OUTCOMES
LEARNING OUTCOMES are specific statements of what students should
know and be able to do as a result of learning (Morss and Murray, 2005)
specify the requirements for awarding credits
Important for the recognition of qualifications
A qualifications framework shows the expected learning outcomes for a
given qualification.
It also shows how the various qualifications in the education or higher
education system interact, that is how learners can move between
qualifications.
Qualifications frameworks therefore focus on outcomes more than on
procedures, and several learning paths – including those of lifelong
learning – may lead to a given qualification.

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COMPETENCE S AND LEARNING OUTCOMES
COMPETENCES acquired by the individual learner go beyond the stated
learning outcomes
COMPETENCES represent a dynamic combination of KNOWLEDGE,
SKILLS, and ATTITUDES.
For example, the ABILITY TO COMMUNICATE effectively is a
competency that may draw on an individual’s KNOWLEDGE OF
LANGUAGE, PRACTICAL IT SKILLS and ATTITUDES towards
those with whom he or she is communicating
Fostering COMPETENCES is the object of educational programmes
COMPETENCES can be subject specific or generic.

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GENERIC COMPETENCES are transferable multifunctional knowledge,
skills and attitudes that people could learn and develop in different ways
and learning environments and apply across a variety of job and life
contexts.
INSTRUMENTAL COMPETENCES
cognitive abilities, methodological abilities, technological abilities
and linguistic abilities.
INTERPERSONAL COMPETENCES: individual abilities like social
skills (social interaction and co-operation).
SYSTEMIC COMPETENCES: abilities and skills concerning whole
systems (combination of understanding, sensibility and
knowledge; prior acquisition of instrumental and interpersonal
competences required)

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INSTRUMENTAL COMPETENCES
Capacity for analysis and synthesis
Capacity for organisation and planning
Basic general knowledge
Grounding in basis knowledge of the profession
Oral and written communication in your native language
Knowledge of a second language
Elementary computing skills
Information management skills (ability to retrieve and analyze information
from different sources)
Problem solving
Decision-making

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INTERPERSONAL COMPETENCES:
Critical and self-critical abilities
Interpersonal skills
Ability to work in an interdisciplinary team
Ability to communicate with experts in other fields
Appreciation of diversity and multiculturality
Ability to work in an international context
Ethical commitment

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SYSTEMIC COMPETENCES:
Capacity for applying knowledge in practice
Research skills
Capacity to learn
Capacity to adapt to new situations
Capacity for generating new ideas (creativity)
Leadership
Understanding of cultures and customs of other countries
Ability to work autonomously
Project design and management
Initiative and entrepeneurial spirit
Concern for quality
Will to succeed

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GRADUATE PROGRAMME
COMPETENCES
LEARNING OUTCOMES
SUBJECTS
Longlife learning
PROFESSIONAL COMPETENCE
ASSESSMENT
QA SYSTEM

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SOCIAL RESPONSIBILITY
Competence in constructing reasoned arguments to support their actions and
positions on the ethical and social impact of research in the discipline and
professional practice.
Personal Actions and Civic Responsibility
Ability to understand one’s role in society, take responsibility for one’s own
actions, make ethical decisions in complex situations, and participate actively in
a diverse democracy.
Global Awareness
Ability to articulate similarities and contrasts among cultures, times and
environments, demonstrating understanding of cultural pluralism and knowledge
of global issues.

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Economic growth is necessary limited by the carrying capacity of Earth
Early 70s the Group of Rome commissioned a report on economic
growth.
Built a computer program (world3) based on systems dynamics to
forecast trends
Using data for five indicators from 1900-1970 on:
Population
Food production
Industrial production
Pollution
Consumption of non-renewable resources
Constructed 12 different scenarios
D. H. Meadows, D. L. Meadows, J. Randers, and W. W. Behrens III.
(1972).
The Limits to Growth. New York: Universe Books.

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Sustainable development is the kind of development that meets the needs of
the present without compromising the ability of future generations to meet their
own needs.
A pattern of economic growth in which resource use aims to meet human
needs while preserving the environment so that these needs can be met not
only in the present, but also for generations to come.
Sustainable development means to continuously improve the quality of life and
wellbeing for present and future generations, by linking economic
development, protection of the environment and social justice.
Sustainable development requires a complex process of trading off social,
economic and environmental priorities that are strongly interwoven.
social
economical
environmental

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Engineering Education and Sustainable development
Still it requires the stimulation of a holistic, integrated and interdisciplinary
approach to developing the knowledge and skills needed for a sustainable
future as well as changes in values, behavior, and lifestyles.
Inclusion of Life cycle analysis, where system and environment are
considered or
Systems dynamics as predictive tool need to be included in the curriculum
However, an important component in sustainable development is awareness,
which can be associated to social responsibility as transversal skill.
Education cannot only be based on modifications in the syllabus, but the
Institution, Department or School have to be involved in good practices
involving sustainable development.
Students need to be involved in the monitoring and actions on campus
Undertake R+D+i activities in cooperation with industry

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Assessment of SOCIAL RESPONSIBILITY as an important skill of engineering
students in the framework a SUSTAINABLE DEVELOPMENT
The assessment is based in a set of standards grouped in four pilars:
• HEI, Faculty or DepartmentStrategy
• Education and Curriculum
• Students’ Involvement
• Research and Innovation

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Indicators – Education & Curriculum
Scientific or technical knowledge and practical skills related to sustainability...
Most difficult questions: how, where, and to what effect does the curriculum
deal with the transverse skills, breadth of vision, and contextual awareness?
Indicators: Institution & Faculty
Institutional leaders view social responsibility and sustainability as integral to the
institutional identity and values.
Institutional management treats sustainability as part of the operational strategy.
Indicators – Research & Cooperative Development
The plan for research, innovation, and cooperation is sustainable in itself;
e,g., research management support and a clear sense of the economic
“bottom-line” for sustainability efforts
Indicators – Student ‘Cultural’ Involvement
Student awareness of SRS and …encouragement: student participation in
sustainability-related activities inside OR outside the institution

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METHODOLOGY
1) SET OF STANDARDS, CRITERIA AND INDICATORS
• Institution : model (strategic planning)
• Programs: learning outcomes
2) SELF-ASSESSEMNT
3) EXTERNAL AUDIT
Peer Review process, based on evidences
4) FINAL REPORT

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RATING
The result is a score associated with the award of a label that includes a degree of
excellence
Progress in terms of objectives and indicators for each of 4 QSI Dimensions.
• 0 = No evidence
• 1 = Minimal evidence of planning & action directed to specific objectives
• 2 = Weak, some evidence of directed effort; early stages of planning &
development
• 3 = Adequate evidence of a linkage of objectives to action and measureable
results)
• 4 = Strong evidence of a more substantial directed effort with positive results)
• 5 = Very strong (evidence of a fully developed effort; over a full program cycle)

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It is neccessary to create a QUALITY UNIT including all the stakeholders:
academics, administrators, students, government, industry/profession,
intergovernamental organizations and experts in QA
To propose modifications for improvement
2013 Establishment of the QUESTE-SI Consortium to deliver the award.
http://queste.eu/whatQueste
FURTHERMORE in order to enhance quality…