The quality assurance system in Sweden

Håkan Hult Linköping University

Gdansk March 13, 2009

The Swedish Higher Education System

• HE 48 institutions

• 15 universities

• Appr 300 000 students

The previous systems

1 When quality was taken for granted (until app 1990)

2 The political context from the 90’s:

Neoliberalism

New public management

Decentralisation

National/international competition

The purpose of quality assurance

• Individual students have the right to demand that their course is of a high standard

• Employers have a need for highly trained graduates

• The general public is entitled to be assured that high levels of taxation result in high standards

• In a global world Swedish HE must retain a high standard

The quality system -2008

• The focus was on the evaluation of subjects and programmes, and assessment of entitlement to award degrees. The aim was mainly to assure fundamental quality.

The result

• Nearly all the recommendations have been taken into account and the quality has improved

• The universities are now much better equipped to assume the responsibility for their own quality assurance and quality development

Points of departure for the new system

• Greater emphasis on the quality procedures of the higher education institutions themselves

• External quality appraisal based on risk assessment

• A greater degree of international participation in the evaluations

• Distinction to centres of excellent quality in higher education

The new quality assurance system

• Audits of the quality procedures at the higher education institutions

• Programme evaluations• Appraisal of entitlement to award degrees• Thematic evaluations and thematic studies• Distinction to centres of excellent quality in

higher education

International approaches in the quality assurance of HE

• HE institutions take greater responsibility for assuring the quality of their offerings through their own quality assurance procedures

• Accreditation and organisations for accreditation

• The Swedish model contains elements of both (audits with focus on quality procedures of the HE institution and the right to withdraw entitlement to award degrees)

Audits of quality procedures

• Central functions, faculties and departments• 2-6 areas for in-depth study at each university• Self-evaluations, quality procedure plans,

evaluations and material requested by the panel of assessors

• The assessment will be based on the 7 aspects recommended by ENQA

• The audits will focus on the outcomes of the quality assurance procedures

The methodology used for audits

• Every university will be audited once during a six-year cycle

• Universities where circumstances are similar will be audited in the same year

• A panel of external assessors, self-evaluations, site visits and written reports

Evaluation of quality assurance procedures

• Continuous quality assurance• Systematic monitoring & revision• Assessment & examination of students• Qualifications of staff & opportunities for their

enhancement• Learning environment & student support• Collecting & use of key data• Information for the general public

The University Chancellors judgement

The Swedish national Agency for Higher Education

- has confidence

- has limited confidence

- has no confidence in quality assurance procedures at university X

Programme evaluations

• The National Agency will compile an overall national survey of the major subject areas that describes the programmes to be evaluated

• A selection of programmes will be made on the basis of these surveys

• The programmes selected will undergo in-depth appraisals

Aim and methodology• The programme evaluations will take place in

accordance with a six-year plan• The evaluations will cover all major areas and

programmes that lead to the award of at least a bachelor’s degree

• The aims are: - to provide information about the educational

areas evaluated - to provide the basis for the in-depth

evaluations

Aspects & criteria for programme evaluations

• Circumstantial factors (teaching resources, educational setting, infrastructure)

• Organisation of the programme (regulatory documents, teaching, reading lists and examinations)

• Outcomes (attainment of degree outcomes, quality assurance of the programme)

Appraisal of entitlement to award degrees

• Appraisal of entitlement to award degrees is an important element in the quality assurance system

• The method used will resemble an in-depth programme evaluation with a panel of external assessors, a site visit, expert opinion and a decision by the University Chancellor

• The same aspects & criteria as for the programme evaluations

Thematic evaluations & thematic studies

• The aim is to provide a national overview of how certain aspects of quality are being dealt with, and examples of good practice to be highlighted. Focus on probing, analysing and explaining rather than just describing

• Important themes to evaluate are gender equality, student influence, examinations, internationalisation, and the working conditions of academic teachers

Centres of excellence

• An incentive for educational organisations that already maintain high standards to seek further improvement

• Offering examples of good practice• Applications are voluntary and universities

themselves decide which educational organisations they want to nominate

• Evaluations by a panels of international experts

• 2 of 7 centres at Linköping University!

The application for Centres of excellence must indicate:• That there is an educational setting &

organisational structure that function exceptionally well

• That there is a competent management & committed teachers with relevant knowledge, experience & skills

• That the organisation is underpinned by an explicit & robust scientific foundation

• That student learning is fostered in an eminent manner

• That the students attain exceptional results