Quality assurance at HUB        23-11-2011, Brussels              Paul Garré    director quality and education
Quality Assurance at HUB• Internal policy  – Total quality management (education,    supporting organisation and services,...
Quality Assurance at HUB• External regulations  – Peer review by independent expert panels    (national quality agency: VL...
A mission to accomplish …a long journey      • Plan                                       • Do                   Mission  ...
Quality policy: 10 basicsTeam workTeach as you preachFacts and figuresPersonal commitmentShared focusStakeholder orientati...
Educational policy: 3 premises                              •Integrated knowledge, skills                               an...
A quality system is just a way tocoordinate some basic building blocks                         Commitment                 ...
Education and Quality Department1. Educational development and innovation   unit2. Quality assurance unit3. Statistical An...
1 Educational development unit• Curriculum development• Educational training programmes• Flexible learning paths en compet...
Educational Training at HUB1. Policy model2. Educational Training: main characteristics3. Administration
Policy model    The main goal of the training model at HUB is to develop the organisation    and to achieve its policy goa...
Educational Training: main characteristicsCentral projects-   HUB Education-day:     Organised by Faculties and Fields of ...
AdministrationCommunication    –   External Training: Intranet, monthly overview by mail, meetings of the team    –   Inte...
2 Quality assurance unit•   Quality manual•   Complaints handling•   Internal audits•   External audits and peer reviews• ...
3 Statistical analysis and           measurement unittwo main tasks:Drawing up statistics using the information inexistin...
Information is used on various levels:Micro: teacher wants to know how his studentsperformedMeso: a degree programme has...
Distinction between:Routine information:  • Statistics that are drawn up every year (based    on existing internal/extern...
statistics (existing    surveys         databases)Routine • Number of students     • Evaluation of Didactic        • Influ...
Short presentation of the different surveys
Evaluation Of Didactic Practicewith a standardized questionnaire students evaluate acombination of a professor and a cours...
Evaluation Of Didactic Practice (cont.)Goals: Provide students with an opportunity to give  feedback on their professors...
Alumni surveyalumni receive an extensive (digital) questionnaireasking them about(i) their professional career up until th...
Alumni survey (cont.)Goals: Get an overview of where alumni work (or additional  courses), job characteristics and job sa...
Study time measurementsstudents are asked to estimate the study time theyneeded for their courses, two methods (designed o...
Study time measurements (cont.)Goals: Legislation states that 1 credit should entail 25-30  hours of study time – measure...
Student Quality Barometerusing a standardized questionnaire students givetheir opinion on a high number of topics concerni...
Student Quality Barometer (cont.)Goals: Get an overview of how student’s score different  aspects of studying at HUB (als...
Other (smaller) surveys include Quality of internship Quality of course material Experience of exchange students  (inco...
Statistics + Survey results = Loads of information  Useful for individuals/degree programmes  (they only use what they nee...
Short presentation of the strategy book
genesis:From the Mission statement goals are derivedTo assess if these goals are met, indicators foreach goal need to be d...
Number of studentsMarket position      Practice orientedness      Scientifically founded      Social formation            ...
What problems is STAM confronted with?
Pitfalls:central data provider for more than 20 degreeprogrammes   Visibility?   Local commitment?Ad Hoc questions: do...
Pitfalls (cont.):Surveys: response = continuous source of frustrationActions that can/need to be taken:• Group survey ses...
Pitfalls (cont.):Strategy book = still too extensive to really get abird’s eye view Plan to develop an all-encompassing ...
Thanks for your attention!     Any questions?
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Presentation Education & Quality (Paul Garré)

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Presentation Education & Quality (Paul Garré)

  1. 1. Quality assurance at HUB 23-11-2011, Brussels Paul Garré director quality and education
  2. 2. Quality Assurance at HUB• Internal policy – Total quality management (education, supporting organisation and services, research, services to society) – Strong stakeholder participation (students, staff, alumni, relevant external stakeholders) – Documented quality system (internal audits)
  3. 3. Quality Assurance at HUB• External regulations – Peer review by independent expert panels (national quality agency: VLUHR) – Accreditation (international Dutch-Flemish Accreditation Council: NVAO) – NEW: starts up in 2015: institutional reviews by international expert panels (international Dutch-Flemish Accreditation Council: NVAO)
  4. 4. A mission to accomplish …a long journey • Plan • Do Mission Operational statement plans Strategic goals Quality Manual Surveys Project teams Data analysis Changed Self evaluation procedures Internal audit New structures Peer review • Act • Check
  5. 5. Quality policy: 10 basicsTeam workTeach as you preachFacts and figuresPersonal commitmentShared focusStakeholder orientationExchange of expertiseOpen communicationSimplicityEmpowerment
  6. 6. Educational policy: 3 premises •Integrated knowledge, skills and attitudes •Authentic contexts Competence •Professionally relevant learning outcomes •Evidence/research based contents •Adequate student counseling •Increasing student autonomy Learning •Active knowledge construction •Interaction and collaboration •Flexibility Powerful •Diversity, interculturality learning •Mobility environment •Blended learning •Studiability •Transparancy
  7. 7. A quality system is just a way tocoordinate some basic building blocks Commitment Authority and responsability Expertise Information Communication Vision Adequate Budget methods and Time instruments Capacity Organisational Structure
  8. 8. Education and Quality Department1. Educational development and innovation unit2. Quality assurance unit3. Statistical Analysis and Measurements unit
  9. 9. 1 Educational development unit• Curriculum development• Educational training programmes• Flexible learning paths en competence assessment• New trends and innovations
  10. 10. Educational Training at HUB1. Policy model2. Educational Training: main characteristics3. Administration
  11. 11. Policy model The main goal of the training model at HUB is to develop the organisation and to achieve its policy goals (so the main goal is not individual development).• Individual training is the responsability of the individual employee. If relevant and related to their job, employees can follow external training.• In order to achieve strategic and operational goals, HUB provides internal training, i.e. training of the competences of all employees and teaching staff or specific groups: • Educational Training: Training needs in Faculties and Fields of Study are discussed and listed by deans/directors, central training needs by the Management Committee. The Education and Quality Department is responsable for realisation. Some examples • Functional Training: Training needs are discussed and listed by Staff and/or Management Committee. The HR Department is responsable for realisation. Some examples
  12. 12. Educational Training: main characteristicsCentral projects- HUB Education-day: Organised by Faculties and Fields of Study / Preferably 1 central theme / Networking and knowing each other- Strategic projects – ICTO: Individual consultancy or made-to-measure training by the ICTO Department. – Diversity and Corporate Sustainability: made-to-measure training • Preferably made-to-measure training tracks with more than one training session for specific groups or curriculum teams in order to achieve work related implementation • Realisation in collaboration with the coordinator Diversity or Corporate SustainabilityTraining for Faculties and Fields of Study – Preferably made-to-measure training tracks with more than one training session for specific groups or curriculum teams in order to achieve work related implementation – Realisation in collaboration with the coordinators educational development in every Faculty / Field of Study – Communication and follow-up of implementation by deans and directorsOther Trainings – Initiatives of a specific group or curriculum team within a Faculty or Field of Study – No direct link with the strategic or operational goals of the Faculty or Field of Study Examples: Doing filosophy with children (BALO), Statistic programme Maple (CT Maths & Statistics), ….
  13. 13. AdministrationCommunication – External Training: Intranet, monthly overview by mail, meetings of the team – Internal Training: Intranet for central projects, made-to-measure trainings by mailApproval of participation and registration – External Training: Digital procedure for approval and registration • For teaching staff: advice by directors and approval by faculty president/ approval by deans • For administrative employees: advice by head of department and approval by the director HR Department • Automatic registration in a databank – Internal Training: • For teaching staff: no approval needed (teaching hours can be replaced but cannot be cancelled) • For administrative employees: approval by the head of department • Registration: attendance list with signature – All registrations (also for trainers/instructors) are transferred to an individual training portfolio • This portfolio is on the agenda in performance interviews / can be used in the context of promotionOne central budget divided in two: – External: Administration by faculty president/deans for teaching staff / director HR Department for all administrative employees – Internal: Administration by the Education and Quality DepartmentEvaluation and follow-up • Training sessions: Internal evaluation of every training • External (and most internal) trainings are on the agenda of curriculum teams and departments • Global policy: Follow-up in the annual Scorecard / the annual Strategy and Effectiveness plan
  14. 14. 2 Quality assurance unit• Quality manual• Complaints handling• Internal audits• External audits and peer reviews• Accreditation procedures• Self assessment excercises
  15. 15. 3 Statistical analysis and measurement unittwo main tasks:Drawing up statistics using the information inexisting databasesOrganizing and analyzing surveysStatistics and survey results are postedon the intranet
  16. 16. Information is used on various levels:Micro: teacher wants to know how his studentsperformedMeso: a degree programme has to write a selfevaluation report, statistical data are vitalMacro: general management gets insight in the toplayer of statistical information (through strategy bookand strategy and effectiveness report)
  17. 17. Distinction between:Routine information: • Statistics that are drawn up every year (based on existing internal/external frameworks) • Surveys organized using a measurement planning covering multiple years BUT! Take into account changes in routines, frameworks, survey methods, the educational landscape…Ad hoc: statistics drawn up on request
  18. 18. statistics (existing surveys databases)Routine • Number of students • Evaluation of Didactic • Influx of students Practice • Characteristics of • Alumni (influx of) students • Study time • Student performance • Student quality • Academic level of barometer degree programmes • Personnel survey • Internationalization + some smaller surveys Strategy Book/Strategy and effectiveness reportad hoc
  19. 19. Short presentation of the different surveys
  20. 20. Evaluation Of Didactic Practicewith a standardized questionnaire students evaluate acombination of a professor and a course (used to beon paper, now digitally)Planning (3-year cycle) Year x: courses BA1, MA 1, MA2 Year x+1: courses BA3 Year x+2: courses BA2
  21. 21. Evaluation Of Didactic Practice (cont.)Goals: Provide students with an opportunity to give feedback on their professors Inform professors about their didactic practice HR tool: corrective measures for professors with low scores, element in promotions Overview of Didactic Quality of a certain degree programme
  22. 22. Alumni surveyalumni receive an extensive (digital) questionnaireasking them about(i) their professional career up until that moment;(ii) how they look back on their studies at HUBEvery alumnus gets a questionnaire one and half yearafter graduation (=march of graduation year +2),
  23. 23. Alumni survey (cont.)Goals: Get an overview of where alumni work (or additional courses), job characteristics and job satisfaction Get to know view alumni now have on their degree programme (competences acquired, impact of international experience, general satisfaction…)
  24. 24. Study time measurementsstudents are asked to estimate the study time theyneeded for their courses, two methods (designed onassociation level): • Estimating after the course has finished • Keeping a study time diary (every week)Every degree programme stage has to have at leastone study time measurement in a period of eightyears
  25. 25. Study time measurements (cont.)Goals: Legislation states that 1 credit should entail 25-30 hours of study time – measurement is necessary Getting an idea of the balance of the study load within a degree programme (stage) and within the academic year Measures if necessary (if study time is either too low or too high)
  26. 26. Student Quality Barometerusing a standardized questionnaire students givetheir opinion on a high number of topics concerningtheir studies at HUBEvery four years, all students are asked to fill out thestudent quality barometer
  27. 27. Student Quality Barometer (cont.)Goals: Get an overview of how student’s score different aspects of studying at HUB (also important for external justification) Getting an idea of the problem areas, element to prioritize actions Assessing if former problem areas have been dealt with
  28. 28. Other (smaller) surveys include Quality of internship Quality of course material Experience of exchange students (incoming/outgoing) Student’s motivation behind a study choice
  29. 29. Statistics + Survey results = Loads of information Useful for individuals/degree programmes (they only use what they need) Less useful for general management wanting to assess the state of things at HUB (bird’s eye view)Management tool that summarizes the informationis needed = strategy book
  30. 30. Short presentation of the strategy book
  31. 31. genesis:From the Mission statement goals are derivedTo assess if these goals are met, indicators foreach goal need to be determined and neccessarydata collected.Each goal has its own scorecard with indicators
  32. 32. Number of studentsMarket position Practice orientedness Scientifically founded Social formation Didactic excellence Quality oriented (improve, consolidate, justify) Services and facilities Student and study guidance Students’ performance Study time EmploymentOn the job training
  33. 33. What problems is STAM confronted with?
  34. 34. Pitfalls:central data provider for more than 20 degreeprogrammes Visibility? Local commitment?Ad Hoc questions: don’t let them get in the way ofroutine information
  35. 35. Pitfalls (cont.):Surveys: response = continuous source of frustrationActions that can/need to be taken:• Group survey sessions in pc rooms• For some digital questionnaires: ask student number (use only to target non-respondents, guarantee anonimity)• make (previous) survey results available• Communicate!• Plan!
  36. 36. Pitfalls (cont.):Strategy book = still too extensive to really get abird’s eye view Plan to develop an all-encompassing managementtool (max. 20 à 25 indicators)
  37. 37. Thanks for your attention! Any questions?

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