Quality Assurance in Staff Development Training Seminar on Implementation of Effective Quality...

Quality Assurance in Staff Development

Training Seminar on Implementation of Effective Quality Assurance Systems in Romanian Higher Education Institutions

Sinaia, April 1-3, 2009

Material produced under Phare 2006PHARE TVET RO2006/018-147.04.01.02.01.03.01

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Project financed under Phare MoERI–NCVETD/PIU

Bergen Standard 1.4: Qualified and competent teaching

staff

How do you satisfy yourself that the teaching staff at your university is competent and qualified for the job? How can you prove that?


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New challenges to academic staff competences in Bergen standards:

To design teaching in a way that allows to identify achievement of intended learning outcomes and other programme objectives;

To design assessment in ways that allow for student progression towards the achievement of knowledge and skills associated with their intended qualification


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Quality Assurance Aspects of Staff Development in Bergen standards:

To ensure your staff has: Full knowledge and understanding of the subject; Skills and experience to transmit knowledge and understanding

effectively to students in a range of teaching contexts;

To ensure that processes and procedures for Staff recruitment, selection and appointment guarantee the necessary level of competence

To provide: opportunities for development and improvement of teaching

capacity Arrangements for Staff appraisal by peers and students


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How your institution satisfies itself that staff involved in students’ teaching is competent to do so?

What is the effectiveness of your processes and procedures for staff recruitment, appointment, career development and appraisal? How can you prove that?


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Universities are expected to have in place procedures for the recruitment and

selection of staff

Recruitment, selection and appointment procedures provide for transparancy, non-discrimination, clear performance requirements to the applicants

All staff with involvement in the recruitment and selection of teachers are offered training in all aspects of current employment legislation

- can you provide evidences?


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University staff appraisal policy is expected to:

Be drafted, agreed and approved by a legitimate body (e.g., University council);

Initiate procedures for selection and appointment of appraisers;

Define appraisal processes (e.g., Appraisal Interview) and outcomes;

Introduce appeal procedure.


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Universities are expected to have in place staff development and training

policy and strategy

To reflect the importance of staff competence, commitment and capacity to change for the successful achievement of the institution’s current and future goals;

To recognize the vital importance of staff development and support as investment in organisation’s future.


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Staff development and training policies usually involve:

General policy statement (how the institution views the development of its staff?);

Scope of staff development and training (all staff or only selected members will be involved, at what levels and forms, in what aspects they will be trained?);

Facilities that will be provided Areas of particular importance (e.g., induction of

new staff)


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Variety of Staff development structures

The Staff Training and Development Unit (University of Sheffield, UK);

Academic Staff Training Center (South-West University, Blagoevgrad, Bulgaria)

Staff Development ‘Atelier’ in some French and Swiss institutions

The University of New England's Teaching and Learning Centre (Australia)


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Examples of good practice- 1The University of New England's Teaching and Learning Centre (TLC)

produces a range of academic staff development publications. The aim is to provide a range of reader-friendly resources that will assist staff to develop their skills in the areas of:

appropriate teaching techniques educational technology learning management systems principles of distance education. These publications are based on active research by TLC staff and

close collaboration with academic staff from the faculties.

complete list of current TLC publications can be accessed at www.une.edu.au/tlc/pub/index.htm


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Examples of good practice- 2

Educational Design and Development for Quality Learning (Southern Cross University, Australia)

The goal of this practice is to provide teaching staff with a template for an integrated support system, which helps them to develop the skills, capacities and knowledge required for sound curriculum design and effective teaching. It recognises the importance of curricula built on the alignment of desired learning outcomes with assessment tasks and learning and teaching activities, in any mix of flexible learning options on offer.


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Examples of good practice- 3Foundations of University Teaching Course

The course “Introduction to Tertiary Teaching” (ITT), is a key initiative supporting the ongoing development of a high quality learning and teaching environment. Newly appointed academic teaching staff are required to participate as part of their employment contract. The course offers immediate practical support for university teachers as well as a framework for long-term reflective practice and continuous development.


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To summarize, university staff development strategy should:

Affirm the importance and value of staff development activities by allocating resources

Ensure that staff are able to progress in line with performance and achievement;

Improve levels of staff teaching and management skills so that university remains competitive in order to meet current and future challenges


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Conclusion

In the face of rapid change within the higher education sector, the success of any university will depend on its ability to recruit, retain and develop high quality staff at all levels and across all functions


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Thank you!

For contacts:

[email protected]

Tel.:021.313.77.22

Quality Assurance in Staff Development Training Seminar on Implementation of Effective Quality...

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