The quality assurance system in Sweden
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Transcript of The quality assurance system in Sweden
The quality assurance system in Sweden
Håkan Hult Linköping University
Gdansk March 13, 2009
The Swedish Higher Education System
• HE 48 institutions
• 15 universities
• Appr 300 000 students
The previous systems
1 When quality was taken for granted (until app 1990)
2 The political context from the 90’s:
Neoliberalism
New public management
Decentralisation
National/international competition
The purpose of quality assurance
• Individual students have the right to demand that their course is of a high standard
• Employers have a need for highly trained graduates
• The general public is entitled to be assured that high levels of taxation result in high standards
• In a global world Swedish HE must retain a high standard
The quality system -2008
• The focus was on the evaluation of subjects and programmes, and assessment of entitlement to award degrees. The aim was mainly to assure fundamental quality.
The result
• Nearly all the recommendations have been taken into account and the quality has improved
• The universities are now much better equipped to assume the responsibility for their own quality assurance and quality development
Points of departure for the new system
• Greater emphasis on the quality procedures of the higher education institutions themselves
• External quality appraisal based on risk assessment
• A greater degree of international participation in the evaluations
• Distinction to centres of excellent quality in higher education
The new quality assurance system
• Audits of the quality procedures at the higher education institutions
• Programme evaluations• Appraisal of entitlement to award degrees• Thematic evaluations and thematic studies• Distinction to centres of excellent quality in
higher education
International approaches in the quality assurance of HE
• HE institutions take greater responsibility for assuring the quality of their offerings through their own quality assurance procedures
• Accreditation and organisations for accreditation
• The Swedish model contains elements of both (audits with focus on quality procedures of the HE institution and the right to withdraw entitlement to award degrees)
Audits of quality procedures
• Central functions, faculties and departments• 2-6 areas for in-depth study at each university• Self-evaluations, quality procedure plans,
evaluations and material requested by the panel of assessors
• The assessment will be based on the 7 aspects recommended by ENQA
• The audits will focus on the outcomes of the quality assurance procedures
The methodology used for audits
• Every university will be audited once during a six-year cycle
• Universities where circumstances are similar will be audited in the same year
• A panel of external assessors, self-evaluations, site visits and written reports
Evaluation of quality assurance procedures
• Continuous quality assurance• Systematic monitoring & revision• Assessment & examination of students• Qualifications of staff & opportunities for their
enhancement• Learning environment & student support• Collecting & use of key data• Information for the general public
The University Chancellors judgement
The Swedish national Agency for Higher Education
- has confidence
- has limited confidence
- has no confidence in quality assurance procedures at university X
Programme evaluations
• The National Agency will compile an overall national survey of the major subject areas that describes the programmes to be evaluated
• A selection of programmes will be made on the basis of these surveys
• The programmes selected will undergo in-depth appraisals
Aim and methodology• The programme evaluations will take place in
accordance with a six-year plan• The evaluations will cover all major areas and
programmes that lead to the award of at least a bachelor’s degree
• The aims are: - to provide information about the educational
areas evaluated - to provide the basis for the in-depth
evaluations
Aspects & criteria for programme evaluations
• Circumstantial factors (teaching resources, educational setting, infrastructure)
• Organisation of the programme (regulatory documents, teaching, reading lists and examinations)
• Outcomes (attainment of degree outcomes, quality assurance of the programme)
Appraisal of entitlement to award degrees
• Appraisal of entitlement to award degrees is an important element in the quality assurance system
• The method used will resemble an in-depth programme evaluation with a panel of external assessors, a site visit, expert opinion and a decision by the University Chancellor
• The same aspects & criteria as for the programme evaluations
Thematic evaluations & thematic studies
• The aim is to provide a national overview of how certain aspects of quality are being dealt with, and examples of good practice to be highlighted. Focus on probing, analysing and explaining rather than just describing
• Important themes to evaluate are gender equality, student influence, examinations, internationalisation, and the working conditions of academic teachers
Centres of excellence
• An incentive for educational organisations that already maintain high standards to seek further improvement
• Offering examples of good practice• Applications are voluntary and universities
themselves decide which educational organisations they want to nominate
• Evaluations by a panels of international experts
• 2 of 7 centres at Linköping University!
The application for Centres of excellence must indicate:• That there is an educational setting &
organisational structure that function exceptionally well
• That there is a competent management & committed teachers with relevant knowledge, experience & skills
• That the organisation is underpinned by an explicit & robust scientific foundation
• That student learning is fostered in an eminent manner
• That the students attain exceptional results