Profiling and Quality Assuring Professional Higher Education

Profiling and Quality Assuring Professional Higher Education by Anthony F. Camilleri, Version 2013, EURASHE_Sem_QA_131024-25_pres_CAMILLERI.pdf (1.6 MB) - The 'professional' moniker of PHE seems to imply that it has a distinct set of characteristics, different or in addition to the characteristics of Higher Education as a whole. To this end, EURASHE has embarked upon a three year project to:
• map the understanding of Professional Higher Education across Europe
• characterise and define the 'professional' element within PHE
• understand what qualifies as quality provision of this professional element
• express the quality element as a set of quality criteria
• test the validity of these quality criteria through piloting
• examine the feasibility of turning them into an operative quality instrument such as a label
The presentation will give an overview of progress so far, in particular focusing on the characterisation and definition of the 'professional' element, and invite participants to become involved in the next steps with the aim of reaching a common European understanding of quality PHE.

Lithuanian experience in Internal Quality Assurance

Lithuanian experience in Internal Quality Assurance by Viktoras Senčila, EURASHE_Sem_QA_131024-25_pres_SENCILA.pdf (1.0 MB) - Stakeholders, as a group or individual who is affected by or can affect the achievement of a higher education institution, are very important players in internal and external quality assurance. Depending on involvement stage, stakeholders could be also either internal or external to institution. Internal stakeholders for HE institution are: students, teaching staff, academic managers, non-academic staff and researchers. Externals stakeholders are: governments, employers, professionals, graduates, potential students and their families, QA agencies. Internal and external quality assurance mechanism could be influenced by different approach and different viewpoint to the object of quality in internal and external quality assurance. In general the concept of quality assurance is focused more on outcomes achieved by higher education institution and could be recognized as more suitable for external quality assurance. Quality management approach is processes oriented and could be more useful for inside activities. Correct identifying of stakeholders of HE institutions and their role in quality assurance are important steps towards establishing competitive advantages for HE institutions, identifying of their needs and setting up the means to meet them.

Quelle Assurance Qualité pour les formations professionnelles dans l’enseignement supérieur Français: Focus sur un Master Professionnel en apprentissage FR

Quelle Assurance Qualité pour les formations professionnelles dans l’enseignement supérieur Français: Focus sur un Master Professionnel en apprentissage FR by Isabelle Pouliquen, Version 2013, EURASHE_Sem_QA_131024-25_pres_POULIQUEN.pdf (1.6 MB) - La mission du MASTER QUALITE est de former des diplômés répondant aux besoins des organisations privées ou publiques dans le domaine de la mise en œuvre, du suivi de systèmes d’assurance, de gestion et de management de la qualité et des systèmes de management Qualité, Hygiène, Sécurité, Environnement plus généralement, et donc d’assurer à nos diplômés une insertion professionnelle et un potentiel d’évolution de carrière correspondants à leurs attentes.
La qualité est évaluée par :
- l'insertion professionnelle
- la professionnalisation
- la diffusion à l'international
- la recherche
- possibilité de formation continue
- SMQ

Le plan qualité est défini au niveau national, de l'établissement et de la filière. Ces plans sont détaillés dans la présentation.

Cross-border reviews of higher education institutions and programmes with an EQAR-registered agency

Cross-border reviews of higher education institutions and programmes with an EQAR-registered agency by Melinda Szabo, Version 2013, EURASHE_Sem_QA_131024-25_pres_SZABO.pdf (0.3 MB) - The workshop intends to explore the internationalisation quality assurance practices and procedures, with a focus on the rationale of higher education institutions in making use of reviews offered by internationally active (EQAR-registered) agencies (e.g. quality reviews best suited to particular HEIs and their programmes, facilitating quality assurance and accreditation of joint and double degree programmes
The workshop will feed into the analysis of EQAR's “Recognising International Quality Assurance Activity in the European Higher Education Area (EHEA)" project, supported by the EU's Lifelong Learning Programme (LLP). The results of the project aims to enable higher education institutions to make an informed choice to work with internationally active quality assurance agencies adapted to their specific mission and profile.

Students’ Participation in Quality Assurance

Students' Participation in Quality Assurance by Anca Prisăcariu, Version 2013, EURASHE_Sem_QA_131024-25_pres_PRISACARIU.pdf (1.0 MB) - Content
1. Reasoning and key concepts
2. General framework and legislative provisions for student participation in quality assurance
3. Student involvement at national level
4. Student involvement across Europe
5. Conclusions and recommendations

Highlights of the workshops

Highlights of the workshops by Barbara Michalk, Version 2013, EURASHE_Sem_QA_131024-25_pres_MICHALK.pdf (0.4 MB) - Results of the workshops on the prominence of internal quality assurance (IQA) or external quality assurance (EQA); quality assurance, learning outcomes and qualifications frameworks; and Quality Assurance and Quality Culture.
Some issues were recurring in all workshops:
• terminology: e.g. LO, competences, skills
• reflection, self reflection and appropriate tools
• which mirror is appropriate for our institution?
interlinkage of IQA and EQA, participation of stakeholders

Quality Research at Higher Education Institutions

Quality Research at Higher Education Institutions by Nicolae Dură, Version 2013, EURASHE_Sem_QA_131024-25_pres_DURA.pdf (0.2 MB) - At the Ministerial Conference of the European Higher Education Area, which took place in Bucharest between 17 to 19 October 2011 - which was attended by stakeholders researchers and ministers of education from about 50 European countries, where the leaders of our organization (EURASHE) were also present, represented by its President, Prof. Andreas G. Orphanides, Vice President Michal Karpisek, and its General Secretary, Mr. Stefan Delplace, - it have beenwas remarked that the European Higher Education is found at the crossroads: between the Bologna Process and National Reforms . In other words, the process of the implementation of the Quality Research it does not have to be only in line with the priority areas of Bologna Process, but also with the National Reforms..
The European dimension of Quality Research starts not only from a guaranteed flexibility for governments to choose their system or “model” of Quality Research - as it is often said - but also from the implementation of Internal and external criteria of this in line with the priority areas of the Bologna Process as well as with the National Reforms.

Quality Assurance in Higher Education in Romania: the experience of ARACIS

Quality Assurance in Higher Education in Romania: the experience of ARACIS by Radu Damian, Version 2013, EURASHE_Sem_QA_131024-25_pres_DAMIAN.pdf (0.3 MB) - The presentation covers the following topics:
1. Quality assurance: from National Council for Academic Evaluation and Accreditation – CNEEA (1993 – 2005) to ARACIS (2005 – 2013): a brief history of quality assurance in higher education in Romania
2. Law, Methodology and Guides: the legal framework
3. Program and Institutional evaluations: an outline of the results
4. Transverse evaluations: the “quality barometer”
5. Perspectives: relationship with HE institutions; student participation; participation of stakeholders
6. ARACIS and ENQA membership: first and second review
7. Conclusions: is QA having an impact?

Involving Stakeholders in Higher Education Institutions: Quality of a process

Involving Stakeholders in Higher Education Institutions: Quality of a process by Johan Cloet, Version 2013, EURASHE_Sem_QA_131024-25_pres_CLOET.pdf (1.4 MB) - One of the goals of Bologna 2020 is the involvement of stakeholders in hIgher education development. Students, regions, industry... are becoming strong partners for an open higher education.
Who are these stakeholders, what kind of involvement can be realised in a qualitative way, how can this involvement can be evaluated and what are the pitfalls?

From Fundamentals to Practice: Preliminary Conclusions EURASHE’s 2nd Hands-On Seminar on Implementation of IQA & EQA

From Fundamentals to Practice: Preliminary Conclusions EURASHE's 2nd Hands-On Seminar on Implementation of IQA & EQA by Lucien Bollaert, Version 2013, EURASHE_Sem_QA_131024-25_pres_BOLLAERT_2.pdf (0.8 MB)

Manual for Internal Quality Assurance (QA) in (Profession-Oriented) Higher Education & Objectives of Seminar

Manual for Internal Quality Assurance (QA) in (Profession-Oriented) Higher Education & Objectives of Seminar by Lucien Bollaert, Version 2013, EURASHE_Sem_QA_131024-25_pres_BOLLAERT_1.pdf (1.6 MB)

Cultural mirrors: A dialectical approach to quality culture

Cultural mirrors: A dialectical approach to quality culture by Dries Berings, Version 2013, EURASHE_Sem_QA_131024-25_pres_BERINGS.pdf (0.8 MB) - We present a conceptual framework and method concerning Quality Cultural in which we elaborate the idea of ‘dialectical reasoning’ as a way of reconciling managerial paradoxes. A ‘mental exercises’ has been developed to encourage such dialectical reasoning in the field of quality culture. This exercise is an adoption of the core quadrant method developed by Daniel Ofman. After transferring this method from the individual to the organisational level we can use it to make people more sensitive to the dialectical nature of a quality culture and to learn to find creative solutions for organisational paradoxes like empowerment versus management control.