Prium Brussels - An integral quality assurance approach by E. Van Zele

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Prium Brussels An integral quality assurance approach by E. Van Zele

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Prium Brussels - An integral quality assurance approach by E. Van Zele

  1. 1. An integral quality assurance approach external quality assurance by VLIR PRIUM ‘Promoting a model of Integrated University in Macedonia’ Wednesday, 10th September 2008 dr. ir. E. VAN ZELE 1 Cell Quality Assurance, Flemish Interuniversity Council, VLIR Outline 1. quality assurance (QA) and quality assurance systems 2. QA model applied in Flanders 3. Questions 2 1
  2. 2. quality assurance and quality assurance systems 3 The Concept of Quality in Higher Education 1. Quality is a complex and multidimensional concept The interpretation of the concept - depends on the target group and the level of education - changes in time - is determined by preconditions with respect to quality - is determined by the views on education 4 2
  3. 3. The Concept of Quality in Higher Education 1. Parties involved in the quality discussion : institutions of higher education (HEI) • students and their parents • employees • trade organisations • society as a whole • the government • … • 5 2. Quality Assurance System and Functions Most often 2 kinds of Quality Assurance Systems : internal quality assurance : the study programme or institution is responsible for the evaluation external quality systems: evaluation done by experts (peers) who are not associated with the study programme or institution Remark : the separation may not always be clear depends also on the functions of evaluation in QA system 6 3
  4. 4. 2. Quality Assurance System and Functions Some functions of quality assurance Improvement and guarantee : results of QA are used to improve the quality of the study programme Accountability: results of QA are used to inform governments and consumers --) to broader society : transparency about the use of public funds --) to the students/parents and employers : public reports of the assessment (Q: How do study programmes fulfil quality standards) 7 2. Quality Assurance System and Functions Some functions of quality assurance Regulation of the higher education system: results of QA are input for concrete consequences for steering and regulation Quality indicators are applied as parameters for decision- making on the teaching qualifications of institutions, the acceptance of new study programmes, the distribution of resources between education and research etc. 8 4
  5. 5. 3. Generations of external quality assurance First-generation quality assurance systems (1991 – 2004) Established around 1990s, in Europe, in Flanders set up by the HEI’s in exchange for greater autonomy concept : peer review assessment of the study programmes at the institutions main focus : suggestions and recommendations for improvement ownership : HEI coordination : VLIR and VLHORA 9 First generation educational evaluations HEI (universities) VLIR VLHORA Flemish Government 10 5
  6. 6. First generation educational evaluations external quality assurance Internal quality assurance 11 3. Generations of external quality assurance Second-generation quality assurance systems (from 2004 onwards) Internal quality assurance: all activities oriented to maintaining and improving quality at the institution the internal character of QA is especially expressed in SER strengths and weaknesses analysis: critical analysis of education SER is link between IQA and EQA The external character of the quality assurance: shaped by the assessment visits at the institutions the basis for EQA is SER a panel of independent external experts conducts a quality study and an assessment Assessment Panel(AP) publishes a public report of its findings the study programme/institution organises the response to the recommendations of the AP 12 6
  7. 7. 3. Generations of external quality assurance meta-assessment : process is supervised by the government evaluates the quality control at the HEI checks the degree to which the institutions process the results of the quality assessment in their policy 13 3. Generations of external quality assurance Simultaneous introduction of second generation QA systems and accreditation in Europe Stimuli - challenges from the first generation of QA systems - new evolvements: e.g. the development of the knowledge society globalisation liberalisation of higher education policy 14 7
  8. 8. 3. Generations of external quality assurance Second-generation quality assurance systems Def of accreditation is: ‘Accreditation is a formal public pronouncement, made by an independent institution and based on a quality assessment, which implies that specific standards, agreed on in advance are being realised’ In Flanders the 4 April 2003 Structure Decree introduced an accreditation system and the bachelor’s-master’s structure Accreditation is a condition: for the funding of the study programme by the government for the right to award recognised degrees for awarding study grants to students 15 3. Generations of external quality assurance subject of assessment : is a study programme assessment panel: peer review of domain experts, methodologist and student accreditation : decision • oriented towards recognition of the presence of generic quality • uses the assessment visit report as a source of information • must be applied for through the NVAO by the HEI • decision is binary (positive or negative decision : accredited or not) • results of educational assessment and accreditation are public 16 8
  9. 9. Second generation educational evaluations 2004 HEI (universities) VLIR VLHORA Recognition Committee for Higher Education NVAO Flemish Government 17 Second generation educational evaluations 2004 accreditation external quality assurance Internal quality assurance 18 9
  10. 10. 3. Generations of external quality assurance Second-generation quality assurance systems Expectations of accreditation study programmes fulfil agreed generic quality standards (leaving sufficient space for internal reference frames and profiling) international quality assurance standards criteria and procedures to promote international mobility international recognition of diplomas tightens the accountability function of QA sustains the improvement function of QA makes possible the link between QA and regulation mechanisms (such as recognition of diplomas and financing) 19 3. Generations of external quality assurance Third generation quality assurance systems Currently being developed (towards 2012) expectations Evaluation of QA and structure of the HEI as a whole + : Full responsibility of HEI for QA and for its study programmes - : check of some study programmes and window of time for improvement Strongly increases the accountability function of QA Need for internal system of reporting of quality of the study programmes 20 10
  11. 11. Third generation educational evaluations 2012 Prospect (?) accreditation external quality assurance internal quality assurance 21 Outline QA model applied in Flanders 22 11
  12. 12. 5. VLIR QA model (1) external quality assurance preparation assessment report follow up by AP SER at HEI by AP and APcomposed on site visit (written by project at VLIR accreditation manager – Cell QA at institution VLIR) 23 5. VLIR – procedure (1) 1. Preparation phase Workshop (~ 1 year before), support/advice for writing SER - Writing the SER at the HEI / study programme - Composition of AP (proposal by the study programmes, academic - coordinator, check independence by Higher Education Recognition committee) Preparatory meeting AP (preparation AP, task description, ref frame) - Preparation of assessment audits, practical organisation, time - schedule, parties involved to be interviewed project manager (staff VLIR cell QA) communication and support of the AP, the study programme, contact person, drafting reports 24 12
  13. 13. 5. VLIR – procedure (2) 2. Assessment on site visits (educational audits) interviews with all parties involved - (students, admin, assistant, teaching staff, professional field, alumni, general HEI services : st. counselling – guidance, IQA) on site visit to infrastructure (library, lecture halls, ICT…) - counselling hour (private time with AP) - private debate of members of AP --) first findings : checklist - ( with scores and argumentation, recommendations for improvement) presentation of the preliminary findings of the AP at the institution - 25 5. VLIR – procedure (3) 3. Assessment report Input : checklist with scores for each theme and standard - filled out during the assessment audit notes from project manager - notes from discussions of the AP - composition of draft report in 1st editorial meeting AP - study programme’s comments on the draft report - composition of final version of the report in 2nd editorial meeting AP - copy of final report to the institutions (poss. for remarks) - 26 13
  14. 14. 5. VLIR – procedure (4) 3’. Contents of the assessment report : I. General section introduction - domain specific reference frame - general observations of the AP - comparison between comparable study programmes - table with scores per theme and per standard - II. Reports of the individual study programmes description per theme - motivation and argumentation for the judgement per theme/standard - recommendations for further improvement - general judgement about the quality of the study programme - distinctive quality features - III. Appendices (CV, time schedules) 27 5. VLIR – procedure (5) 4. Publication report and follow up Publication of the final report (booklet – website) - Official handing over of the final report of the AP to VLIR - Follow up - - HEI file for accreditation at NVAO (Ass report is input) - Questions from NVAO about the judgement in the report (to the AP and the VLIR as QAA) additional information of recent evolvements - (in between ass report and filing for accreditation) procedures and well-founded argumentation checked by the NVAO - 28 14
  15. 15. Questions 29 Questions 30 15
  16. 16. Cell Quality Assurance Flemish Interuniversity Council VLIR contact: Els.Van.Zele@vlir.be 31 16

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