Transcript From QA to QE_5 Feb 2014

From Quality Assurance
to Quality Enhancement
The CHE’s Quality Enhancement Project (QEP)
Curriculum Officers’ Forum
Chris Winberg
5 February 2014
The last round of Quality Audits
The CPUT Audit 2010
Quality assurance
philosophy;
Measurement of
achievements
Evidence;
Followed by institutional
quality improvement
plans.
Problems with the last round of audits
• Based on the UK
Research Assessment
Exercise (RAE) – without
taking into account the
SA context;
• Inspired by ‘new public
management’
processes;
• Not developmental or
improvement or
enhancement-based
Showed the
‘cracks’ in
the
university
system…
…and some strenghts….
But didn’t have any effect on student
success, throughputs, etc…
Inspiration: Vincent Tinto
‘…access without
support is not
opportunity…’
Strongly underpinned by a
‘social justice’ philosophy…
The new paradigm:
quality enhancement
The Scottish Quality
Enhancement process;
• Critical reflection;
• Peer review;
• Contextual awareness
and sensitivity;
• On-going, meaningful
engagement with
teaching and learning
Characterised by:
1) A longer process (3 -4
years);
2) Inclusiveness (quality
is everyone’s
responsibility);
3) Accessing the student
voice;
4) Theme-based.
Focus areas (or ‘themes’) for Phase 1
Enhancing university
teachers
Enhancing student
support &
development
Enhancing course and
programme enrolment
management
Enhancing the learning
environment
What is the role of
the curriculum
officers?
References
Houston, D. & Paewai, S. 2013. Knowledge, power and
meanings shaping quality assurance in higher education: a
systemic critique. Quality in Higher Education, 19 (3).
Newton, J. 2010. A Tale of Two ‘Qualitys’: reflections on the
quality revolution in higher education. Quality in Higher
Education, 16 (1).
Sachs, J. & Parsell, M. 2014. Peer review of learning and
teaching in higher education. Berlin: Springer.
Tinto, V. 1982. Leaving college: rethinking the causes and
cures of student attrition. Chicago: University of Chicago
Press.
Tinto, V. 2012. Completing college: rethinking institutional
action. Chicago: University of Chicago Press.