INQAAHE CONFERENCE, 2009

New Approaches To Quality Assurance In The Changing World Of Higher Education

WS Wong, Executive Director,

Joint Quality Review Committee,

Hong Kong

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Different approaches to QA in Hong Kong, Mainland China & Taiwan, China: Background, impact, and reaction from the sector

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Quality Assurance of Higher Education in Hong Kong, China Mainland ChinaTaiwan, China

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Audit vs. Accreditation

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External Quality Assurance

Audit vs. accreditation Self accrediting institution vs. non-self-

accrediting institution Binary system Criteria of Review/ accreditation Rise of Private Post Secondary

education Use of Institutional information as a

quality assurance tool

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Two major types of External Quality Assurance

Usually leads to outcome of approval / non-approval, or yes / no decision

Conducted on institution and/or programme

Conducted at all types of institutions

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Usually does not lead to an approval/ non-approval decision (may result in recommendations and/or ranking )

More often conducted on institution basis

More often conducted at self accrediting institutions

Accreditation Audit / Review

Binary System

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Self Accreditation vs. Non Self Accreditation

The concept applies to some systems U.K. (former CNAA) Hong Kong

Self accreditation Institutions judged to be mature in internal

quality assurance Not required to undergo external accreditation

Non self accreditation Institutions / programme required to undergo

external accreditation Usually new institutions

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Accreditation or Audit

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UKNon-Self-accrediting institutions

Self-accrediting institutions

AustraliaSelf-accrediting institutions Non –self-accrediting inst. –

Hong KongNon-self-accrediting institutions Self-accrediting institutions

- former CNAA conducted accreditation- QAAHE conducts Institutional

audit

- audited by AUQA- accredited by local accreditingbodies

- accredited by HKCAAVQ- audit by UGC- review by JQRC

Accreditation U.S. --Accreditation (institution-based) by

regional accrediting bodies -- Professional accreditation – by

professional bodies

Mainland China – institution-based accreditation

( 普通高等學校本科教學工作水平評估 )

Taiwan – department-based accreditation(系所評鑑 ) 10

Outcome of Audit /Accreditation

Accreditation US – institution based accreditation– outcomes range from

“reaffirm accreditation”, to “warning”, to “probation”, or “terminate accreditation”

Mainland China – outcomes of Excellent, Good, Pass, Fail Taiwan – outcomes of Pass, Under Observation, or Fail ( 通過 , 待觀察 , 未通過 ) HK – HKCAAVQ – approval, conditional approval, non-

approval

Audit/ review U.K. – subject reviews – graded profile of 1 to 4 - academic audit - “degree of confidence” Australia – AUQA – commendation, affirmation,

recommendations H.K. -- UGC – QAC audits – commendations & recommendations -- JQRC – recommendations, good practices ( IR )

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External QA in Hong Kong

UGC-funded institutions (Self-accrediting)

QAC:Conducts audit at degree level

JQRC:Conducts reviews at self-financed sub-degree level

Private and other institutions (non-self accrediting) except OUHK

HKCAAVQ:•Conducts accreditation: validation / revalidation

•Programme-area accreditation•periodic review

Outcome of Accreditation / Review

Hong Kong Accreditation:•Approved / Not approved

Audit (by OAC)•Commendations /recommendationsReview (by JQRC)•Recommendations/Good Practices

Mainland China Accreditation:•Excellent, Good•Pass, Fail

Taiwan Accreditation:Pass, Under Observation, Fail

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Methodology of External Quality Assurance in Hong Kong, Mainland China and Taiwan, China

3 – stage review process Self evaluation / report by SSPU Peer review and site visit Written report

This methodology is commonly used in reviews/ accreditation around the world

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Criteria and Standards of Accreditation / Review

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Audits/ Reviews – with a focus on Process UGC – QAC Quality Audit “An audit of an institution’s Fitness for

Purpose in teaching and learning. The audit examines whether an institution has procedures in place appropriate for its stated purpose, whether it pursues activities and applies resources to achieve those purposes”

Sampling of programmes – “ to seek evidence that ….quality assurance processes are in fact being implemented..” 16

Review Criteria: areas of focus

Areas of Focus eg. UGC QAC Audits :11 areas of focus

Articulation of appropriate objectives Management, planning and accountability Programme development & approval process Programme monitoring and review Curriculum design Programme delivery, resources, teaching

mode Experiential and other….learning Assessment ……………etc.

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Purpose of JQRC Institutional Review

“The purpose of IR is to provide for a peer review of the institutional structures and processes adopted for ensuring the quality of Self-financed Sub-degree programmes, including structures and processes for ensuring the appropriate institutional support and environment.”

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JQRC Reviews include both focus on Process & Standards

As an audit of quality assurance

processes ---focused on Processes As a review of Standards – eg. QF levels, common descriptors of AD/HD, other input/outcome indicators

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Review Criteria

Qualitative type

Quantitative type

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JQRC Institutional Review Review Criteria

Issues Considered in Institutional Review - Institutional Plans & Policies - Approval authority & governance - Programme approval, delivery and monitoring

- Institutional Support for Quality - Indicators of Quality/ Quality Assurance

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Example of Accreditation Criteria (Mainland China)quantitative type

具有高級職務教師占專任教師的比例 (%) percentage of senior staff

生均佔地面積 ( ㎡ / 生 ) area per student 生均宿舍面積 ( ㎡ / 生 ) hostel area per student 百名學生配教學用計算機台數 ratio of computer :

students 百名學生配多媒體教室和語音實驗室座位數 ( 個 ) 新增教學科研儀器設備所占比例 (%) percentage of new

equipment 生均年進書量 ( 冊 ) no. of new books per student

(Mainland China: criteria for Qualifying Assessment)

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1. 辦學指導思想 Mission 2. 師資隊伍 Staff establishment 3. 教學條件與利用 Resources 4. 專業建設與改革 Subject disciplines 5. 教學管理 Management of teaching 6. 學風 Academic culture 7. 教學效果 Outcome of teaching 特色項目 Outstanding characteristics(Mainland China : Criteria for accreditation of higher education

institutions)

Example of Accreditation Criteria(Mainland China)

quantitative & qualitative

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Rise of Private (Self-financed) Post Secondary Education

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External QA in Hong KongUGC-funded institutions (Self-accrediting)

QAC:Conducts audit at degree level

JQRC:Conducts reviews at self-financed sub-degree level

Self-financed sub-degree: as self accrediting institutions•Entitled to financial support•Entitled to QF

Private and other institutions (non-self accrediting) except OUHK

HKCAAVQ:•Conducts accreditation: validation / revalidation

•Progress-areas accreditation•periodic review

Self-financed sub-degree: voluntary accreditation•For the QF•For finanical support

Private Post Secondary Education

Issue of competition – student fees main source of income

Complaints of inequity – binary system Concerns of community about standards Setting up a Qualifications Framework Sensitivity about outcome of E.O.A. Additional quality assurance measures

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Qualifications Framework (QF) in Hong Kong

A unified system of qualifications for different types and levels of study purposes

Consists of 7 levels eg. Degrees at level 5

Covers both degrees and sub-degrees and vocational qualifications

Upload onto QF is voluntary

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Additional Q.A. measures for SFSD in Hong Kong

Annual Return – release of admission information

Institutional and Programme information on website www.ipass.gov.hk

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Information Portal for Accredited Self-financing Post-secondary Programmes (IPASS)

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Information Portal for Accredited Self-financing Post-secondary Programmes (IPASS)

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Information Portal for Accredited Self-financing Post-secondary Programmes (IPASS)

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Thank You

Joint Quality Review Committee Hong Kong 32