Transcript No Slide Title
ACHEA’S FOURTH ANNUAL CONFERENCE
Presenter: Sydney Arthur
Features of the Presentation
• The WHAT, WHY & HOW of globalization as it relates to HE in the Caribbean • The WHAT, WHY of Quality Assurance in HE.
• The WHAT, HOW of Change in HE in the Caribbean.
“Quote”
“New networked delivery systems are facilitating the emergence of a
new academic common market
, one with common currency and code….this new academic common market will create a system that is based on learning, not teaching… it is a system that measures quality in terms of output, not by brand name of the producer.” Michael Leavitt, Co-founder of Western Governors University
Features of Globalisation
Intensification and expansion of capitalism Increasing privatization Rapid flows of finance The removal of trade barriers The search for sophisticated ‘niche markets’ Increasing power and reach of communication technologies
Consequence of Globalisation
Global corporate capitalism Global communication technologies Global institutional relationships Global consumerism Global expectations/outlook
Globalization Flows Impacting HEI
Capital Thought Cultural experiences Practices (standards)
Global Educational Trends
Joint registration agreements ‘Twinning’ arrangements Distance education programmes Articulation agreements Study abroad programmes
The Global Providers of HE
•Old - Individual Institutions of Higher Education •Newer - Consortia of Institutions of Higher Education •Newest - Corporations
Global Educational Trends relating to Assurance of Quality
Total Quality Management (TQM) Continuous Quality Improvement (CQI) Business Process Re-Engineering (BPR) ISO Quality Systems
What are 'standards' and 'quality' in higher education?
Academic standards are a way of describing the level of achievement that a student has to reach to gain an academic award (for example, a degree). Academic quality is a way of describing how well the learning opportunities available to students help them to achieve their award. It is about making sure that appropriate and effective teaching, support, assessment and learning opportunities are provided for them.
Quality Assurance Systems
Quality assurance systems in HEIs has two dimensions: External quality assurance Internal quality assurance
External Quality Assurance
This refers to the assessment and monitoring
standards
of the
educational quality and
of the institutions by outside agencies.
Internal Quality Assurance
Quality Control : How the institution determines that the management of its teaching and learning and assessment activities is working as planned and intended, to verify that such activities are carried out satisfactorily. This includes feedback systems; Quality Assurance : How the institution satisfies itself that the structures and mechanisms for monitoring its quality control procedures are effective and, where appropriate, that they promote the enhancement of the quality of its educational provision; Quality Audit : A systematic and independent examination to determine whether quality control and quality assurance are satisfactory, implemented effectively, and are suitable to achieve objectives
Elements of an Effective Quality Assurance System
Ongoing evaluation and assessment of students during the learning process Organisational assessment (audit) Evaluation of the teaching/learning process Evaluation of the learning material and media for learning Openness of institutional results is necessary for increasing quality
Important Questions in the Quality Assurance Process
• Does the provider have a quality ethos, together with procedures that embed that ethos, throughout the institution and in the programmes that it provides?
• Does the provider systematically monitor its progress towards achieving an appropriate range of quality goals and in particular, further improving and maintaining the quality of the educational provision?
• Are the findings from the quality assurance procedures used to improve the quality of the education and training provision and meet the needs of the learners?
• Does the provider monitor the effectiveness of the services provided to the learner?
• Is corrective action taken to remedy deficiencies identified by the quality assurance procedures?
• Is relevant information on institutional and programme quality given to stakeholders?
Problems Plaguing Educational Institutions in the Caribbean
culture changing slowly ineffective leadership political struggles bureaucratic procedures external environment – inadequate resources, turbulence, complexity
Examples of Problems - People
? ergonomics - design of the environment to meet needs of students and staff ? evaluation and monitoring systems ? Training & development opportunities ? employee involvement in decision-making legal and regulatory compliance
The Reasons for Assuring Educational Quality
1. Healthier economy. 2. Massification of education. 3. Rise of private education. 4. Professions moving across borders - we need to prepare people for the global economy (trade agreements and multinationals). 5. Matching programs to labor needs. 6. Doing more with fewer resources Marjorie Peace Lenn, Co-Host GATE and Executive Director, Center for Quality Assurance in International Education (USA)
The Quality Control Function
these must establish certain minimum requirements that are expected to be met if the institution is to be able to maintain a justifiable level of quality.
they should serve as guidelines for the institution's own quality improvement work.
Dimensions of Change Needed in Caribbean Educational Institutions
DIMENSION OF CHANGE CHANGES IN SYSTEMS CHANGES IN LEADERSHIP Structural – technological Human Political Cultural
From local and simple to global and complex From focus on material needs to psychic needs From centralised and authoritarian to decentralised and democratic From monocultural and univocal to multicultural and multivocal From autocratic to analyst and social architect From good father to catalyst and servant From great warrior to negotiator and advocate From hero as destroyer of demons to hero as creator of possibilities
Eight Questions that Guide Strategic Thinking & Choices to Improve Quality
What are we capable of doing?
What new capabilities do we want to develop?
What do we want to do?
What do we need to learn to care about?
What might we do?
How do we shape our environment to create new possibilities?
What do others expect?
How do we partner with stakeholders to develop shared expectations?
“Today’s problems come from yesterday’s solutions”