QA as a transparency tool? Standards, rankings, EQA and the revised ESG

QA as a transparency tool? Standards, rankings, EQA and the revised ESG by Maria Kelo, Version 2014, EURASHE_sem_QA_141203-04_pres_KELO(2).pdf (0.6 MB) - Workshop 4 will consider the use of standards and indicators in EQA and discuss the role of quality assurance as a source of reliable information on the quality of institutions and programmes in the EHEA. The workshop will have a special focus on the draft revised ESG and the way in which they will influence both IQA and EQA and the used standards in the coming years. The workshop will also consider the extent to which quality assurance has succeeded in fulfilling the task as a provider of such information and what role do the other “transparency tools” including ranking play in providing the users the information they are looking for.

A Manual for Internal Quality Assurance (IQA) in Higher Education (HE) with a special focus on Professional Higher Education (PHE)

A Manual for Internal Quality Assurance (IQA) in Higher Education (HE) with a special focus on Professional Higher Education (PHE) by Lucien Bollaert, Version 2014, EURASHE_sem_QA_141203-04_pres_BOLLAERT_1.pdf (2.3 MB) - As author of the manual Lucien Bollaert will present the fundamental questions an institution should ask itself before (re)designing and (re)implementing an internal QA management system and methodology. Those questions deal with the concept of quality itself, and the organisational culture as well as the vision, mission and strategy of the institution, and the possible pitfalls linked to the strategic choices as well as to QA. The paradigm shift in QA and its 5 development phases will be identified. Focusing on QA of teaching and learning he will go deeper on the learning outcomes and competences of the 21st century. Last but not least he will conclude with a series of practical recommendations and good practices.

Quality & QA from HEI’s Vision & Mission

Quality & QA from HEI's Vision & Mission by Lucien Bollaert, Version 2014, EURASHE_sem_QA_141203-04_pres_BOLLAERT_2.pdf (2.7 MB) - In this workshop Lucien Bollaert will go deeper into the formulation of a vision and mission on institutional level and its links with quality and QA. He will thereby concentrate on the specificity of professional HE as developed in EURASHE’s HAPHE/PHExcel project. The participants will be asked to work in small groups to formulate vision, mission and to choose the fundamentals of a QA system that fits the institutional vision and mission.

Quality Assurance at the Heart of Reforms in Higher Education

Quality Assurance at the Heart of Reforms in Higher Education by Klara Engels-Perenyi, Version 2014, EURASHE_sem_QA_141203-04_pres_ENGELS-PERENYI.pdf (1.8 MB) - European higher education faces significant challenges. The European Commission, in a series of recent strategy papers, has highlighted these challenges – greatly expanding the student population, raising quality and aligning teaching and learning more closely to wider societal and labour market needs; adapting to globalisation; improving and widening the delivery of higher education by harnessing new technologies such as MOOCs and virtual or blended learning. In the face of these challenges, it is vital to maintain and enhance the quality of higher education, developing modernised higher education institutions (HEIs) that equip people with high level skills and drive economic and social development, helping to achieve the Europe 2020 goals of better jobs and stronger growth. As the recent report of the European Commission on “Progress in Quality Assurance in Higher Education” shows, quality assurance is working - up to a point. It is helping to establish a quality culture in Europe's universities and colleges, setting quality goals, involving students in decisions and fostering international cooperation among Member States and their quality assurance agencies. But quality assurance needs further reform: While there is clear improvement in quality culture in general (over 75% of HEIs have a public strategy for internal QA; students and employers are better involved in programme design and decision-making, although often only formally; convergence of European QA systems etc.), quality assurance is still often perceived as focusing too much on process rather than content. It needs to broaden its scope to meet relevant challenges and shift from a box-ticking approach towards the development of a genuine ingrained culture of quality enhancement. When QA is applied as part of a quality culture in institutions, it can support learning and teaching objectives, raising standards and improving learning outcomes. It can also support HEIs to achieve wider strategic goals in setting and evaluating goals and strategies for widening participation in higher education, tackling dropout, increasing retention and completion rates and enhancing employability of graduates; bringing more diversity and specialisation into the HE system; and promoting wider engagement with and accountability to stakeholders.

Quality of Dual Education Programmes – A practical Approach

Quality of Dual Education Programmes – A practical Approach by Johannes Haas, Version 2014, EURASHE_sem_QA_141203-04_pres_HAAS.pdf (2.1 MB) - By including employers directly into the design, organisation and delivery of a dual education programme, quality issues become more complex in a number of ways and new approaches have to be developed:
1. Programmes typically do not comply with all existing procedures in Higher Education Institutions.
2. Enterprises have to go through a transformation to become actual learning environments.
3. Students must take responsibility for truly unique and individual learning experiences.
4. Part-time jobs are created with direct influence of the labour market.
Taking the three dual programmes at FH JOANNEUM as an example critical control points and applied strategies and methods are presented and discussed.

How to Manage Quality in (Professional) Higher Education? – A Practical Approach: Conclusions

How to Manage Quality in (Professional) Higher Education? - A Practical Approach: Conclusions by Marieke Janssen, Version 2014, EURASHE_sem_QA_141203-04_pres_JANSSEN.pdf (0.3 MB)

Quality and quality assurance of student-centred learning

Quality and quality assurance of student-centred learning by Asnate Kažoka, Version 2014, EURASHE_sem_QA_141203-04_pres_KAZOKA.pdf (1.7 MB) - The workshop will explore the concept of student-centred learning and look at the quality assurance in/of student-centred learning. The speaker will briefly present outcomes of two recent studies by the European Students' Union - "Time for paradigm shift: student-centred learning" (T4SCL) project which was aiming to clarify the true practical meaning of the student-centred learning for policy makers and the "Quest for Quality for Students" (QUEST) project concentrating on defining what is quality education from the viewpoint of students - and draw conclusions about the connection between the quality of education and student-centred approach. Author will tell a bit about the current and planned work of the ESU in this direction (PASCL project). Then the session will look at the current quality assurance mechanisms/procedures in the context of paradigm shift from teaching to learning and question whether they are still relevant and fit for purpose and how can they further promote student-centred approach.

Quality Cultures and Institutional Barriers to ESG1 implementation

Quality Cultures and Institutional Barriers to ESG1 implementation by Catherine Owen, Version 2014, EURASHE_sem_QA_141203-04_pres_OWEN.pdf (0.6 MB) - This workshop will draw on the findings of the recent EACEA IBAR project and other European work to consider potential challenges at institutional level in implementing pan-European policies on quality assurance in higher education. The workshop will offer participants the opportunity to discuss structural, cultural and other barriers particular to local contexts and to explore how policy might be translated into meaningful practice at institutional level.

IT undergraduate education Lithuania: Matchmaker Experiences

IT undergraduate education Lithuania: Matchmaker Experiences by Andrius Pleckaitis, Version 2014, EURASHE_sem_QA_141203-04_pres_PLECKAITIS.pdf (1.0 MB)

Internationalization of Quality Assurance: a case of Lithuania

Internationalization of Quality Assurance: a case of Lithuania by Nora Skaburskienė, Version 2014, EURASHE_sem_QA_141203-04_pres_SKABURSKIENE.pdf (1.0 MB) - The Bologna Process introduced the European Standards and Guidelines (ESG) and the European Quality Assurance Register (EQAR) as its equivalent for quality assurance in Europe. The objective is to have a common methodological base for quality assurance in Europe (ESG) and to allow quality assurance agencies to operate throughout Europe (EQAR). The foundation of the ESG was a step towards a pan-European Quality Assurances market. But most countries still have a national quality assurance system that is implemented by one or several national agencies and involves mostly national experts. The presentation about the case of Lithuania will introduce a different situation and highlight benefits of involvement of international peers into external quality assurance in Lithuania both at institutional as well as study programme level. The second part of the presentation will be devoted for cross-border quality assurance and will provide some examples of pan-European Quality Assurance.

Sector-specific Quality Assurance (HE Arts)

Sector-specific Quality Assurance (HE Arts) by Anthony Dean, Version 2014, EURASHE_sem_QA_141203-04_pres_DEAN.pdf (0.5 MB) - Professor Anthony Dean is one of the founding members of EQ-Arts (Enhancing Quality in the Arts), a quality assurance service for the Higher Education Arts Sector, which was developed as an initiative of ELIA (European League of Institutes of the Arts). Now independent of ELIA, EQ-Arts is a community of trained and highly experienced QA experts who have tested their methodology of institutional review through conducting institutional and subject reviews – specifically within Higher Education Arts provision across Europe. EQ-Arts is already an affiliate of ENQA and is currently working towards becoming an independent accrediting body. This presentation will briefly reflect on the development of EQ-Arts and set out the approach and methodology it has developed in order to provide a critically supportive sectorial approach towards Quality Assurance and Enhancement for the Higher Arts Education.