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