Internal Quality Assurance of HEIs

S. Karakhanyan, PhDADB International Consultant for Quality Assurance and Accreditation to HERP in MongoliaINQAAHE Vice-PresidentANQA President for Accreditation CommissionWB and UN project expert

Internal Quality Assurance of HEIs

Bat-Erdene Regsuren

ADB National Consultant for Quality Assurance and Accreditation to HERP in

Mongolia

INTERNAL QUALITY ASSURANCE

PART II

Higher Education Reform Project3/5/2014

Outline

• Mission, function and roles of internal quality assurance

• Organizational set-up

• Governance of internal quality assurance


HEI QM System for Education

CRESEARCH TEACHING AND LEARNING SERVICES TO SOCIETY

CORE PROCESSES (of a higher education institution)

QUALITY MANAGEMENT

Competences and responsibilities

Strategy and structure

Instruments

Implementation

Information

retrievalAssessment/

feedback

Planning

Support processes (e.g. administration, technical support, ….)

TEACHING AND LEARNING (QUALIFICATION PROCESSES)

OBJECTIVES AND DEVELOPMENT

IMPLEMENTATION OUTCOMES

Feedback of results/improvement


Mission and roles of internal quality assurance

TO PROVIDE FOR CONTINUOUS IMPROVEMENT AND ENHANCEMENT

ROLE of IQAU

• Production of self-assessment report

• Raising awareness on quality issues

• Establishment of credibility for external evaluation

• Training and development


Organizational set-up of IQAU

• A central QA office with specialized staff,

• A quality manager who sets and manages a quality assurance network in all the units at a university

• Or the quality assurance functions could be embedded in the different organizational units of an institution.


Functions of IQAU

• Supportive role and providing expertise

• Coordination role

• Interpretative role

• Monitoring role

• Administrative role


Governance of internal quality assurance

• The governance of quality assurance is usually expressed through– Setting up committees at some or all levels of a university

– central, faculty level, departmental level; – Establishing processes for analysing the results,

formulating recommendations and discussing them across the various committees (departments, faculties, university, including the governing boards);

– Mediating between the faculties and the top management;

– Student engagement in the process;– Closing the feedback loop, thus feeding the results in

annual development and strategic plans.


Let’s discuss…

• What is your experience with internal quality assurance at your institution?

• What are the strengths and weaknesses?

• What would you do differently?


ACADEMIC PROGRAMME:

LEARNING OUTCOME APPROACH TO QUALITY ASSURANCE

PART III


Outline

• Learning outcomes based approach to quality assurance

• Design, approval, monitoring and review of academic programmes


Learning outcome based approach to quality assurance

NQF

SQF

LOs at programme

level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

LOs at programme

level

SQF

LOs at programme

level

LOs at programme

level

Higher Education Reform Project

European Framework for Qualifications

Alignment

COHERENCY

3/5/2014

Looking at the quality of our teaching and learning, we have to start with the expected learning outcomes.

Learning outcomes

Learning outcomes means statements of what a learner knows, understands

and is able to do on completion of a learning process – consist of:

Knowledge = assimilation of information through learning

Skills = ability to apply knowledge and use it to complete tasks and solve

problems

Competence = the ability to use knowledge, skills and personal, social and/or

methodological abilities, in work or study situations and in professional and/or

personal development.


Learning outcomes

Learning outcomes, in their turn are further defined into intended learning outcomes (ILO) and achieved learning outcomes (ALO).

• ILO - are written statements of what the student is expected to know, understand and be able to do after completion of a learning unit.

• ALO - are what individual students have actually achieved in relation to the intended learning outcomes of this learning unit.


Learning-outcome approach

Intended LOs

Teaching and learning

approaches

Assessment methods

Teaching staff qualifications

Learning resources

Achieved LOs


LO Development Steps

Identify objectives

Turn objectives into LOs

Develop teaching and

learning approaches

Design assessment to check the

LO achievement

Modify in light of the feedback


Learning outcomes -> teaching and learning approaches

Learning outcomes Teaching approach Learning approach

Write in one’s own language using correctly the various types of historiographical writing

Teaching writing techniques, bringing examples of texts, commenting on the performance of students

Writing assignments to practise producing different kinds of texts such as essays, reviews and summaries

Give narrative form to research results according to the canons of the discipline

Guiding through techniques of narrative writing, workshops, specific activities for guidance in writing and referencing, individual tutoring

Writing assignments to practise producing different kinds of texts such as narrative reports, reflections, reviews and summaries

Communicate in orally in foreign languages using the terminology and techniques accepted in the historiographical profession

Language courses and laboratories, history courses in foreign languages, discussion of the history literature in foreign languages

Grammatical and lexical study and practice, practice in speaking, oral presentations and discussions in the language, working with native speakers, video conferencing


Learning outcomes -> student assessment

Learning outcomes Student assessment methods

Write in one’s own language using correctly the various types of historiographical writing

Correction of text and written and oral feedback, including comparison of their own product with expected learning outcomes

Give narrative form to research results according to the canons of the discipline

Papers prepared for the courses and corrected feedback given, final year dissertation or thesis is discussed and corrected before final presentation

Communicate in orally in foreign languages using the terminology and techniques accepted in the historiographical profession

Oral exams, assessment of presentations and participation in discussions


Task:Please gather and discuss examples from your own university:

• How do you know that your students achieve the planned learning outcomes in “your” study programmes?

• How do your university / faculty know, that the achieved results fit in the overall objectives and expectations of different stakeholders?

Processes: Let us discuss…


Higher Education Reform Project

Design, approval, monitoring and review of academic programmes

DESIGN OF ACADEMIC PROGRAMMES PLAN

APPROVAL => IMPLEMENTATION OF THE

PROGRAMMEDO

MONITORING AND REVIEW OF PROGRAMMES CHECK and ACT

3/5/2014

Programme design and approval

• Process of peer evaluation and approval with

external input

– Relationship of programme outcomes to relevant

academic standards, qualification descriptor in the

National Framework for Qualifications requirements

– Structure and content

– Learning and teaching methods and assessment

strategy

– Resources


Annual monitoring of programmes

– Multi-layered reflective process

• External reviewer’s reports and action plans

• Student progression and award data

• Student feedback

– Module

– Programme (institutional and sectorial level)

• Staff reflection/evaluation

• Document review


Periodic Review of Programmes

• Broader review of continuing validity and relevance of a portfolio – Analysis of external reviewer’s reports and effectiveness of

responses over time

– Trend analysis of progression and award data

– Synoptic review of student feedback (internally and externally derived)

– Currency of programme learning outcomes in relation to National Framework for Qualifications and academic standards

– Effectiveness of teaching and assessment


Checklist

Academic programmecomponents

Do they exist? In which form?

Are they measurable?

National Qualifications Levels and credits linked to them

Sectoral qualifications framework expressed in LOs

BA, MA, PhD programmesexpressed in LOs

Generic and specific competences expressed in LOs and broken down to percentages

Modules expressed in LOs


Checklist

Academic programmecomponents

Do they exist? In which form?

Are they measurable?

Workload (ECTS) linked to LOs

Assessment and Grading Criteria linked to learning outcomes

Teacher qualifications linked to LOs

Teaching and learning methods linked to LOs

Facilities and resources linked to LOs


Internal Quality Assurance of HEIs

Documents

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