Transcript PowerPoint

Structural Development and
Quality Assurance of Higher
Education
University of Zululand
South Africa
20.-21.10.2008
Finnish Higher Education Evaluation Council
Karl Holm
Korkeakoulujen arviointineuvosto — Rådet för utvärdering av högskolorna — The Finnish Higher Education Evaluation Council (FINHEEC)
Structural Development of HE
 According to the Government Programme, structural
development will continue
 The main lines are set out in the Development Plan for
Education and Research for 2008-2012, which was
adopted by the Government on
 The reform forms part of the European higher
education reform
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Structural Development of HE
 Structural development based on the dual model and on
stronger regional and domain-specific profiles
The aim:
 To enhance competitiveness, well-being, creativity and
culture
 To respond to challenges arising from globalisation, the
age structure and other changes in the operational
environment
 To strengthen the impact and quality of education and
research
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Structural Development of HE
 More resources to education and research through increased
efficiency
Measures are taken to boost
 world-class research and research of key national importance
 the role of higher education institutions in the innovation system
 international research cooperation and participation in
international educational cooperation
 to enhance quality in education
 to secure access to competent work force
 to diversify the funding base of higher education institutions
 to render higher education institutions more attractive as
employers
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Vision 2020
No more than 18 universities of applied sciences
 Intake in youth education 22,500
 Flexible and profiled higher education units and structures
 Strong and dynamic interaction with the region and with the world
of work
 Well-established, high-quality R&D in priority areas
No more than 15 universities
 Intake 17 500
 Strong units and profiles; clear priorities in research
 Internationalisation and world-class research
Four to five strategic HE alliances
 Secured access to education and diverse education provision in the
area
 Joint R&D and stronger (regional) impact
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Structural Development of Higher
Education Network
 There will be at least three major mergers in Finnish
HEI network
 A new university will be formed by merging the Helsinki
University of Technology, Helsinki School of Economics
and University of Art and Design. The new university
will be called Aalto University (after the famous
Finnish architect Alvar Aalto), and will be a foundation
type university
 University of Eastern Finland will be formed by
merging the universities of Kuopio and Joensuu
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 University of Turku and Turku School of Economics will
be merged; the name of the new entity will be the
University of Turku
 In the university of applied science sector two mergers
have already taken place (Haaga-Helia; Novia) and
another will start its operations on August 1, 2008
(Metropolia). At least one major merger is under way
in Tampere region
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 In addition to full mergers, there are different forms
of enhanced cooperation under way in the HEI. There
are strategic alliances being formed between
universities and universities of applied sciences. This
will not mean any change of the dual structure of
Finnish higher education however
 The purpose of all these changes is to pool resources,
strengthen the research capacity of universities and
adjust to the demographic change
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Aims and Measures
 In terms of full-time students, the target size for a
university is 3,000, for a university of applied
science 2,500 and for a strategic alliance 8,000
 The number of higher education institutions will fall –
diminishing age groups
 The new higher education institutions will be larger and
stronger
 Flexible operational structures make for appropriate
targeting of resources
 Close cooperation and partnerships will bring added
value to education and research and open new
opportunities for students
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Aims and Measures
 As a rule, no new authorisations to confer degrees will
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be granted
Measures are taken to make sure that the higher
education system covers the whole country
Quality enhancement through internal restructuring of
education and research
Fields of education will be developed as stronger, more
distinctly profiled entities
Clearer profiles and clearer institutional missions
Labour needs have been reviewed
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National quality assurance system of
higher education
Ministry of Education:
• Steering
• Decision-making
• Evaluation by authorities
Higher Education
Institutions:
• Main responsibility
for quality of education
• Creation of quality assurance system
• Participation in external evaluations
FINHEEC:
• National responsibility
• Audits of quality assurance systems
• Other evaluations
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National quality assurance system
should include
 a definition of the responsibilities of the bodies
and institutions involved
 evaluation of programmes or institutions,
including internal assessment, external review,
participation of students and the publication of
results
 a system of accreditation, certification of
comparable procedures
 international participation, co-operation and
networking
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The Role of HEIs...
 HEI should understand the meaning of quality as
a tool to its existence
 Quality assurance system in each HEI should
cover all activities
 Implementing quality needs external evaluation.
The definition of quality is changing
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Typical Gaps in Quality Assurance
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Gaps in the QA of research/R&D and support
services
Lacks in the systematic utilisation of feedback
information
Integration of quality management to the
institutional steering processes and
development of reporting systems
Development of the QAS as an integrated and
efficient whole
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What happens in the QA in Europe?
 Implementation of European Standards and Guidelines (ESG):
criteria or interpretation?
 Dialogue between higher education institutions and evaluation
organisations
 Auditing/accreditation (national context!)
 Register (EQAR) and external evaluations
 Networks and dissemination of good practices
 Qualifications framework
 Evaluation of learning outcomes (OECD: AHELO?)
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Audit...
 the HEIs are responsible for their own quality: the role of
FINHEEC can primarily be that of a ’helper’ or ’liaison’
towards better quality
 the process aims towards mutual trust-building,
so that the HEIs really feel that they can gain from the
exercise involved in the audit; Such trust will also support
both the legitimacy and accountability of the audit process
and its results
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Audit – what is it?
AUDIT = Independent and external evaluation
of the QA system
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The QA system is evaluated against the HEI’s objectives,
also focusing on its efficiency and fitness for purpose
The audit does not evaluate institutional objectives or
operative results as such but is interested in QA processes
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Fundamental audit questions
Comprehensiveness
Effectiveness
Transparency
Does QA cover all the institutional
units and activities?
Does the QAS produce relevant
information? Does this
information lead to effective
improvement measures?
How is the information related to
the QAS and to the quality
available to staff and students?
How does the HEI deliver this
information to its external
stakeholders?
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Audit targets
1. Definitions of the objectives, functions,
actors and responsibilities of the HEI's QA
system and relevant documentation
4. Participation of HEI staff, students and
external stakeholders in QA
2. Comprehensiveness and efficiency of QA
5. Relevance of, and access to, the
information generated by the QA system
 degree education
within the HEI
 research/R&D
for the external stakeholders
 interaction with and impact on society;
contribution to regional development
 support and other services
 staff recruitment and development
3. Interface between QA system and HEI's
management/steering of operations
6. Monitoring, evaluation and continuous
improvement of the QA system
7. The QA system as a hole
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Audit criteria: an example
1. Definition of the objectives, functions, actors and
responsibilities of the HEI’s QA system and relevant documentation (Auditing target 1)
ABSENT
EMERGING
The objectives, functions, actors
and responsibilities of the QA system
have not been defined
or documented.
The objectives, functions, actors
and responsibilities are inadequately
defined and documented.
The division of responsibilities
is only partly organised.
DEVELOPING
ADVANCED
The objectives, functions, actors
and responsibilities are defined
and documented in a clear
and concrete manner.
The responsibilities are defined
and organised.
The documentation and division
of responsibilities are very well
organised and functional,
promoting the QA system as a whole.
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