Transcript Audit as peer review? - ENQA: European Association for

ENQA – QAA meeting
8-9 December 2005
Birmingham, UK
8 December, 13.30 – 14.30
Introductions to workshop themes
Audit as peer review
Staffan Wahlén
ENQA Standards and
Guidelines

Appropriate skills and competence to
perform the task
 Exercise of care in the selection of experts
 International experts
 Participation of students
Audit as peer review?
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Academic managers?
 International experts?
 Students?
 Stakeholders?
 Researchers?
 Teachers?
 Quality experts from outside academia?
International academic
managers

Do not know the national context well
enough (ENQA Quality Convergence
Study)
 Language problems
but
 Different, (perhaps) unexpected
perspectives
Students

What kind of student? Student as student or
student as politician?
 What do they know about the larger
context?
but
 Important perspectives
Stakeholders

Who are the stakeholders?
 Do they know enough about the higher
education context?
 What can they contribute?
Quality experts from outside
academia

Do they take the special character of the
higher education context into consideration?
 Too much ISO, TQM?
The ideal external expert audit
team?
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?
Integrating the Bologna requirements in
institutional evaluation
ENQA Seminar
Birmingham 8-9 December 2005
Tine Holm
The Danish Evaluation Institute (EVA)
European standards

Part 1 European standards and guidelines for internal quality
assurance within higher education institutions

Part 2: European standards and guidelines for the external quality
assurance of higher education
Part 1: Standards for internal quality assurance
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Policy and procedures for quality assurance
Approval, monitoring and periodic review of programmes and awards
Assessment of students
Quality assurance of teaching staff
Learning resources and student support
Information systems
Public information.
Part 1: Policy and procedures for quality assurance
Standard
”Institutions should have a policy and associated procedures for the
assurance of the quality and standards of their programmes and
awards……”
Guidelines:
”The policy statement is expected to include:
The relationship between teaching and research in the institution
…”
Part 2: Standards for external quality assurance
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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
Part 2: Use of internal quality assurance procedures
Standard:
”External quality assurance procedures should take into account the effectiveness of
the internal quality assurance processes”.
Guidelines
”The standards for internal QA in part 1 provide a valuable basis for the external QA
assessment procedures”
Workshop (1)
How far are you in integrating the European standards? And what have the process
been?
o
o
o
o
Involvement of/communication of standards to stakeholders
Ensuring balance between national requirements and European requirements?
Relationship standards/guidelines ?
Challenges?
Workshop (2)
Is there a gap between what you are doing now (before integration of standards) and
future evaluations (after integration of the standards)? (External QA)
-
Change in procedures?
Workshop (3)
Will the standards put extra requirements upon the HE institutions in your country?
(internal QA)
-
What additional requirements?
Need for national legislation?
Main challenges
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The readiness and willingness of the national and regional governments, the
higher education institutions and the quality assurance agencies to implement the
European standards and meet the Berlin and Bergen expectations.
The possibility to maintain subsidiarity as a central principle.
 The different perspectives and goals of governments, agencies, higher education
institutions, students and other stakeholders.