MY AMERICAN FARM IN THE CLASSROOM #WETEACHMYAMERICANFARM THE FUN! DISCOVER 1.
How to discover and to assure my quality????
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Transcript of How to discover and to assure my quality????
How to discover and to assure my quality????
Workshop in the framework of the 2nd KNUST SummerschoolAugust 20 -24, 2012
Ton VroeijenstijnQuality ConsultantsThe Netherlands
Expected learning outcomes
After the training session, it is expected that you will be able:
to describe the concepts of “quality” and “quality assurance” in Higher Education
to participate in the on-going discussion about quality
Contribute to the implementation of a quality assurance system in your university/faculty
to discover the quality of your university/faculty by means of a self assessment
to prepare your programmes for an external assessment / accreditation.
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Program Tuesday, 21 August 2012
Introduction into quality and quality assurance (09.30 -12.00 a.m)
Without QA, no university will survive (Why quality assurance is needed)
Are we speaking the same language?
Quality assurance instruments (13.00-16.30)
How to assure our quality?
An X-ray of your university
Wednesday 22 August 2012
How to discover the quality of our programmes? The instrument of Self assessment (09.00-10.00)
A Road map to Quality’ Is the IUCEA handbook a valuable instrument for KNUST?
Open questions and discussion (11.30-12.00)
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1Without quality assurance, no university
will survive
Why Quality assurance is needed
More students, less money
Rise of private institutions
Growing competition
Changing expectations labour market
Globalisation
Tax payer want value for money
“ Consumer” protection
QA in Industry
TQM-Deming cycle
ISO
EFQM
The EFQM model
Quality Assurance in HE Assurance of quality in higher education is a
process of establishing stakeholder confidence that provision (input, process and outcomes) fulfils expectations or measures up to threshold minimum requirements. (Harvey, 2004, Analytic Quality Glossary)
Systematic, structured and continuous attention to quality in terms of maintaining and improving quality. ( IUCEA handbook A Roadmap to quality)
Quality assurance system in HE
Important elements of the QA system HE
Self assessment
External peer review
(Public) report
Formal decision (accreditation)
Follow up
You are a member of the QA-committee. It is your first meeting and the basic aim of the meeting is to come to a mutual understanding of the concept “quality”
Describe how you define quality
Give the 5 most important criteria for the quality of an Institutions for HE
Give the 5 most important criteria for the quality of a curriculum
Individual assignment (10 minutes)
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2 “Do we speak the same language?”
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Basic questions concerning quality
What is quality?
Who are the players in the quality game?
Can quality be measured? (Criteria and standards)
Who set the standards?
how do we know the quality?
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HIGHER EDUCATIONPlayers in the quality field
students
staff
Government / parliament
employers/professional bodies
society at large
international forum
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DIFFERENT VIEWS ON QUALITY Quality is the satisfaction of the client
Quality as excellence
Quality as additional value
Quality as value for money
Quality as fitness for purpose
Quality as meeting threshold standards
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QualityAbsolute Quality does not exist
There is no fixed definition of Quality
View on Quality is changing in time
But we must find a workable concept, shared by all
Stakeholders and Quality
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Quality is •achieving our goals and aims in an efficient and effective way (fitness for purpose), •assuming that the goals and aims reflect the requirements/expectations of all our stakeholders in an adequate way (fitness of purpose).
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QualityIs context based
But there is always a threshold quality
University of the
Amazonas
University Rio de Janeiro
International standards
National standards
Berkeley
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Criteria & standards Criterion:
the specification of elements against which a
judgment is made
a specific aspect, essential for the quality
Standard: the level that a criterion must reach.
Normally: adequate or satisfactory. Sometimes
quantifiable
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Criteria & standards Who is setting standards?
Who is checking the standards?
Because there is no absolute quality, there are no
absolute standards; standards are a matter of
negotiation.
Criteria: valid in all circumstances
Standards: context bound: Mc Donald and 3 stars
restaurant
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Can Quality be measured?Tendency of governments to quantify quality
aspects
Use of performance indicators?
But….performance indicators does not tell us all
about the quality
“Performance indicators may harm the quality”
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% alcohol
Acidity
tannin
sediment
performanceindicators
smelltaste
expert team
Performance indicators and quality assessment
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Part 3How to discover our quality??
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Key-questions
Do we do the right things?
Do we do the right things in the right way?
Do we have a thorough command of the process to realize actually what we want?
Do we really achieve what we want to achieve?
Instruments to discover the quality
Analysis of our QA system
Analysis at institutional level
Analysis at program level
Towards an IQA system
Internal Quality Assurance is:
Systematic, structured and continuous attention to quality in terms of maintaining and improving quality. IUCEA handbook A Roadmap to quality)
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Implementation IQA-system
there is no one fit for all
IQA system is tailor made, but ….
Requirements set by out side agencies
Code of good practice ENQA, INQAAHE, UNESCO
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CRITERIA FOR IQA(enqa)
1 Policy and procedures for QA
2 Monitoring system
3 Periodic review of the core activities
4 Quality assurance of the student assessment
5 Quality assurance of staff
6 Quality assurance of facilities
7 Quality assurance of the student support
8 Self assessment
9 Internal audit
10 Information systems
11 Public information
12 A Quality handbook
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Basic conditions for IQA
As simple as possible and not bureaucratic
Balance between centralized and decentralized approach
Supported by management
Effective instruments
Tuned to national and international developments
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Problems with the introduction of IQALack of quality awareness
Resistance against innovations
Resistance of staff because they feel threatened
Lack of knowledge about QA. Training is needed.
resistance because it is time consuming and money consuming (“We have other things to do”).
It is difficult to define what quality is; the QA indicators are not always clear;
The purpose and the added value are not always clear
Lack of clear communication between the staff and the institutions management
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To overcome the problems it is important to:
Understand clearly what Quality Assurance means;
Know the available instruments;
Know about the requirements set for an IQA system
Design the system very clearly and formulate the strategy to introduce it
Tune the system to external developments.
Individual assignment 2 (10 minutes)
You are still a member of the QA-committee. It is your 2nd meeting and the basic aim of the meeting is to analyse what is already done for Quality Assurance and to discuss the possibility foir introducing the IQA model.
Questions:
What elements are already in place in the university?
Is the model useful in your situation to analyse your activities concerning quality assurance?
Which activities belongs to the responsibility of the central management? Which one to the responsibilities of the faculty? What are joint activities?
An institutional self assessment
Provide us information about the performance of the institution
Offer the possibility to define clearly our profile
Input for strategic planning
How to discover the quality of our programs??
A program is defined as a coherent set of courses leading to a certain degree (bachelor or master).
We may call the program also a curriculum
It is not only about the content, but also about the process and the boundary conditions
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CONDITIONS FOR SELF ANALYSIS A self assessment:
should never be felt as threatening
aims at improvement and enhancement
need a broad support; Everybody has to be involved.
Need support of the management
demands a good organisation.
is an analysis supported by the whole faculty
Not everyone has to agree with all the points in the self-assessment report.
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Look at the given criteria and explanation
Describe the situation
Give a critical analysis
Are you satisfied with the situation
If not what you are you planning to do?
Look for evidence that you are meeting the criteria
Give the weak and strong points
The guide for analysis
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1 2 3 4 5 6 7
1 Goals and objectives; expected learning outcomes x2 Programme content x3 Programme specification x4 Programme organisation x5 Didactic concept/teaching/learning strategy x6 Student assessment x7 Staff quality x8 Quality of the support staff x9 Student profile x10 Student advice/support
Strengths and weaknesses analysis
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The 7-point scale read as follows
1= absolutely inadequate; immediate improvements must be made
2= inadequate, improvements necessary
3= inadequate, but minor improvements will make it adequate
4= adequate as expected
5= better than adequate
6= example of good practice
7= excellent
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The follow-up of the self-assessmentIn many cases followed by accreditation
If not: organize an inter-collegial assessment
Outcomes of the SWOT-analysis is used for a quality plan
Each year check of the quality plan
The IUCEA handbook
The quality project East Africa
June 2006 workshop “Supporting a regional QA initiative” organised by IUCEA an DAAD
Developing handbook
Training QA officers
2008 -2009: 23 universities SA+External
2009-2010: second cohort
2011: external evaluation of the project
2012-2013 3rd cohort
Participants in the quality project East Africa
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Why an IUCEA quality handbook was seen as needed
Development in the region of
a shared idea of quality
harmonized internal quality assurance systems
a shared idea about criteria and standards
shared ideas about the accreditation framework
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A Road Map to quality Initiative of the IUCEA 2006, supported by DAAD and HRK of Germany
Based
on documents and experiences of the national regulatory bodies in East Africa
Based on similar developments in South-East Asia, Central America and Europe
Editorial board with members of the standing committee of the IUCEA
Discussion of drafts at the different workshops
5th draft used by the 1st cohort of universities
Revised draft (4 volumes ) by 2nd cohort
Endorsed by IUCEA and official publication June 2009 (www.iucea.org)
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Contents of the handbook Volume 1
Guidelines for Self- assessment at program level aims at the faculty/department offering an instrument to learn more about the quality of the programs at offer by means of an effective self assessment at program level
Volume 2:
Guidelines for external assessmentexplains the procedures and processes for an external assessment at program level. The specific target group is the external expert team, but also the faculty/department to be assessed.
Volume 3:
Guidelines for Self-assessment at institutional level aims especially at the central management of an institution and offers an instrument to discover more about the quality of the institution
Volume 4:
The implementation of a Quality Assurance system aims at all level of an institution, but is especially useful for the Quality Assurance coordinators for the development and installation of an Internal Quality Assurance system
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How to use the handbook
1. The handbook is not forcing an institution to apply fixed standards and ideas
2. It is voluntary, but…….. members of IUCA should play the rules of the game
3. For private institutions: it will help to be in line with international developments
4. The handbook offers a toolkit for quality assurance and quality improvement.
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1.Central management can use the handbook to discuss and implement a quality policy
2.The Quality-officer can use the handbook to promote quality assurance in the institution and to facilitate the quality process in the university. The handbook contains basic materials for training sessions.
3.Faculty deans can use the instrument for self assessment at program level and provide staff and students with basic background information
4.Staff and students can use the handbook for better understanding of the need of quality assurance and also for a better understanding of the instruments.
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Assignment for the case study
You are a member of a committee, installed by the Senate, to develop ideas about the implementation of Quality assurance in your institution. You are invited to write a report for the Senate with a strategic plan.
The Senate made clear you must make an analysis of the current situation and see what should be done to get a robust QA-system
Furthermore, the Senate like to organise in 2013 some program evaluations and in 2014 an institutional self evaluation.