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

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
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Cell Quality Assurance, Flemish Interuniversity Council, VLIR
Outline
1. quality assurance (QA) and
quality assurance systems
2. QA model applied in Flanders
3. Questions
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2. quality assurance
and
quality assurance systems
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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
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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
•
…
•
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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
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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)
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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.
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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
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First generation educational evaluations
HEI
(universities)
VLIR
VLHORA
Flemish Government
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6. First generation educational evaluations
external quality assurance
Internal quality assurance
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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
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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
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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
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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
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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
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9. Second generation educational evaluations
2004 HEI
(universities)
VLIR
VLHORA
Recognition Committee for
Higher Education
NVAO
Flemish Government
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Second generation educational evaluations
2004
accreditation
external quality assurance
Internal quality assurance
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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)
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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
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11. Third generation educational evaluations
2012 Prospect (?)
accreditation
external quality assurance
internal quality assurance
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Outline
QA model applied in Flanders
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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)
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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
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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
-
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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)
-
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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)
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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
-
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15. Questions
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Questions
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16. Cell Quality Assurance
Flemish Interuniversity Council
VLIR
contact:
Els.Van.Zele@vlir.be
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