higher education quality assurance evolution in flanders … · education quality assurance in...

Higher education quality assurance evolution in Flanders

Jean-Michel RIGO

President VLIR-WG KZ

Vice-rector of education UHasselt

Quality assurance of education≠

Quality of education

Quality assurance of education=

Ensemble of processes by which the quality of education is controlled and warranted

Quality assurance in

Education

External quality

assurance

Internal quality

assurance

PDCA

PLAN

DO

CHECK

ACT

EVOLUTION

Education quality assurance in Flanders: 1991 > 2013

• 1993-2001: first cycle

• 2001-2004: second cycle

1991: first external program evaluations

• 2005-2013: first cycle (= third cycle of programevaluations)

2004/2005: program accreditations

Institutions / Programs

1st

leve

l2

nd

leve

l3

rdle

vel

External quality assurance actors in Flanders

Accreditation of programs in Flanders

1st

leve

l2

nd

leve

l3

rdle

vel

Self-evaluation

External review

Program

Review report

NVAO

Self-evaluation report

Review committee

Accreditation decision

Accreditation report

crit

eria

Review & decision

Accreditation

Education quality assurance in Flanders: 2013 > 2014

• 2013-2021: second cycle of accreditations (‘lighter’) (= fourthcycle of program evaluations)

• 2015-2017: first cycle of institution evaluations (withoutconsequences)

• 2019-2021: second cycle of institution evaluations (withconsequences

2012/2013: towards a double system

• Q: workload?, sustainability double system?, added value fourthcycle?

• A: autonomy, trust, differentiation towards a ‘mature’ system

2014: critics

Education quality assurance in Flanders: 2015 > 2017

• Flemish government chooses for institutional accreditation (first cycle in 2015-2017 without consequences)

• Possibility of « review+ » (IQA for programs)

• Evaluation of the system in 2018 & accreditation in 2020 ?

June 2015

• HEI's choose for « review+ »

• Program accreditation system ‘on hold’

• Start pilots / Internal QA / VLIR intervision group

• NVAO's « waarderende aanpak »

September 2015

• Start first cycle institutional reviews

November 2015

Tijdsrooster Instellingsreview Vlaanderen 2015-2017

okt-

15

no

v-1

5

de

c-1

5

jan

-16

feb

-16

mrt

-16

ap

r-1

6

me

i-1

6

jun

-16

jul-

16

au

g-1

6

se

p-1

6

okt-

16

no

v-1

6

de

c-1

6

jan

-17

feb

-17

mrt

-17

ap

r-1

7

me

i-1

7

jun

-17

jul-

17

TM 1

2 3 4

5

6

7

HZS 1

2 3 4

5

6

7

UA 1

2 3 4

5

6

7

VUB 1

2 3 4

5

6

7

UGent 1

2 3 4

5

6

7

HoGent 1

2 3 4

5

6

7

Artev.

1

2 3 4

5

6

7

HoWest

1

2 3 4

5

6

7

KdG

1

2 3 4

5

6

7

KULeuven

1

2 3 4

5 6

7

PXL

1

2 3 4

5 6

7

Odisee

1

2 3 4

5 6

7

AP

1

2 3 4

5

6 7

EhB

1

2 3 4

5

6 7

UCLL

1

2 3 4

5

6 7

VIVES

1

2 3 4

5 6 7

LUCA

1

2 3 4

5 6 7

UH

1

2 3 4

5 6 7

Stap 1: Bestuurlijk overleg Stap 2: Indienen kritische reflectie en regierapportage bij NVAO Stap 3: 1ste locatiebezoek Stap 4: 2de locatiebezoek, inclusief derde review trail Stap 5: Voorontwerp reviewrapport en rapport derde review trail

Stap 6: Consolidatie procedures (t.b.v. consistentie en evaluatie)

Stap 7: Besluitvorming NVAO alle procedures, incl. onderliggende rapporten en algemene evaluerende rapportage

INSTITUTION REVIEW

Research

Services to society

EDUCATION

scope

Institution review

PLAN

DO

CHECK

ACT

Vision & policy

Education policy of the institution: vision, policy goals and objectives

Policy execution

Processes set up by the institution to realize the goals and objectives on an efficient, effective and qualitative way

Evaluation and

monitoringProcedures set up by the institution to warrant the efficiency of her actions in function of education quality

Improvement policy

Actions undertaken by the institution to innovate, to change andto improve

Assessment based on PDCA

ESG: European Standards and Guidelines for internal quality assurance

1. Policy for quality assurance

2. Design and approval of programs

3. Student-centered learning, teaching and assessment

4. Student admission, progression, recognition and certification

5. Teaching staff

6. Learning resources and student support

7. Information management

8. Public information

9. On-going monitoring and periodic review of programs

10. Cyclical external quality assurance

Quality code – ESG

• Demonstrate full responsibility of the institution for assuring and improving the quality of their programmes

• Self-accrediting institutions

• Report regarding pilot conduct of quality assurance

• Quality features: features of high-quality higher education programmes in accordance with the ESG

Quality code – ESG

• The programme’s learning outcomes constitute a transparent and programme-specific interpretation of the international requirements regarding level, content and orientation (ESG 1.2)

• The programme’s curriculum ties in with the most recent developments in the discipline, takes account of the developments in the professional field, and is relevant to society (ESG 1.2, 1.3, 1.9)

• The staff allocated to the programme provide the students with optimum opportunities for achieving the learning outcomes (ESG 1.3, 1.5)

• The programme offers the students adequate and easily accessible services, facilities and counselling (ESG 1.3, 1.6, 1.9)

• The teaching and learning environment encourages the students to play an active role in the learning process and fosters smooth study progress (ESG 1.2, 1.3)

• The assessment of students reflects the learning process and concretises the intended learning outcomes (ESG 1.3, 1.9)

• The programme provides comprehensive and readable information on all stages of study (ESG 1.3, 1.4, 1.8)

• Information regarding the quality of the programme is publicly accessible (ESG 1.8, 1.9)

CASE STUDY – HASSELT UNIVERSITY

Education management @ UHasselt

Departments

EMT X

EMT 1

EMT 2

Education council

General council

Faculties

Education office Executive council

Educational Management Teams- Development, implementation and

consolidation of programs- Quality management

Timeline institutional review UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

2nd visit on-site (04/2017)

1st visit on-site (03/2017)

Submission critical self-reflection (02/2017)

Administrative consultations(12/2015)

Application (04/2015)

Constitution review committee

• Data collection

• Analysis of existing policy documents

• Profiling

• Who?

– Steering committee

– Central administration

– Stakeholders (faculty members, students, alumni, employers)

Planning UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

Writing critical self-reflection

Deployment improvements

Improvement policy

Current situation

Data collection / Preparation

1. Education offer adapted to research expertise and society needs, and oriented to innovation to achieve sustainable development

2. Further development and improvement of innovative educational model (student-centered & guided self-study)

3. Study success improvement by an inclusive approach

4. Integral internal quality insurance and tuning of education organization in function of the educational model

5. Lifelong learning

6. Networking and internationalization

Education strategic plan @ UHasselt

From academy to lifelong employability

Academic Employability

COMPETENCES

Knowledge& insight

Unique foracademics

Skills

Generic

1. self-management2. multidisciplinary cooperation3. communication,4. stakeholder awareness5. ethical reflections

• Survey on management model

• BI tool

• Who?

– Steering committee

– Central administration

– Stakeholders (faculty members, students, alumni, employers)

Planning UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

Writing critical self-reflection

Deployment improvements

Improvement policy

Current situation

Data collection / Preparation

EFQM Management model

LeadershipProcesses, Products &

Services

Governance & Business

results

People

Policy & Strategy

Partnerships & Resources

People results

Customer results

Society results

ORGANISATION RESULTS

Improvement & Renewal

PLAN

DO

CHECK

ACT

• Measurement of the current situation (baseline)

• Test audit

• Who?

– Education office, EMT’s

– External audit committee

Planning UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

Writing critical self-reflection

Deployment improvements

Improvement policy

Current situation

Data collection / Preparation

Internal quality insurance tools @ UHasselt

28

Tool Aims Participants Timing

Electronic study time registration

Clear image of study load per course

Students Selection of courses / year (based on evaluation committees / surveys)

Analysis of exam results

Validity, reliability, … Students After every exam

Focus groups Solving of specific problems

Various On demand

Dashboards Global analysis of study progress

Students Continuous

Dashboards Risk management /(to be implemented)

Continuous

Internal quality insurance tools @ UHasselt

29

Tool Aims Participants Timing

Evaluation committees

Guards processes running courses & exams

StudentsProfessorsManagement teamStudy counsellorOmbudsman

≥ 3 times / year

Electronic surveys students

Specific courseWhole programme

Students Every 2 yearsEvery year

Electronic surveys staff

Specific courseWhole programme

Staff (professors, assistants)

Every 2 yearsEvery year

Electronic surveys alumni

Whole programme Alumni 3/6 years after graduation

Electronic surveysprofessional field

Graduates having followed a programme

Employers Every 6 years

Survey results

Survey results (aggregated)

Survey results (students)

Survey results (remediation)

• Improvement policy formulation

– Quick wins

– Long term improvements

• Implementation of improvements

• Who?

– Steering committee

– Central administration

– Stakeholders (faculty members, students, alumni, employers)

Planning UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

Writing critical self-reflection

Deployment improvements

Improvement policy

Current situation

Data collection / Preparation

QUALITY CULTURE

Trust

Connection

Responsibility

Autonomy

“Review+” principles: Conduct of quality insurance

35

Vision – Strategy – Status

year 1 year 2 year r 3 year 4 year 5 year 6 year 7 year 8

STRATEGIC PLAN

strategy day

report vision commission

report education quality

dialogue day

status report

[adjustment strategic plan]

STRATEGIC PLAN

strategy day

report vision commission

report education quality

EDUCATIONAL PROGRAMME PORTFOLIO (incl. annual reports)

Case: Educational programme portfolio

• General data and information on the programme

• Strategic information (ESG 1.2)

– strategic plans

– reports: vision committees – educational quality

– annual reports

• Educational information

– profile of the programme (ESG 1.2/1.3)

– educational programme (ESG 1.2/1.3)

– learning environment (ESG 1.3/1.5/1.6)

– assessment (ESG 1.3)

– internationalisation (ESG 1.2/1.3)

– study and learning track counselling (ESG 1.2/1.3/1.4/1.6)

– staff (ESG 1.3/1.5)

– facilities (ESG 1.6/1.9)

• Data-analysis (ESG 1.3/1.4/1.9)

• Surveys Stakeholders (ESG 1.3/1.5/1.9)

– students – teaching staff – professional field - alumni

• Improvement policy (operations) (ESG 1.9)

• Reporting (ESG 1.8)

• …

plan (+act)

do

check

act

PDCA on all levels

Institution

Faculty

ProgrammeImprovement policy

• Final critical self-reflection

– Redaction team

– Nieuw policy documents

• Who?

– Steering committee

– Central administration

– Stakeholders (faculty members, students, alumni, employers)

Planning UHasselt

Q3 Q4Q12015

Q2 Q3 Q4Q12016

Q2 Q3 Q4Q12017

Q2

Writing critical self-reflection

Deployment improvements

Improvement policy

Current situation

Data collection / Preparation

CHALLENGES

• From program to institution reviewdecentralized centralized

• Support from staffAcademic freedom

• Work loadEducation office, faculties, EMT’s

Quality control

Quality culture

QUESTIONS?