What characterizes excellent policies and strategies?

What characterizes excellent policies and strategies? by Eugenija Vagneriene, Version 2015, PHExcel_151118-19_pres_VAGNERIENE.pdf (0.4 MB)

Excellence in teaching and learning: what does it mean?

Excellence in teaching and learning: what does it mean? by Danute Rasimaviciene, Version 2015, PHExcel_151118-19_pres_RASIMAVICIENE.pdf (4.0 MB)

Research excellence in the arts: research, development, innovation

Research excellence in the arts: research, development, innovation by Johnny Golding, Version 2015, PHExcel_151118-19_pres_GOLDING.pdf (1.4 MB)

How to achieve excellence in research, development and innovation?

How to achieve excellence in research, development and innovation? by Christophe Debout, Version 2015, PHExcel_151118-19_pres_DEBOUT.pdf (1.3 MB)

Excellence in teaching and learning: what does it mean?

Excellence in teaching and learning: what does it mean? by Anthony Dean, Version 2015, PHExcel_151118-19_pres_DEAN.pdf (0.7 MB)

Results of the PHExcel project & looking forward to the future

Results of the PHExcel project & looking forward to the future by Johan Cloet, Version 2015, PHExcel_151118-19_pres_CLOET.pdf (0.4 MB)

Challenges and Barriers to Assessing and Recognising Excellence in (Professional) Higher Education

Challenges and Barriers to Assessing and Recognising Excellence in (Professional) Higher Education by Alexandre Wipf, Carol Hall, Linda Messas, Lars Ebert, Regitze Kristensen, Version 2015, paper-25_wipf_hall_messas_ebert_kristensen.pdf (0.2 MB) - After 10 years of intensive developments in European quality assurance and in the year of the adoption of the revised European Standards and Guidelines (ESG) this paper will ask whether excellence is the way forward and how to address excellence in (professional) higher education.
We will present the experience gathered in pilot assessments of excellence in institutions offering professional higher education and explore approaches to recognising their claim for excellence. We will examine the genesis of the tested quality framework for excellence and assessment methodology. We will reflect on the successes and challenges of the pilots and outline the possible way forward to recognise excellence.
The paper is built on the activities of the PHExcel project (Testing the feasibility of a quality label for professional higher education excellence) by EURASHE, AEC, ELIA, SPACE, The University of Nottingham with FINE, Jagiellonian University and KIC-Malta.

The Role of Education in Quality Management – Grasping the Nettle

The Role of Education in Quality Management – Grasping the Nettle by Carol Hall, Version 2015, EURASHE_AC_Lisbon_16-170415_pres_HALL.pdf (2.1 MB) - Tender handed stroke a nettle

And it stings you for your pains

Grasp it like a man of mettle

And it soft as silk remains

(Hill A 1753)

 

Education’s role in quality management is one which requires a bold and clearly profiled approach, if it is to enhance quality thresholds and ensure that they remain fit for tomorrow’s purpose in all areas in which they are to be used. This is particularly the case where quality arrangements serve multiple masters, through professional regulation as well as academic assurance.  This paper will ask the question whether the role of education should be to simply ensure the achievement of quality management as prescribed by governing bodies or whether there is a greater need for all to ‘grasp the nettle’ and drive quality debates, thus changing the landscape expectations of quality in education from the roots of practice.  Using examples from professional higher education in healthcare practice and applying debates exercised in the development of the PHExcel framework for Excellence in Professional Higher Education will facilitate discussion about the roles of university and sectoral education organisations in determining their future goals in quality management.

PHExcel Mid-Term Report

PHExcel Mid-Term Report by PHExcel, Version 2014, 2013_3243_PR_PHExcel_pub.pdf (0.4 MB) - The report of the projects’ activities during its first 12 months of operation.

The overall objective of the PHExcel initiative is to support, develop, improve and enhance excellence in professional higher education in Europe. We aim to achieve this by designing and testing a Quality Framework for Professional Higher Education Excellence accompanied by a methodology to assess excellence in professional higher education. Together they will form an excellence enhancement tool for professional higher education, thus labelling excellence in professional higher education.

EURASHE, the leader of the PHExcel project, is the European Association of Institutions in Higher Education that offer professionally orientated programmes and are engaged in applied and profession-related research within the Bologna cycles. As the representative of professional higher education in the Bologna Process and as consultative member of the Bologna Follow-Up Group (BFUG), EURASHE is in a unique position in the higher education community debates.

Excellence is indeed a ‘hot topic’ in higher education worldwide. It is used in funding schemes by several authorities and has risen in past years through (international) rankings and sectorial initiatives such as quality labels.

Based on consultations within its membership and with partners, EURASHE gathered representatives of 4 sectors of higher education (arts, business and languages, music, and nursing) and other partners to lead the PHExcel initiative. The partners are the Association Européenne des Conservatoires (AEC), the European League of Institutes of the Arts (ELIA), and the SPACE Network for Business Studies and Languages (SPACE), Jagiellonian University in Krakow (JG), the University of Nottingham (United Kingdom) representing the European Federation of Nurse Educators (FINE), and finally the Knowledge Innovation Centre Malta (KIC-Malta).

Our aim is to support institutions providing professional higher education in the development and enhancement of excellence in the professional aspects of their processes. It comes in addition to current schemes specifically addressing the academic components of higher education. To achieve this, we are building on the identified characteristics of professional higher education from the HAPHE project.

One year after the launch of the PHExcel initiative, and with still 15 months to go, we have finalised the research phase, and are well under way in the development phase. This includes the report on Quality Tools for Professional Higher Education Review and Improvement highlighting and analysing the quality tools currently in use in (professional) higher education. Further a group of experts in European higher education have begun developing the Quality Framework for Professional Higher Education Excellence, leading in time to the excellence enhancement tool for professional higher education.

In the coming months we will finalise the draft quality framework, go onto testing it on the institutional level through pilot reviews and evaluating it through in-depth consultations with stakeholders, finally we will present the final excellence enhancement tool for professional higher education to the wider higher education community.

Quality Tools For PHE Review And Improvement

Quality Tools For PHE Review And Improvement by Malene Dahl Jørgensen, Regitze Sparre Kristensen, Alexandre Wipf, Stefan Delplace, Version 2014, PHExcel_Quality-Tools-for-PHE-Review-and-Improvement_2014.pdf (2.1 MB) - The report is the project's first outcome, and provides an overview of quality tools, quality models and quality labels, currently in use in (professional) higher education. It is followed by a gap analysis as regards the Standards and Guidelines for quality assurance in the European Higher Education Area (ESG), and the identified characteristics of PHE.
The report is structured as follows:
- Chapter I presents the background of the PHExcel initiative and introduces the preliminary HAPHE definition of PHE and the preliminary HAPHE key characteristics. These characteristics of PHE are illustrated in different matrices.
- Chapter II provides the desk research on models and labels and displays in greater detail the models and labels selected for further investigation.
- Chapter III continues the desk research by offering a typology with a more distinct outline. The aim is to highlight common features and dissimilarities of the quality tools, and thus identify that which unites and separates the tools.
- Chapter IV puts focus on the gap analysis against the ESG. As the overall reference framework, models and labels are compared to the ESG with the aim of identifying coverage and gaps within each model and label.
- Chapter V moves further on with an additional gap analysis concerning selected models and labels, and the fundamental basis for this comparison is the preliminary HAPHE key characteristics. Here, the intention is to display which elements of PHE characteristics are present within each tool. Just as in the ESG gap analysis, an important issue is to address both the extent of coverage and the gaps which might occur in the comparison with the domains of Teaching and Learning, Research and Policy and Strategy. Separate sections on each of the three domains are presented.
- Chapter VI outlines the concluding remarks of the PHExcel initiative’s first step. Further, it lays out the work to be conducted in the remainder of the project, including the way forward to developing a quality framework for PHE excellence.