Transcript HiST Kvalitetssystem 2010

The Norwegian Quality Assurance
System. The Quality Assurance System at
HiST. Student involvement at TBS.
St. Petersburg Nov 21 2013
Advisor TQM & QA, HiST Kjerstin Tobiassen
Higher Executive Officer, TBS Maiken Trane
Quality Assurance in Norway and HiST/TBS
•The Norwegian qualifications framework for lifelong learning
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Implementation of the NQF
The levels of qualifications and the learning outcomes
The Norwegian table of qualifications
Terms and concepts
•Quality Assurance system at HiST/TBS
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Acts and Associated Regulations
The Norwegian Agency for Quality Assurance in Education – NOKUT
Evaluation Criteria for the Institutions’ Quality Assurance Systems
HiST Quality Map
Student Involvement at TBS
The Norwegian qualifications framework for lifelong learning
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Implementation of the NQF
The levels of qualifications and the learning outcomes
The Norwegian table of qualifications
Terms and concepts
Implementation of the NQF
The NQF gives a description of the formal Norwegian education and
training system. The NQF levels are formulated on the basis of what a
person know, can do, and is capable of doing as a result of a learning
process. The outcomes of the completed learning process are described
in the categories “knowledge”, “skills” and “general competences”. The
NQF also gives an overview of included degrees, diplomas, certificates,
craft or journeyman’s certificates and documents of skill.
The NQF is a national overarching qualifications framework. Study
programs and subject related learning outcomes descriptions are written
in syllabics and curricula’s.
The levels of qualifications and the learning outcomes
The Norwegian qualifications framework (NQF) has seven levels.
All levels are defined as a qualification written as learning
outcomes in the categories of knowledge, skills and general
competences.
The three highest levels correspond to higher education levels as
also defined within the European Higher Education Area. Norway
has non qualifications at level 1.
Levels:
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(Level 1: Not part of the NQF)
Level 2: Competence from primary/lower secondary school
Level 3: Basic competence (partially completed upper secondary education)
Level 4A: Completed upper secondary vocational education – Subject-related
skills and vocational competence
Level 4B: Completed upper secondary school – Higher education entrance
requirements
Level 5: Tertiary vocational training 1
Level 5: Tertiary vocational training 2
Level 6 (part of Bachelor) University College Graduate:
Level 6: Bachelor (1. cycle)
Level 7: Master (2. cycle)
Level 8: Ph.d. (3. cycle)
Level 6: Bachelor (1. cycle)
A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and
general competence:
Knowledge
The candidate…
•has broad knowledge
of important topics,
theories, issues,
processes, tools and
methods within the
academic field
•is familiar with
research and
development work in
the field
•can update his/her
knowledge in the field
•has knowledge of the
history, traditions,
distinctive character
and place in society of
the academic field
Skills
The candidate…
•can apply academic
knowledge and relevant
results of research and
development work to
practical and theoretical
problems and make
well-founded choices
•can reflect upon
his/her own academic
practice and adjust it
under supervision
•can find, evaluate and
refer to information and
scholarly subject matter
and present it in a
manner that sheds light
on the problem
•masters relevant
scholarly tools,
techniques and forms of
communication
General competence
The candidate…
•has insight into
relevant academic and
professional ethical
issues
•can plan and carry out
varied assignments and
projects over time,
alone or as part of a
group, and in
accordance with ethical
requirements and
principles
•can communicate
important academic
subject matters such as
theories, problems and
solutions, both in writing
and orally, as well as
through other relevant
forms of communication
•can exchange opinions
and experiences with
others with a
background in the field,
thereby contributing to
the development of
good practice
•is familiar with new
thinking and innovation
processes
Level 7: Master (2. cycle)
A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and
general competence:
Knowledge
The candidate…
•has advanced
knowledge within the
academic field and
specialized insight in a
limited area
•has thorough knowledge
of the scholarly or artistic
theories and methods in
the field
•can apply knowledge to
new areas within the
academic field
•can analyze academic
problems on the basis of
the history, traditions,
distinctive character and
place in society of the
academic field
Skills
The candidate…
•can analyze and deal
critically with various
sources of information and
use them to structure and
formulate scholarly
arguments
•can analyze existing
theories, methods and
interpretations in the field
and work independently on
practical and theoretical
problems
•can use relevant methods
for research and scholarly
and /or artistic
development work in an
independent manner
•can carry out an
independent, limited
research or development
project under supervision
and in accordance with
applicable norms for
research ethics
General competence
The candidate…
•can analyze relevant
academic, professional and
research ethical problems
•can apply his/her
knowledge and skills in
new areas in order to carry
out advanced assignments
and projects
•can communicate
extensive independent
work and masters
language and terminology
of the academic field
•can communicate about
academic issues, analyses
and conclusions in the
field, both with specialists
and the general public
•can contribute to new
thinking and innovation
processes
Level 8: Ph.d. (3. cycle)
A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and
general competence:
Knowledge
The candidate…
•is in the forefront of
knowledge within his/her
academic field and masters
the field´s philosophy of
science and/or artistic
issues and methods
•can evaluate the
expediency and application
of different methods and
processes in research and
scholarly and/or artistic
development projects
•can contribute to the
development of new
knowledge, new theories,
methods, interpretations
and forms of
documentation in the field
Skills
The candidate…
•can formulate problems,
plan and carry out research
and scholarly and/or artistic
development work
•can carry out research
and scholarly and/or artistic
research work of a high
international standard
•can handle complex
academic issues and
challenge established
knowledge and practice in
the field
General competence
The candidate…
•can identify new relevant
ethical issues and carry out
his/her research with
scholarly integrity
•can manage complex
interdisciplinary
assignments and projects
•can communicate
research and development
work through recognized
Norwegian and
international channels
•can participate in debates
in the field in international
forums
•can assess the need for,
initiate and practice
innovation
The Norwegian table of qualifications
Levels
Diplomas and degrees
Level 2
Certificate for primary and lower
secondary education
Level 3
Document of competence in basic
competence, partially completed upper
secondary education
Level 4
Certificate for upper secondary
education and training
Craft certificate
Journeyman’s certificate
Level 5
Diploma for tertiary vocational
education (Enrolled in tertiary
vocational education 1 and 2)
Level 6
University College Graduate (Partial
level qualifications/ intermediate
qualifications)
Bachelor’s degree
General teacher training programme
Level 7
Master’s degree
Master of Arts
Master of Business Administration
(MBA)
Master of International Business (MIB)
Master of Technology Management
Master i rettsvitenskap (laws)
Candidata/candidatus medicinae
(cand.med.)
Candidata/candidatus medicinae
veterinariae (cand.med.vet.)
Candidata/candidatus psychologiae
(cand.psychol.)
Candidata/candidatus theologiae
(cand.theol.)
Level 8
Philosophiae doctor (ph.d.)
Doctor philosophiae (dr.philos.)
Diploma, artistic development
programme
Terms and concepts
Terms and concepts defined:
http://www.nokut.no/en/Facts-and-statistics/Det-norskeutdanningssystemet/The-Norwegian-qualificationsframework/Terms/
Example of Learning Outcomes at TBS
Expected learning outcomes – Course: MARKET PERCEPTIONS ON CORPORATE
FINANCIAL INFORMATION
Knowledge
The course strives to provide the knowledge of various empirical market behaviours
towards certain corporate decisions. It also provides the knowledge to assess an empirical
literature regarding various manifestations of information asymmetry in the market and its
participants. Moreover, students will develop knowledge to use journal articles in their
learning process.
Skills
Students are expected to be able to
- evaluate empirical research to develop knowledge
- form a review of the literature on market responses to corporate decisions
- communicate the findings from self-evaluation of a literature
Competences
Students are expected to
- advance the ability to incorporate scientific research studies into learning process
- evaluate and synthesise the information available in the resource databases
Quality Assurance System at SørTrøndelag University College (HiST).
Student involvement at TBS.
Acts and Associated Regulations
Act Relating to Universities and Colleges
Section 1-6. Quality assurance
“(1) Universities and university colleges shall have a satisfactory internal system for
quality assurance. Student evaluation of courses shall be included in the system for
quality assurance.
(2) The Ministry may in regulations issue further provisions specifying quality assurance
system requirements”.
Chapter 2. The Norwegian Agency for Quality
Assurance in Education – NOKUT
Section 2-1. NOKUT’s responsibilities and authority
(1) NOKUT shall be a professionally autonomous state body which, by means of accreditation and
evaluation, shall monitor the quality of Norwegian institutions that provide higher education and
recognize qualifications awarded by institutions not subject to this Act. Accreditation and evaluation
activities shall be designed in such a way that the institutions can benefit from them in the course of
their quality assurance and development work.
(2) NOKUT’s responsibilities are:
a) Evaluation of the institutions’ systems for quality assurance.
b) Accreditation of institutions.
c) Accreditation of course provision.
d) Revision of previously granted accreditation.
e) Evaluations of significance to assessment of the quality of higher education. The Ministry may
instruct NOKUT to conduct such evaluations.
f) General recognition of qualifications awarded by institutions not subject to this Act.
(3) The Ministry may not instruct NOKUT beyond what is authorized by statute or laid down in
regulations issued by the Ministry, and may not set aside accreditations granted by NOKUT.
(4) All evaluations conducted by NOKUT are public, and NOKUT shall ensure that they are made known.
(5) NOKUT’s decisions concerning private institutions may in regulations be exempted from the
provisions concerning appeals laid down in chapter VI of the Public Administration Act.
Evaluation Criteria for the Institutions’ Quality
Assurance Systems:
a. Stimulation of quality work and quality culture
NOKUT must assess whether the quality assurance system promotes broad participation in quality work among staff
and students and their representative assemblies, whether it stimulates quality work characterised by openness,
commitment and a will to improve, and whether information and assessments are documented and accessible.
b. Aims, plan and links to management
NOKUT must assess whether the quality assurance system is described in a way that clearly identifies the goals,
processes, agents and arenas that are included, whether it is linked to management and decision-making bodies at
different levels, whether the distribution of tasks and responsibilities is defined, and whether provision is made for the
system itself to be regularly evaluated and developed with the institution’s needs in mind.
c. Documented information of educational quality
NOKUT must assess whether the quality assurance of all operative courses or programmes is based on information
that is systematically retrieved from several sources, and whether the system has defined processes for the launch
of new provision.
d. Analysis, assessment and reporting
NOKUT must assess whether the information that is generated by the system is analysed, assessed and adequately
presented to responsible management and relevant decision-making bodies.
e. Use of information for quality improvement
NOKUT must assess whether improvement measures are routinely contemplated and implemented on the basis of
analysed information from the quality assurance system. This concerns both the correction of revealed instances of
non-conformance with accreditation standards and measures aimed at further quality enhancement.
TUC Quality
Assurance System
Committees
Reports
Surveys
Evaluations
Meetings
Quality Assurance
Committee (QAC)
Annual Faculty Quality
Assurance Report
First Years Students
Satisfactory Survey
Periodic QA of Study
Annual Quality
Programmes
Assurance Seminar
Learning Environment
Committee (LEC)
Annual TUC Quality
Assurance Report
Studiebarometeret
(National Student Survey)
Periodic QA of New Study
Programmes
Annual Reward for
Excellence in Learning
Environment or Education
Faculty Quality Assurance
Committee
Annual Report of the LEC
TUC Graduate Survey
Annual Evaluation of TUC
Quality Assurance System
Annual Conference for
Student Representatives
Appeals Committee
Annual Report of the
Appeals Committee
SHOT (Semi-National
Student Survey)
Evaluation of courses/study
programmes/faculties
Annual Meeting: Resources,
Learning Environment and
Student well-being
Aptitude Assessment
Committee
Annual Report of the
Aptitude Committee
Surveys on course/study
programme level
External Programme
Supervisor
Annual Meeting between
QAC and LEC
State Your Opinion!
Quality Assurance Forum
Appointments Board/The
Working Environment
Committee
Student involvement at TBS