subject-specific international accreditation for technical profiles
TRANSCRIPT
Subject-specific International Accreditation for Technical Profiles
Mila Zarkh November 6-8, 2014 Lviv
I. Who we are and what we do
• One of the first subject-specific agencies in Europe (1999)
• Expertise in international accreditation of programmes from the fields of Engineering, Informatics, Natural Sciences and Mathematics (as well as a range of further profiles)
• European and Global player: award of European Quality Labels (EUR-ACE by ENAEE, EURO-Inf® by EQANIE, Eurobachelor/Euromaster by ECTNA); accreditation and consulting worldwide
Experience in capacity building and quality development: Support of newly established agencies
Technical Committees – fields of ASIIN expertise
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Actual number of Technical Committees:
Techn. Comm. 8
Agricultural and
Nutritional Sciences
Techn. Comm. 8
Agricultural and
Nutritional Sciences
Techn. Comm. 1
Mechanical Engineering/
Process Engineering
Techn. Comm. 1
Mechanical Engineering/
Process Engineering
Techn. Comm. 2
Electrical Engineering/
Information Technology
Techn. Comm. 2
Electrical Engineering/
Information Technology
Techn. Comm. 3
Civil Engineering/
Surveying
Techn. Comm. 3
Civil Engineering/
Surveying
Techn. Comm. 5
Physical Technologies, Materials and Process
Engineering
Techn. Comm. 5
Physical Technologies, Materials and Process
Engineering
Techn. Comm. 6
Industrial Engineering
Techn. Comm. 6
Industrial Engineering
Techn. Comm. 7
Information Management
Techn. Comm. 7
Information Management
Techn. Comm. 4
Information Technology
Techn. Comm. 4
Information Technology
3Persons fromUniversities
3Persons fromuniversities of
applied sciences
3Persons from
industry
1-2Student members
Techn. Comm. 9
Chemistry
Techn. Comm. 9
Chemistry
Techn. Comm. 10
Biology
Techn. Comm. 10
Biology
Techn. Comm. 11
Geosciences
Techn. Comm. 11
Geosciences
Techn. Comm. 12
Mathematics
Techn. Comm. 12
Mathematics
Techn. Comm. 13
Physics
Techn. Comm. 13
Physics
Actual number of Technical Committees:
Techn. Comm. 8
Agricultural and
Nutritional Sciences
Techn. Comm. 8
Agricultural and
Nutritional Sciences
Techn. Comm. 1
Mechanical Engineering/
Process Engineering
Techn. Comm. 1
Mechanical Engineering/
Process Engineering
Techn. Comm. 2
Electrical Engineering/
Information Technology
Techn. Comm. 2
Electrical Engineering/
Information Technology
Techn. Comm. 3
Civil Engineering/
Surveying
Techn. Comm. 3
Civil Engineering/
Surveying
Techn. Comm. 5
Physical Technologies, Materials and Process
Engineering
Techn. Comm. 5
Physical Technologies, Materials and Process
Engineering
Techn. Comm. 6
Industrial Engineering
Techn. Comm. 6
Industrial Engineering
Techn. Comm. 7
Information Management
Techn. Comm. 7
Information Management
Techn. Comm. 4
Information Technology
Techn. Comm. 4
Information Technology
3Persons fromUniversities
3Persons fromuniversities of
applied sciences
3Persons from
industry
1-2Student members
Techn. Comm. 9
Chemistry
Techn. Comm. 9
Chemistry
Techn. Comm. 10
Biology
Techn. Comm. 10
Biology
Techn. Comm. 11
Geosciences
Techn. Comm. 11
Geosciences
Techn. Comm. 12
Mathematics
Techn. Comm. 12
Mathematics
Techn. Comm. 13
Physics
Techn. Comm. 13
Physics
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013e
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As of: 28.02.2013
ASIIN Accreditation Activities
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ASIIN recognized this as a specialized agency in a early stage:
With the replacement of the framework regulations, it develops together with its stakeholders our so-called TCs.
More than 1600 European engineering
programs are accredited with a EUR-ACE label.
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Plan 2014
ASIIN as leading partner in developing pan-European LO schemes (I)
• TC 01 (Mechanical Engineering/Process Engineering)
• TC 02 (Electrical Engineering/Information Technology)
• TC 03 (Civil Engineering, Surveying and Architecture)
• TC 05 (Physical Technologies, Materials and Processes)
• TC 06 (Industrial Engineering)
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EQANIE
ASIIN
British Computer Society
ANECA
ASIIN takes a lead in developing pan-European LO schemes (II)
• TC 04 (Informatics/Computer Science)
• TC 07 (Business Informatics/ Information Systems)
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2005 2006 2007 2008 2009 2010 2011 2012 2013
Jahr
ASIIN
ECTNA
Royal Society of Chemistry (RSC / UK & Ireland)
Società Chimica Italiana (SCI / Italy)
Uniwersytecka Komisja Akredytacyjna (UKA / Poland)
ASIIN takes a lead in developing pan-European LO schemes (III)
• TC 09 (Chemistry)
• TC 10 (Life Sciences)
• TC 11 (Geosciences)
• TC 12 (Mathematics)
• TC 13 (Physics)
7 ASIIN-Jahrestagung 2013
ASIIN is the only field specific agency which is offering the entire range of accreditation of all MINT-areas.
International degree programme accredited
Joint-Programme accredited
Accreditation Request received / procedure started
As of: 28.01.2013
More than 100 accredited degree programmes worldwide
ASIIN e.V. Accreditation Activities
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Stand: 28.01.2013
ASIIN-Participation in DAAD-projects in QA system development
Tempus-projects (e.g.: PICQA: Promoting Internationalization and Comparability of Quality Assurance in Caucasus area)
ASIIN-experts participation in QA procedures (z.B.: Slovenia, Montenegro, Lithuania, Croatia)
ASIIN International Projects
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Possible synergies for cooperation with Technical Universities of Ukraine
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• Consultation on the process of setting up the quality assurance agency
• Consultation/workshops on enhancement of the quality assurance and monitoring systems
• Joint application for ERASMUS+ projects
• International accrediation – with renowned European quality labels
Possible procedure for building up a QA Agency
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• designing a process map for the Agency
• consulting on the development of the criteria:
International best practices adjusted to local needs
• consulting on QA principles, policies and establishement of a QA-culture
Capacity building for staff, peers, and accreditation council
Ukrainian-Polish Forum orgnaized by the
Rectors‘ Association of Technical HEI of Ukraine and of the
Rectors‘ Conference of Technical Universities of the
Republic of Poland
held from November 6-8 2014 in Lviv
Mila Zarkh, M.A. Project Manager at CEENQA
Quality assurance
in Higher Education:
the international dimension
I. CEENQA: who we are and what we do
• founded in 2001 (oldest QA-agencies network in Europe)
• registered in Düsseldorf, Germany
• non-governmental and non-profit organization
• Main goal: “the cooperation between the member
organizations in the field of quality assurance in higher
education and contributing towards the development of the
European Higher Education Area”
• Membership to CEENQA: open to organizations recognized
by the educational authorities of their countries as national or
regional QAAs in higher education
November 7, 2014 Mila Zarkh, M.A. 2
Structure of the presentation
• I. Who we are and what we do:
CEENQA and ASIIN
International experience / fields of expertise
• II. Two organisations – double synergy effect for
Ukraine
Why and how to partner with us
• III. International accreditation – a detailed overview
(additional part)
November 7, 2014 Mila Zarkh, M.A. 3
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I. Who we are…
• Albania (APAAL)
• Austria (AQ)
• Bosnia and Herzegovina (HEA, HEAA)
• Bulgaria (NEAA)
• Croatia (ASHE)
• Czech Republic (ACCR)
• Estonia (EKKA)
• Germany (ACQUIN, ASIIN, FIBAA, AHPGS)
• Hungary (HAC)
• Kosovo (KAA)
• Kazakhstan (IQAA)
• Lithuania (SKVC)
• Latvia (AIKNC)
• North Cyprus (YÖDAK)
• Poland (UKA, PKA)
• Romania (ARACIS)
• Russia (NAA, NCPA, AKKORK)
• Slovakia (AC)
• Slovenia (SQAA)
• Turkey (TEPDAD)
28 members in 20 countries + 1 European member:
• European network EAPAA
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CEENQA’s links to other organizations
• CEENQA is ENQA Affiliate since 2006 (cooperation agreement)
• CEENQA has Cooperation agreements with – ECA, 2008
– INQAAHE, 2008
• Member agencies: – All are Bologna Signatories
– ENQA members: 14 agencies
– INQAAHE members: 19 agencies
– ECA members: 5 agencies
– EQAR members: 10 agencies
... and what we do
• A network of agencies in Eastern Europe: QA and quality
development in transformation contexts
• Annual meetings on most up-to-date topics and challenges of
the QA world
• Joint data base of experts in progress
• Joint European Projects (TEMPUS: BIHTEK, ALIGN,
BHQFHE; UNESCO Scoping Study; ESF-project QUALITAS )
• Regular exchange via e-mail , newsletter and forum 5
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Expertise in international projects and capacity
building
BIHTEK Benchmarking as a Tool for Improving HE
Performance
ALIGN Achieving and Checking the Alignment Between
Academic Programs and Qualifications Frameworks
(Armenia, Russia, Ukraine)
BHQFHE
Bosnia and Herzegovina Qualification Framework
for Higher Education
UNESCO
Study
A consulting request from INQAAHE – Follow-up of
the QA results after the political shift
QUALITAS Institutional accreditation of Romanian Universities
II. Possible synergies for Ukraine
For the future agency:
• Joint Erasmus Plus projects – deadline in February 2014!
• Benefit from data base of experts
• Benefit from regular exchange with other agencies
For the universities:
• Attendance of annual meetings
• Request for capacity building workshops on Internal Quality
Assurance possible
November 7, 2014 Mila Zarkh, M.A. 7
Additional material
I CEENQA‘s analysis of good practicesI. CEENQA s analysis of good practicesand weaknesses of quality assurancein Eastern Europe
II ASIIN dit ti dII. ASIIN accreditation procedures
November 7, 2014 Mila Zarkh, M.A.8
Key insights from the QA in Eastern Europe
After two decades of QA in the region, there is already
• progressing emancipation, internationalization and
independence of QA
• partly development of National Qualifications
Frameworks and sectorial frameworks
• good follow-up procedures
• new approaches to funding and generation of
alternative incomes: Consulting to HEIs, further
projects, donations etc.
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Positive tendencies
• Inclusion of international experts in the Governing
Boards of the QAAs
diversity and impartiality
reducing conflict of interests;
• key stakeholder and international peers in the external
reviewers’ panels (bilingual/reports in EN enhance
international recognition)
Good stakeholder inclusion in various QA activities;
• National Qualifications Frameworks in most countries
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Positive tendencies
• Evaluation procedures correspond to the
international practices
• Accreditation criteria are developed by
benchmarking the international good practice
• Several East European agencies are already
externally reviewed (e.g. ENQA)
• Increased involvement of the EQAAs in the
international networks seems to be a trend.
November 7, 2014 Mila Zarkh, M.A. 12
Aspects for further improvement
• Governments and ministries’ interference EQA is still very
tangible
• first tools measuring and assessing alignment of study
programmes with these NQFs have been launched
most of the systems have not started the process of
alignment yet;
• Multiple QA tools – institutional registration and
accreditation, programme evaluation and accreditation,
attestation, monitoring, supervision etc. generally positive
diversity, BUT:
frequently duplicate work and increase the burden on
HEIs instead of using energies
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Aspects for further improvement
• Better capacity building of the QAA staff members, peers and
IQA experts needed
• inadequate staffing to ensure system-wide research and
further enhancement of the system;
• risk of underfunding (lack of alternative revenue sources)
• direct transfer of international criteria without further
refinement to the local needs
• Further development of accountability mechanisms (IQA)
• Lack of inclusion of stakeholders into the decision-making
processes;
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Any further question?
Your contact to CEENQA:
Mila Zarkh
Project Manager
Robert-Stolz-Straße 5
40470 Duesseldorf
Germany
Tel. +49 211 900 977-38
Fax.+49 211 900 977-99
www.asiin.de
November 7, 2014 Mila Zarkh, M.A. 15
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Additional information: Accreditation procedure according to ESG
Relevants areas for accreditation
1. The aims and learning outcomes of the study programme
2. Curriculum design
3. Teaching staff
4. Facilities and learning resources
5. Study process and students‘ performance assessment
6. Quality management
7. Time table of the study programme
8. Quality of research
Official Request
Contract
Self-Assessment draft
Application
Peer‘s final recommendation
Formal checkup
Submission of final self-assesment
Peer-Review Decision
Response to the report
Accreditation report - first version
On-site visit Technical Committee(s)
(Recommendation)
Accreditation Commission for Study Programs
(final decision)
Our programme certification procedure – state of the art elements
HEI must turn in the Accreditation Request
Discussion in ASIIN‘s Technical Committee(s)
HEI will receive tender letter
(including benefits, price and a proposed timeline)
Initiation of the Accreditation Process
• Self assessment report must be compiled by the university
• It is based on the internal QA-system
• Compilation takes 6-12 months to prepare
• Univesity staff (administrative and academic) needs to contribute content
Preparing the Self-Assessment
Preparation and discussion
of the draft of the self assessment
Turning in the final version
of the self assessment
Checkup & Finalizing
Preliminary meeting – discussion of first draft of the self assessment 1.
2. Final version of the self assessment
3. Questions of the auditors
The course of an accreditation process
• ASIIN has a pool of about 1,500 peers • Standard team for initial accreditation: 4 ASIIN peers representatives from
– Technical Universities or Universities (more research oriented; 1-2 peers)
– Universities of Applied Sciences (1-2 peers) – Industry (1 peer)
• Principles: – Independence – Expertise – Comprehensiveness – Authority
• If possible, appointment of foreign peers
A Peer Review - The Audit
Internal discussion of auditors
Discussion with representatives of institution‘s administration
Discussion with professors responsible for the development of the programme
Discussion with academic staff
Discussion with students
Review of exams (written, final, projects…)
Visitation of the institution (laboratories, library, …)
Final internal discussion of auditors
Final meeting with institution‘s representatives
The on-site visit
Audit and production of auditors‘ report
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5. Comments by university (submission of additional information material, if required)
6. Final recommendation by the auditors
The course of an accreditation process
Discussion in relevant Technical Committee(s) 7.
8. Discussion in the Accreditation Commission
Decision and conclusion
The course of an accreditation process
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Submission of the final self assessment report • Audit (+8 weeks) • Audit report (+2 weeks) • Comments by the HEI (+4 weeks) • Recommendation of the peers (+1 week) • Recommendation of the Technical Committee(s)
(+4 weeks) Decision of the Accreditation Commission
(+2 weeks)
total duration: approx. 5-6 months
Time frame
Accreditation decision
Begin collecting data and implementing quality assurance processes immediately - five years to next accreditation visit!
Report and certificates delivered three (to four) weeks after the accreditation decision
Accreditation without reservations: Timeline
Accreditation decision
Fulfillment of requirements due: about nine months later
Four years to next accreditation visit!
Limited accreditation: Timeline
Accreditation as instrument of quality assurance
The accreditation process has a two-fold function as instrument of quality assurance:
• For the entire system of higher education, programme accreditation serves to uphold quality standards established within the relevant academic community (this explicitly includes research and industry) by identifying programmes that do not reach these standards.
• For the university, programme accreditation is an instrument of quality improvement by providing feedback on the achievements, on strengths and on room for improvement – each in relation to established and accepted standards.
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Principle of peer review in accreditation
The accreditation process is based on the principle of peer review:
• Peer review is the process of subjecting one‘s work, research, or ideas to the scrutiny of others who are experts in the same field.
• Peer review requires a community of experts in a given field, who are qualified and able to perform impartial review.
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Peer review in accreditation
• Peer-based reviews of degree programmes are conducted by “equals”, i. e. by colleagues from the relevant academic field(s).
• Review teams represent the academic community and prospective employers.
• Peers are involved on all levels of the accreditation process (review team, technical committees, programme accreditation commission).
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ASIIN-Philosophy: learner centered approach
Educational Objectives
learning outcomes / competence
profile
job / career profiles
Input of HEI
support processes / framework conditions
e.g. student services,
staff resources,
infrastructure,
programme structure,
curriculum,
didactic concept
Outcome
correspondence of educational
objectives and learning outcomes
results of outcomes assessment and internal/external
evaluation
Assessment of the process: coherence of goals, input + outcomes
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The procedure has two legs: internal & external assessment
internal / „self-“
assessment within the applicant
organisation against the standards
external assessment by peers & bodies of examining
organisation
SER / evidences
& indicators
Report
Certificate
Standards („criteria“, „requirements“)
Certification procedure
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Cycling thinking – also in assessment procedures!
g g
act plan
act
check
do
check
plan
do
university
Corrective
action
requirements of stakeholders
university‘s own strategy
All systemic approaches to quality share the cyclic principle.
All assessment procedures should follow the cyclic logic:
Ask for the cycles!
Mila Zarkh, M.A.
ASIIN Consult
Project Manager // International Office
Phone +49 211 900 977-38
Fax +49 211 900 977-99
www.asiin.de
Robert-Stolz-Straße 5
40470 Duesseldorf
Germany
Thank you for your attention!
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