exploring innovative and effective methods for iqa
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EXPLORING INNOVATIVE AND EFFECTIVE MEHTODS FOR IQA- COMPARATIVE FINDINGS
CIES Conference, Vancouver6-10 March 2016
MICHAELA MARTIN, IIEP Programme Specialist
An IIEP research project
1.Understanding of IQA varies
Shaped by: National or international requirements for EQA Possibly by regional integration policies (e.g.
EU) Higher education policy and administrative
context Institutional policies and resources Existing resources (effective informal
methods in resource scarce environments)
2. Tools and processes for IQA are evolving (1)
Focusing on T&L more than management Moving from predominantly quantitative
surveys to include also qualitative methods
Search for structured opportunities to use data for internal dialogue and discussions
Integration of institutional evaluation, quality reports with the strategic planning and institutional evaluation cycle
Ex1 : University of Duisberg Essen -An integrated set of tools and procedures
2. Tools and processes for IQA are evolving (2)
Employability related tools are rather common in IQA systems
Employability is an implicit issue; strongly related to an understanding that academic quality is most important
Results from employability related tools not always submitted to the discussion among academics, but rather exploited by academic managers only
IQA tools for graduate employability
3. Structures for IQA are evolving Finding an appropriate balance between centralization
and decentralization is a major issue Importance of university wide policies and procedures
(quality policy, manuals) for IQA Central unit provides techncial support and support to
colleges Central unit organises, plans and monitors university-
wide processes But QA structure at all levels and major processes
under the responsibility of departments Variation in how coercitive the implementation of IQA
processes is
EX2: University of Bahrain-Academic Quality Structure
Department level
College level
University levelQuality
Assurance and
Accreditation Center (QAAC)
College Quality
Assurance Office (QAO)
Department Assessment Committees
(DAC)
President’s Advisor for
Quality Assurance
Academic Committee (University)
Academic Committee (College)
Academic Committee
(Department)
Quality Structure Academic Structure
4. Effects of IQA Many changes effected, but mostly in
the T&L domain, in particular in making educational programmes more coherent
Better alignment with requests from employers
Management decisions become more streamlined and better integrated with data analysis and evaluation
Information systems enhanced and aligned to the needs of IQA, planning and management
5. Conditioning factors Leadership Solid information systems Participation of academic staff in the
development of systems Sustain systems by making benefits
visible Financial incentives less valued by
academic staff
6. Good principles of IQA Importance on communication and
organizational learning IQA system based on quality
analysis/quality quality dialogue and quality development
System is geared towards maximum usability of the data : importance of data reporting
Structured follow up on recommendations for improvement
7. Developmental pattern for IQA Stage 1: Development of and experimentation
with unconnected tools and processesOften data overlaod
Stage 2: Linking tools and processes with strategic processes (strategic planning, budgetary processes)
Stage 3: Diminishing the quantity of data, but focus on the use and follow up at the decentalized levelCreating a coherent system of data acquisition,
analysis and management
8. How do actors view IQA ? Leaders and decision makers have a more
positive view than academics Academics stress their concern with workload
and competing demands on their time Students view IQA relatively positively, but
would like to be more involved and better informed of evaluation results
Discipline does not really make a difference in how academic staff view IQA
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