Transcript International Developments in Academic Audit
International Developments in Academic Audit
Source: International Network of Quality Assurance Agencies in Higher Education INQAAHE Biennial Conference Wellington 29 March - 1 April 2005
Themes:
o Effectiveness of Quality Assurance o Quality Assurance in Transnational Issues o Impacts on Diversity o Indigenous Peoples
Keynote Speakers:
o o o Professor Denise Bradley - VC University South Australia Professor Ranginui Walker - Retired Sir John Daniel - President & CEO, The Commonwealth of Learning Organisation
Speakers
o Phil Meade o Gareth Jones o Sarah Carr o Emma Hamilton
Quality Assurance Agencies: New Guidelines
Standards & Guidelines for Quality Assurance in the European Higher Education Area: February 2005 INQAAHE Guidelines for Good Practice: January 2005 Guidelines for Quality Provision in Cross Border Higher Education jointly elaborated by UNESCO and the OECD: March 2005
Standards & Guidelines European HE
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Part 1: Guidelines for internal quality assurance within HEIs Policy and procedures for QA Approval, monitoring & review of programmes Assessment of students Quality assurance of teaching staff Learning resources and student support Information systems Public information
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Standards & Guidelines European HE
Part 2: Standards for External Quality Assurance of HE (cont.) Use of internal quality assurance procedures Development of external quality assurance processes Criteria for decisions Processes fit for purpose Reporting Follow-up procedures Periodic reviews System - wide analyses
3.1
3.2
3.3
3.4
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3.6
3.7
3.8
Standards & Guidelines European HE
Part 3: Standards for external quality assurance agencies (cont.) Procedures in part 2 to be used Official status Activities Resources Mission statement Independence External quality assurance criteria and processes used by agencies should be pre-defined and publicity available Accountability procedures for their own accountability
Guidelines for Quality Provision in Cross-Border Higher Education
o UNESCO’S aim for cross-border education o o o • • • radically change cost structures to make it affordable keep young people learning in their country and stay there accessibility, availability, affordability needed 4 billion poor people in the world who want a better life There is 40% participation in HE in developed countries If there was 35% participation in under-developed countries there would be 150 million extra students to serve
Guidelines for Quality Provision in Cross-Border Higher Education
o o o o A need for strong partnership with local institutions to make sure programmes are relevant Providers need to take national priorities into account and refrain from academic dumping Highly distributed, culturally sensitive, small scale operations are called for A need to apply: o o o o new technologies e-learning and reusable learning objects connectivity and free open source software apply QA
Guidelines for Quality Provision in Cross-Border Higher Education
o o o o o Students need to be protected from dubious suppliers Foreign suppliers must agree to accredit graduates in own countries Must partner with local institutions QA concerns Capacity building and long-term perspective called for
Australian Universities Quality Agency (AUQA)
AUQA audits extended to State Accreditation Agencies State Agencies have developed legislation to prevent misuse of the university label and to protect use of the terms “university” and “degree”
The Australian - Wednesday March 30 2005 College amends offshore uni link Brendan O’Keefe A Sydney hypnotherapy college has removed references to an unaccredited overseas university and the degrees it offered after a prosecution threat from the NSW Department of Education and training …
Australian Universities Quality Agency (AUQA)
AUQA uses National Protocols for Higher Education Approval Processes Protocol 1 Protocol 2 Protocol 3 Protocol 4 Protocol 5 Criteria and processes for recognition of universities Overseas higher education institutions seeking to operate in Australia The accreditation of higher education courses to be offered by non-self accreditation agencies Delivery arrangement involving other organisations Endorsement of courses for overseas students
AUQA - Strengthening of processes
o o o Visits to off-shore campuses o o o equivalence of entry & assessment standards acknowledgement of graduates by professional accreditation bodies for registration purposes provision of learning and support services Visits to Partners operating in Australia o nature of MOU o o o use of university brand in advertising standards; credit transfer learning & support services Drilling down - use of web-site - seeking additional information
AUQA Good Practice
Database Examples: M äori @ Massey Strategy Massey University Workloads Policy Academic Policy Formation (Massey): Collegial Participation in University Governance Ensuring Awareness of Plagiarism Policy (UNE) Improving Graduate Supervision and Completion Rates (RMIT) Integrating Graduate Attributes into UNE Courses
Review of the Queensland Studies Authority
An alternative approach to standard audit with Self Review and Quality Portfolio followed by visit by External Audit Team
Review of the Queensland Studies Authority
o o o o o o Minister appoints an External Reviewer External Reviewer consults with Reference Group comprising Key Stakeholders Minister Releases Discussion Paper (prepared by External Reviewer approved by Cabinet) Public Submissions called Reviewer Prepares Report & states whether or not recommendations are supported by Stakeholders Recommendations considered by Cabinet
INQAAHE Conference Indigenous Theme Professor Ranginui Walker Powerful address advocating for a bi-cultural educational experience for M äori o o o Use of building and campus design structures sensitive to M äori culture Learning of M äori language Embedding of M äori values in processes during provision of educational services Emerging role of World Indigenous Nations Higher Education Consortium WINHEC
Dr Manulani MEYER University of Hawaii at Hilo “Higher Education Quality Assurance and Indigenous Epistemology: Triangulating Our Way to Meaning” o o o The more specific we are about culture the more we head towards systems of universality, so specificity (not uniformity) leads to universality Uniformity in QA leads to compliance Message to young indigenous scholars “when you excel, don’t leave us for your culture will wither on the vine”
Elizabeth Bean (Lincoln University) Post-graduate Experience “Do the post-graduate students agree with the academic auditors?”
5 University of Otago CEQ Good Teaching Scale 1995 2002 4 3 2 1 1995 -1998 1996 -1999 1997 -2000 1998 -2001 1999 -2002 CC3 1995 -1998 1996 -1999 1997 -2000 CC7
Question
1998 -2001 1999 -2002 1995 -1998 1996 -1999 1997 -2000 1998 -2001 1999 -2002 CC18
Comparison of the CEQ overall satisfaction question: Otago mean score and Australian national score Australian National Mean = 0
University of Otago teaching evaluations 2002: “How effective was Dr X in teaching this course?”
$60 External research funding at the University of Otago 1994 – 2003 $50 $40 $30 $20 $10 $0 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Number of PhD graduates at the University of Otago 1995 - 2003
Note – change in way data was recorded in 1999 results in an anomaly during that year
140 120 100 80 60 40 20 0 1995 1996 1997 1998 1999 2000 2001 2002 2003
4.5
4 1.5
1 0.5
0 3.5
3 2.5
2 PBRF quality evaluation score for New Zealand universities 2003
A B C Otago D
New Zealand Universities
E F G