Workshop „Change Management in Higher Education – Implementation of Quality Assurance System:...

Workshop „Change Management in Higher Education – Implementation of Quality Assurance System: Future Trends

Zagreb, 26-28 May, 2004

Future trends in QA in Higher Education

Marek Frankowicz Jagiellonian University

Krakow, Poland

Workshop „Change Management in Higher Education – Implementation of Quality Assurance System: Future Trends, Zagreb, 26-28 May, 2004

My professional background:

5 perspectives of QA

faculty/department perspective (Faculty of Chemistry)university perspective (Jagiellonian University)regional perspective (Malopolska Region)national perspective (Polish accreditation bodies)

European perspective (CEEN, ECTN)


The outline of my presentation:

QA in Poland: past, present, future (?)Model of Internal QA System HERN project MuRACEE idea


Short overview of situation in Poland

divergent processes in HE sector after 1990

the role of TEMPUS QA-oriented projects (1996-2001)

setup of „communitarian” academic accreditation commissions (from 1998)

creation of State Accreditation Commission (2002)


Divergent processes in HE sector after 1990

diversity of study programmes

emergence of non-state HEIs

very weak regulatory mechanisms

first attempts to introduce QA mechanisms: pilot project of the General Council of Higher Education


The role of TEMPUS QA-oriented projects (1996-2001)

Over 20 QA-related TEMPUS projects. Inter alia:

CME-3036-97 JUSQUE JEP-13143 IQATCCME-3040-97 INQUAST JEP-13444 UFAMCME-3059-97 QUEST JEP-14320 UNIQUECME-3089-97 CHEQUE JEP-14313

MEDIQUE


TEMPUS Experience: JEP-14320-99 UNIQUE

Activities & Outcomes: QA Toolkit

Glossary of quality terms Manual for EQA Manual for IQA Book on psychological aspects of evaluation

Quality Days (Lodz, Wroclaw, Lublin, Bialystok...) Study visits Upgraded QA units Support for academic accreditation


Setup of „communitarian” academic accreditation

commissions (from 1998)

University Accreditation Commission Accreditation Commission of Medical Universities Accreditation Commission of Technical Universities Accreditation Commission of Schools of Agriculture Accreditation Commission of Pedagogical

Universities Accreditation Commission of Art. Schools Accreditation Commission of Schools of Physical

Education Accreditation Commission of Schools of Economics


Creation of State Accreditation Commission

(2002)

Results of evaluation: Positive Conditional Negative

1. State HEIs (HE Act of 1990) 245 78 92. State HEIs (HVE Act of 1997) 15 6 03. Non-state HEIs (HE Act of 1990) 69 34 94. Non-state HEIs (HVE Act of 1997) 10 5 2 TOTAL 339 123 20


At present 3 dimensions of Polish „quality

space”

state accreditation (obligatory)

academic accreditation (voluntary)

international dimension (Bologna process, TUNING, professional accreditation etc.)


Remark:

Development of accreditation resulted in

(paradoxical) decline

of QA activities in Polish HEIs...

(in particular – slowing down introduction of IQA systems)


Model of IQA system

Work group in the framework of TEMPUS UM_JEP-14320-99

University Quality Evaluation(UNIQUE)

M. Frankowicz, M. Jaroszewska, Z. Wójcik, M. Kisilowska, E. Klimiuk, A. Mostowska,

R. Figlewicz, E. Chmielecka etc.


Seven pillars of quality assurance

Mission/strategy/learning objectives Study programme Organisation od study process Infrastructure Staff Students Mechanisms of quality control and

improvement


External factors influencing IQA system

Europe, world Poland University Faculty/department


External factors: Europe, world

Bologna process EHEA ENQA, INQAAHE International standards


External factors: Poland

HE Act Standards, curricular framework State accreditation Academic accreditation Informal academic networks (e.g.

chemistry faculties)


External factors: university

University statutes Regulations on studies Mission and strategy Rector’s decisions, Senate decisions Decisions of university commissions


External factors: faculty/department

Mission/strategy Study programme Organisational framework of T & L


HERN Project: Seminar „Quality and Accountability”

Krakow, 4-5 July 2003

State accreditation: Czech case Academic accreditation: Polish case QA experience of Germany QA in LLL Panel „Hidden variables” of quality Workshops „The role of State and

responsibilities of Academia in QA”


HERN Seminar „Quality and Accountability”

Conclusions and recommendations (1) Evaluation and accreditation processes should not be too "academic"; they shall involve all actors, in particular students and employers. At the national level, they shall also include international components (to ensure harmonisation at the European scale)

The QA and evaluation methodology shall move towards a more outcome-oriented approach. Study programs shall be evaluated also from the point of view of potential employers.

Accreditation and evaluation bodies shall be independent (or at least autonomous) vs. both State and Academia

Psychological aspects of evaluation and accreditation shall be taken into account.


HERN Seminar „Quality and Accountability”

Conclusions and recommendations (2)

There are "hidden variables" of education quality, such as

ensuring equal opportunities, stimulating development of positive attitudes etc. Most of the stakeholders are aware of them, but those quality aspects are very difficult to be quantified and evaluated. Future development of quality culture shall include taking into account broader spectrum of quality factors and performance indicators and thus support promotion of citizenship values and "human face" of post-industrial knowledge society.

Accreditation from the point of view of the European level:

The platform for the broad debate should be used (ENQA), the examples of good practice should be widely distributed and the goal should be seen in mutual recognition of the national accreditation

systems.


My personal opinion on European quality standards

European quality standards shall facilitate mobility and recognition of qualifications

They should be More qualitative than quantitative Improvement-oriented Promoting quality culture („art of self-evaluation”, follow-

up and feedback mechanisms) on Based on comparable procedures, mutual understanding Not imposed „by force”. Accepted by academic

community


MuRACEE project proposalMutual Recognition of Accreditation in CEE

to be submitted in the framework of Erasmus Mundus Action 4

Kick-off meeting in Prague: Presentation of results of the preliminary survey. Comparative analysis of the self-descriptions; analysis of convergences and divergences (working paper)

External “review”, i.e. analysis of the self-description in the CEEN context (by ways of interviews); summary of all individual statements; (re)description of convergences and divergences (working paper)

Common analysis and discussion of the results by all project partners (workshop in March 2005). Analysis: What degree of convergence is necessary, what degree of divergence is possible in order to achieve comparability and compatibility of the various accreditation systems?

Elaboration and approval of the action plan for the CEEN (meeting in September 2005). Documentation and publication of results


MuRACEE project proposalMutual Recognition of Accreditation in CEE

to be submitted in the framework of Erasmus Mundus Action 4

Parallel activities: a) development of MuRACEE web page with repository of QA materials,

examples of good practice etc. (University Accreditation Commission, Poland)

b) elaboration of multilingual glossary of educational terms, with special stress on terms used in accreditation and QA (Jagiellonian University)

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