No Slide Title · Programme 09.00 - 09.30 Registration 09.30 - 09.40 Welcoming by IMHE 09.40 -...
Transcript of No Slide Title · Programme 09.00 - 09.30 Registration 09.30 - 09.40 Welcoming by IMHE 09.40 -...
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Quality and relevance of
teaching in higher education
Workshop
Quality and Relevance of Teaching in
Higher Education
Monday 15 December, 2008
Universitat Oberta de Catalunya,
Barcelona
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Workshop
Quality and Relevance of Teaching in Higher Education
Monday 15 December, 2008
Universitat Oberta de Catalunya, Barcelona
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Programme09.00 - 09.30 Registration
09.30 - 09.40 Welcoming by IMHE
09.40 - 10.00 Opening speech
Imma Tubella
President, Universitat Oberta de Catalunya
10.00 - 10.30 Presentation of the analysis and points ofclarification
Fabrice HénardAnalyst , IMHE-OCDE
10.30 - 11.00 Questions and discussions
10.30 - 10.45 Coffee break
10.45 - 11.15 2nd part of the presentation: introduction of trendsand issues
Fabrice HénardAnalyst , IMHE-OCDE
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11.15 - 12h15 Three group sessions to discuss specific trends and issues
On the basis of the experience of:
McGill University, Canada
Alenoush Saroyan, Professor and Learning Sciences Progam Director
Université Catholique de Louvain, Belgium
Cécile Vander Borght, Pro Rector for training and teaching
VU – Amsterdam, Netherlands
Adrian C. L. Verkleij, CETAR, Senior Education Strategic Advisor
12.15 - 12.30 Paradigm of Quality Teaching for e-learning teaching andinstitutions
Dr. Josep Lladós i Masllorens,
UOC Vice President, Faculty and Academic Organization.
Imma Tubella
President, Universitat Oberta de Catalunya
12.45 - 13.45 Tapas Lunch
Programme
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Programme
13.45 - 14.15 3rd part of the presentation: further exploration of thepreliminary findings
Fabrice HénardAnalyst , IMHE-OCDE
14.15 - 14.45 Discussion on findings
14.45 - 15.15 Coffee break
15.15 - 16.00 “Next steps”Discussion on further developments
16.00 - 17.00 Cocktail
kindly offered by the Universitat Oberta de Catalunya
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Summary
Process (reminder)
Origins and aims
Implementation & actors
Monitoring and measuring
Impacts
Dissemination
SynergyFree
University
Berlin
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Rationale and purpose of the review
– Increasing concerns on quality of programmes
– The need to rebalance consideration on teaching
– Closer regard to learning outcomes
– To highlight quality teaching initiatives
– To understand why and how institutions support the quality of teaching
– To point up drivers and difficulties of institutional support quality of teaching
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Method
Review of
literature
Documentary
analysis
Collection of
quality
teaching
initiatives
Launching
meeting
Online
questionnaire
Site visits
Telephone interviews
Pilot
online
questionnaire
Jan Feb Apr MayDec March June Sept Dec Jan - Feb
IMHE
General
conference
8-10 Sept
UOC
Meeting
1st findings
Draft
report
Publication
Inception stage Observation stage Analysis- Reporting stage
29
Institutions
46
Quality Teaching
Initiatives
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Responding institutions
1
2
3
45
6
7
8
9
12
10
1- Universidad Nacional del Nordeste (Argentina) 7- Universidad Autonoma De Yucatan (Mexico)
2- Macquarie University (Australia) 8- Universidad de La Laguna (Spain)
3- McGill University (Canada) 9- Alverno College (USA)
4- Université de Sherbrooke (Canada) 10- City University of Seattle (USA)
5- Université de Montréal (Canada) 11- University of Arizona (USA)
6- Tohoku Fukushi University (Japan) 12- U21 Global (Online University-India)
11
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Responding institutions
1- UCL- Université Catholique de Louvain (Belgium)
2- CBS - Copenhagen Business School (Denmark)
3-Arcada - University of Applied Sciences (Finland)
4- Laurea - University of Applied Science (Finland)
5- Université de Pau et des pays de l’Adour (France)
6- Université de Lille 2 Droit et Santé (France)
7- Freie Universität Berlin (Germany)
8- Johannes Gutenberg University in Mainz (Germany)
9- Dublin Institute of Technology (Ireland)
10- Mykolas Romeris University (Lithuania)
11- VU University -Vrije Universiteit (The Netherlands)
12- State University, Higher School of Economics (Russia)
13- UOC-Open University of Catalunia (Spain)
14- University of Geneva (Switzerland)
15- Istanbul Technical University (Turkey)
16-University of Strathclyde-Glasgow (UK)
17- The Institute of Education – University of London (UK)
18- University of Teesside (UK)
1
2
34
5
6
7
8
9
10
11
12
13
14
15
16
1718
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Size of the institutions
Type
0
10000
20000
30000
40000
50000
60000
Size of the institutions(Full time students)
Median = 14 578 students
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Institutions profiles
Business and economics institution
22%
Small sized undergraduate
institutionsand
Technological and vocational
institutions 21%
Multidisciplinary institution with
a majority of undergraduate
32%
Graduateand
postgraduate institutions
25%
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Main disciplinary orientation
Multidisciplinary39%
Business-management
15%
Technological14%
Health and Science11%
Humanities14%
Economy Law 7%
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Overview of quality teaching initiatives
• Institutional and Quality Assurance Policy– Policy design
– Support to organisation, Quality Assurance Systems
• Programme Level Policy– Programme design
– Programme evaluation
• Teaching and Learning Policy– Support to pedagogy
– Support to teaching and learning environment
– Continuing education for teachers
– Student support
– Support to student learning
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Institutions profiles / types of initiatives
Business and economics institution
22%
Small sized undergraduate
institutionsand
Technological and vocational institutions
21%
Multidisciplinary institution with a
majority of undergraduate
32%
Graduateand
postgraduate institutions
25%
Programme Policy
Support for the organisation and the management of programmes
Initiatives at theInstitutional level
Teaching and learning policiesat teacher’s level
Programme policies
Wide range of QTI at all levels
Institutionnal level initiatives
Support tostudentlearning
Institutional policies
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Institutions profiles
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Institutions profiles
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Most targeted audiences of the
quality teaching initiatives
Teachers
Students
Leaders of the institutions
Administrative staff
Employers
Targets
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External incentives to quality teaching
– A favourable climate for change
• Direct State incentives or regulations
• International influence
– Competition amongst institutions
• The need for institutions to be recognized as a regular higher education provider
• Quality teaching “because Teaching is our mission”
• Rebalancing Teaching-Research nexus
– QT, a future element of choice for students?
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Does Quality assurance
enhance quality teaching?
Yes• QA stimulates the awareness
on quality teaching
• Ever higher level of standards to improve quality teaching
• QA Agencies advise more than control
No• QA hardly embraces the
complexity of teaching
• How to measure QT?
• How to grasp the entire learning process?
• Irrelevant criteria in some cases?
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Global aims for HEIs
– To serve a pedagogical purpose
– To upgrade teachers’ knowledge of pedagogical skills
– The need to have an institution-wide overview
– QT: a distinctive feature for institutions?
– To reveal the teaching added value to scholarship
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Global aims for HEIs
Effectiveness
RelevanceStudents’ assessment
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Questions
for
discussions
City University of Seattle
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The implementation of
quality teaching initiatives
& their related actors
CBS
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3 main approaches to operate
in quality teaching
Operational / technical
To help teachers operate
Conceptual / Strategic
What the action of teaching means for the academic
community and what added-value is gained by
students
A learning-focused model
The function of teaching in the learning process
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From scattered initiatives to a QT Policy
Quality
A ssurance
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Project style angle
Reporting
Challenges
Objectives
Management
implementation
Laurea
Arcada
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Teaching
Are the teachers aware of
the outcomes of their teaching?
What pedagogy would be appropriate
to the expected learning?
How can the institution support
teachers to achieve their mission?
How the
curricula should be refined
to match with the expected
learning outcomes?
Do we have the skilled teachers?
Are students ready to gain
such teaching?
Making teaching explicit
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Link between College and Job
-Traditional Mode-
29
Before college College Job
Job relatedknowledge
Theoretical knowledge
Practicalknowledge
Job relatedknowledge
Basic academic and
subject abilities
Reference: Kaneko(2007)
LEARNING
OUTCOMES
TEACHING
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Link between College and Job
-J Mode-
30
Before college College Job
Job relatedknowledge
Theoretical knowledge
Practicalknowledge
Job relatedknowledge
Basic academic and
subject abilities
CorecompetenceE
ntr
an
ce
ex
am
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Ability-Based
Education
at Alverno
College
Illustration
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Principle (Alverno)
Educators are RESPONSIBLE for making learning more available:
• by ARTICULATING OUTCOMES
• and making them PUBLIC
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One of the questions the President of
Alverno asked each department to address:
• What are you teaching that is so important that students cannot afford to pass up courses in your department?
• Which led to questions like:
How do you want your students to be able to think as a result of studying your discipline?
What do you want your students to be able to do as a result of studying your discipline?
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In 1973, new curriculum initiated based on eight institutional abilities or outcomes
Graduation requirements based on demonstration of outcomes rather than
distribution requirements.
Alverno
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Education GOES BEYONDknowing to being able to
DO WHAT ONE KNOWS
Principle (Alverno)
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8 Abilities (Alverno)
Effective communication
Analytical capacity
Problem solving abilities
Valuing in decision making context
Effective social interaction
Developing global perspective
Effective citizenship
Aesthetic engagement
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Abilities (Alverno) that
Involve the whole person
Are teachable
Can be assessed
Transfer across settings
Are continually re-evaluated and
re-defined
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Designing for learning involves INTEGRATING abilities with
disciplines and across disciplines
Principle (Alverno)
End of illustration
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How to ensure teachers’ participation?
– To provide enough time
– To balance academic freedom and incentives
– To inform applicants and newly recruited teachers
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Are students involved?
– Active students
• In some institutions
• In some countries
– More interest
in learning
than in teaching? Dublin Institute of Technology
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Questions
for
discussion
Mykolas Romeris University
University of Teesside
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3 illustrations- working groups
McGill
VU-
Amsterdam
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Who are the players?
• McGill University
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Mission
Implicit role
Composition
Good practice
Dedicated
Service
-To help on practicalities
-To collect / process data
-To provides training
-Practical
-Theoretical
-From 1 to 30
-To preach
-A bridge between Top & Down
-Staffing
-To combine research
with in-service
-QA staff
-Political support
-Project manager
-Faculty of Education
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Organisational structure
Dedicated services Rector Su
pp
ort s
erv
ice
s (H
R, fin
an
ce
…)
Head Head Head
Teachers
Students
Teachers
Students
Teachers
Students
Faculty of science Faculty of law Faculty of linguistics
New functions
New Roles
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Tohoku FukushiUniversity
Questions
for
discussion
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Evaluation and measurement
Universidad Autónoma de
Yucatán
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The evaluation of quality teaching:
accepted in principle,
challenged in reality
• A clear awareness of the need for evaluation
in teaching
• The institutions appraise the progress ofquality teaching support, but not so much thequality of teaching as such.
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Intermediate
outcomesOutputs Immediate
outcomes
Inputs Ultimate
outcomes
Hours of
trainingInclusion in
current practice
Knowledge
gain
Teaching
improvement
Learning
improvement
Outputs, outcomes and impacts
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sources for monitoring and
evaluation
Funding
authoritiesHeads
Teachers
Students
Direct
beneficiaries
(students-citizens
& teachers-
educationnists)
Missions
of HE
Direct
beneficiaries,
(students&
teachers)
Intermediate
outcomes
Outputs Immediate
outcomes
Inputs Ultimate
outcomes
Monitoring Evaluation
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Why are Learning Outcomes
weakly measured?
• The logical route from teaching input to learning outcome is unknown or only experimentally scrutinized
• The teaching-learning process interconnection is overlooked by the traditional evaluation and accreditation systems.
• Unlike what happens in primary or secondary education, the learning gained in higher education results from a wider array of factors that are external to the education provided by the institution
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Options to make up for the lack of
reliable evaluation instruments
• More qualitative measurement tools
• Opinion surveys
• Descriptors
• Triangulation of information sources
• Clarifying the aims of quality teaching initiatives
• A dedicated evaluation on the overall impact of quality teaching
• Defining quality and teaching
• before or along with any quality teaching initiatives
• Interpreting the subjective results of the evaluation
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Example VU-Amsterdam• Monitoring Prof Development:
• Regular progress report to the Executive board and board of Deans
• Measure of outputs
• Participation rate for newly appointed teachers (goal 100%)
• Participation rate per faculty for other voluntary courses
• For Learning communities:
• The impact of teaching methods on educational staff and on student performance
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Example Laurea (1)• Transforming the teaching culture encompasses
the whole area of operation.
• Laurea’s critical success factors have five dimensions:
– Research and development and regional development
– Learning by Developing (LbD)
– The educational process
– Quality control
– Competence management
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Example Laurea (2)• 2.2 Learning by Developing (LbD)
– Development and dissemination of the operating model
– Quality of instruction and tutoring
– New teaching philosophy
– Development of learning environments
– Virtual studies
– Feedback from practical work placements
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Example Laurea (3)• 2.3 Educational process
– Attractiveness
– Young students coming from vocational education
– Degree completion rate
– Accumulation of studies
– Average completion time
– Employment rate
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Example McGillAs a result of this workshop, have you changed:
Your thoughts about what you expect students to take away from your course? If so,
how and why? The strategies that you will use in your course? If so, h ow and why?
The way you will assess student learning in your course? If so, how and why?
How would you now rate your knowledge of the subject matter of this course, as well as your knowledge about teaching and about learning? (1 to 10)
Subject matter __________ Teaching __________ Learning __________
Describe any concerns you may still have related to teaching.
As a result of this workshop, will you use technologies in your teaching differently in the future? If yes, in what ways? If no, why not?
If we a re offering follow-up workshops, which of the following topics would you be
interested in? Please rank order (1 is the highest rank, 6 is the lowest rank) o Criteria and standards for grading/Technology-supported instructional
activities/Managing group discussions/Teaching large classes /Helping
students to find, evaluate, and use academic resources effectively When would it be most convenient for you to participate in half-day workshops?
o Time of the year Fall Winter Spring/Summer/Time of the term/ of day
What other areas of teaching and learning are you interested in?
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The right structures with
the right evaluation staff
• A visible and responsible servicededicated to evaluation
• Involving all the staff in the evaluation
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Pau
JGUM
Questions for
discussion
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What are the impacts?
Universidad de
La Laguna
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The impacts of quality teaching(1)
• Awareness of the teachers' role beyond theirdiscipline
• Discernible impact on pedagogy
• Aims and contents of programmes
• Work environment
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The impacts of quality teaching (2)
• Some QT Initiatives target researchers
• Research feeds the theoretical background of quality teaching
• Research as a distinctive feature of universities
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The impacts of quality teaching (3)
• When QT boosts quality culture
• When QT promotes the institution’s identity
• QT is a promotional tool to attract and retainteachers
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About dissemination
Universidad
Nacional del
Nordeste
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Which institutions can better
disseminate?Is size a real problem?
– Medium-sized institutions
– Quality-cultured institutions
– Large multidisciplinary institutions
• Dissemination: another vital role for the institution:
– The institutional leader can sustain the engagement to quality teaching
– The institution, a right level to ensure coherence
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How to disseminate
at institutional level?
Bravo!
Admin staff
Leaders
Teachers
Students University
University
University
University
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About synergy
Higher School Economics
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Synergy
Quality
Teaching
IT
Human
Resources
Facilities
Learning support
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Quality Teaching
Phase 2
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Why Phase 2?
– To offer the institutions the possibility to further explore quality teaching
– To complement the present review:
• Teachers and students’ voice is missing
• Statements, beliefs, discourses of the institution
• Prospective and no deductive analytical process
• Cultural and contextual dimension to be better captured
In-depth case studies 2009
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Framework Case studies Report
Phase 2
Reflective
paper
Jan Feb Apr MayMarch June Aug Sept Oct Nov Dec
Draft
report
Phase 1
Final
report
Phase 1
Laurea
University
IMHE
Governing
Board
What Works
Conference
•Comment on the draft by 20th January
•Amend / update the quotations
The whole report will consist in:
•Final report (profiles and findings)
•Answers to online questionnaires
•Literature review
Dissemination
•To be decided by participating institutions
•Possibility to focus on specific aspects
Venue to be decided
1,5 day seminar-150 participants max
1-15th September 2009
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Framework Case studies Report
Phase 2
Reflective
paper
Jan Feb Apr MayMarch June Aug Sept Oct Nov Dec
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Some options for discussions– To allow networking
– To (still) focus on the institutional level
– To triangulate the sources of information
– To limit the costs
– A light process:
• No self-evaluation
– To offer the possibility for the institutions:
• To propose their peer reviewers
• To be scrutinized by external peer reviewers
– To combine practice and research
– To reflect, not to be judgemental
– To keep the possibility to publish or not
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Framework Case studies Report
Phase 2
Reflective
paper
Jan Feb Apr MayMarch June Aug Sept Oct Nov Dec
University C
University BUniversity A
University D
University E
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Framework Case studies Report
Phase 2
Reflective
paper
Jan Feb Apr MayMarch June Aug Sept Oct Nov Dec
University B
University A
University E
IMHE
With the Steering group
IMHE provides:
•Conceptual framework
•Quality control
•Dissemination
University A:
•One peer reviewer
University B:
•One peer reviewer
University E:
•To interact with IMHE
•To prepare documentation
•To prepare visit
•To host peer reviewers
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Thank you
Programme Institutional Management
for Higher Education - IMHE