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Developments and Challenges for Quality Assurance in Higher Education Tan Kay Chuan Director, Office of Quality Management National University of Singapore
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Developments and Challengesfor Quality Assurancein Higher Education
Tan Kay ChuanDirector, Office of Quality Management
National University of Singapore
April 24, 2023 2
Contents
Introduction
Quality and Quality Assurance System
Singapore Quality Assurance Framework
Quality Assurance for Higher Education beyond ASEAN
Conclusion
April 24, 2023 3
Quality Different views of quality
QUALITY
Excellence: The view of academia
Fitness for purpose: The view of externalassessors aimingfor improvement
Threshold: The view of accreditors
Value added: The view of students
Value for money: The view taxpayers and
governments
Client satisfaction: The view of students and
employers
Source: AUN-QA, 2005
April 24, 2023 4
Quality Assurance System
QUALITY ASSURANCE SYSTEMS IN HIGHER EDUCATION
Internal Quality Assurance: •Monitoring•Evaluation•Improvement
Accreditation
External Quality Assurance: •Benchmarking•Audit assessment
Source: AUN-QA, 2005
April 24, 2023
5
Quality Assurance System
Quality Model for an External Quality Assurance System
Stakeholder Satisfaction
Quality Assurance and International Benchmarking
ACHIEVEMENTS
EducationalActivities
Research
CommunityService
Policy Plan
Management
HumanResources
Funding
Mission
Goals
Aims
Source: AUN-QA, 2005
April 24, 2023 6
Initiatives by Singapore Strategic Objectives
• Development of human capital• Ideas (Innovation) and wealth creation• International branding
Features to meet strategic objectives • No compromise on quality of students admitted• Providing diverse educational needs to an enlarged
student pool• Healthy competition among institutions• A robust and resilient university sector
April 24, 2023 7
Initiatives by Singapore Corporatisation of universities
• Greater autonomy to universities• Empowerment of Deans, Department Heads, and
Faculty Members• Alignment with national strategic objectives• Universities to actively seek sources of funding• Promote research excellence (e.g., G-10-10)• Practice of blind, merit-based admission policy
April 24, 2023 8
Initiatives by Singapore Opening of new universities
• Build Singapore as a key regional education hub• Growth of publicly funded universities and private
universities e.g. Singapore University of Technology and Design,
Singapore Institute of Technology, INSEAD, University of Chicago Graduate School of Business, DigiPen Institute of Technology, EDHEC Risk Institute, etc.
Transforming polytechnics in Singapore • Partner with renowned overseas institutions • Offer selective degree programs
April 24, 2023 9
Quality Assurance Framework for Universities (QAFU) – Publicly Funded Universities
Three-step approach to quality assurance
Institutional Self-Assessment
External Challengesand
Validation
Feedbackand
Development
Source: QAFU Final Report, 2001
April 24, 2023 10
Critical Success Factors• Balancing accountability with improvement• Incentivising institutions and staff• Ensuring mission-driven, not standardized
ownership of processes and outcomes by universities
• Enhancing professionalism and competitiveness of institutions
Quality Assurance Framework for Universities (QAFU) – Publicly Funded Universities
11
The Virtuous Quality Spiral
Source: QAFU Final Report, 2001
1.What are we
trying to do?
2.How are we
trying to achieve this?
4.What are we learning?
3.How are we assessing our success?
Leadership, strategies &policies that
direct the university
Indicators & measures that signal
and quantify success
Resources & tactics that turn intentions
into action
Feedback & Learning
Quality Assurance Framework for Universities (QAFU) – Publicly Funded Universities
12
Major Areas
• Governance
• Management
• Teaching
• Research
• Service
Enablers
Results
Quality Assurance Framework for Universities (QAFU) – Publicly Funded Universities
13
EduTrust Framework – Private Education Institutions (PEIs)
Corporate Governance and Administration
Impr
ove
Indu
stry
Sta
ndar
d an
d In
crea
se S
tude
nts
Sat
isfa
ctio
nQuality Assurance and Audit Requirements
Management Commitment and Responsibilities
Student Protection
Academic Processes and Assessment of
Students
Student Welfare and Support
Services
P D
CA
Source: Council for Private Education
14
The scheme consists of 6 sets of basic criteria where PEIs are scored accordingly:
• Management Commitment and Responsibilities
• Corporate Governance and Administration
• Student Protection
• Student Welfare and Support Services
• Academic Processes and Assessment of Students
• Quality Assurance and Audit Requirements
Maximum scores attainable : 1000 points
Source: Council for Private Education
EduTrust Framework – Private Education Institutions (PEIs)
Quality Assurance for Higher Education Beyond ASEAN
Europe Australia Japan Hong Kong United States Canada Israel
15
Europe – Bologna Process
• T. Karkoszka, 2009, Quality assurance in the european higher education area, Journal of Achievements in Materials and Manufacturing Engineering, 37 (2), 759 – 766• ENQA and the Bologna process : http://www.enqa.eu/bologna_overview.lasso
16
1999Bologna Declaration
• Encourage Co-operation• To develop comparable criteria and methods
2001Prague Meeting
• Collaborate with ENQA in establishing QA framework
2003Berlin Meeting
•QA as an intermediate priority
2005Bergen Meeting
• Standards and Guidelines for Quality Assurance in the European Higher Education Area
2007London Meeting
• Setting up European Register for Quality Assurance Agencies (EQAR)
2009Leuven/Louvain-la-
Neuve Meeting• Acknowledge HE QA importance• EQAR approved
2010Budapest and Vienna Meeting
• “European higher education area” was officially launched• Further implementation of European Standards and Guidelines
Australia
• Dean Forbes, 2010, Global Perspectives on Quality Assurance: Australia • AUQA, 2010, Consolidated National Report on an AUQA Audit/Review of Government Accreditation Authorities
17
2000Australian
Universities Quality Agency(AUQA)
was established
2001-2007Cycle 1 Audit
•Institutional Audit: provide universities recommendations, affirmations and commendations
2008-2012Cycle 2 Audit
• Follow up on actions taken on cycle 1 findings
• Identification of good practice and priorities for QA
• Strengths and weakness of current national QA guidelines
The Tertiary Education Quality and Standards Authority take over from AUQA and be operational in 2011
Japan
• Sorin-George Toma and Shinji Naruo, 2009, Quality Assurance in the Japanese Universities
18
1991 MOE – University CouncilIntroduce self-evaluation system of university activities for the
improvement of education and scientific research
2001 Council for Regulatory ReformIntroduce a continuous accreditation run by third-party
organisations. Universities have to be externally evaluated every 7 years or less by an authorized QA agency
2004 National Universities were incorporated• Introduce a certified evaluation system• Increase the flexibility of establishment approvals • Create and implement capable QA mechanisms
2006 Four agencies have been authorizedNIAD-UE, JUAA, JIHEE, and JACA
By 2007, 269 HE institutions have been evaluated and accredited.
Hong Kong
• Hong Kong Quality Assurance Council, Audit Manual• HKQF: http://www.hkqf.gov.hk/guie/QA_HKCAAasp
19
University Grants Committee (UGC)Management review 1998-1999
Teaching and learning quality process reviews 1995-1997 and 2001 – 2003Performance and Role-related funding scheme 2004
Joint Quality Review Committee (JQRC)
Aug 2005oversee the quality of self-financing
sub-degree programmes
UGC Quality Assurance Council (QAC)
Apr 2007QA of education experience in all first degree level programmes of
UGC-funded institutions
Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ)
May 2008responsible of assuring the quality of qualifications and their associated
programmes and providers
The Hong Kong Qualification Frameworkformally launched in 2008
United States
Systematic, open and diverse ways of QA
• Ronald B. Standler, Accreditation of Universities in the USA, http://www.rbs2.com/accred.htm• Tran Thi Bich Lieu, Higher Education Quality and Quality Assurance in the United States, www.educ.ttu.edu/online/lieu/docs/highereducationquality-
EN.pdf
20
Regional Accreditation
(6 regions)
Accreditation in specific subjects
Baldrige Criteria in Education
Council for Higher
Education Accreditation
HEQuality
Assurance in the United States
US Education Department
World Class University Standards
April 24, 2023 21
Baldrige Education Criteria for Performance Excellence Framework
Organizational Profile: Environment, Relationships, and Challenges
4Measurement, Analysis, and Knowledge Management
1Leadership
7Results
2StrategicPlanning
3Student, Stakeholder,
and Market Focus
5Workforce
Focus
6Process
Management
Source: www.quality.nist.gov/PDF_files/2007_Education_Criteria.pdf
Canada
22
• Source: http://www.aucc.ca/qa/index_e.html
National Regional Institutional Programme
Eight Canadian Provinces
Association of
Universities and Colleges
of Canada (AUCC)
• Autonomous in academic matters
• Commitment to a common framework of standards across provincial jurisdictions
• Supplemented by standards of professional accreditation
Israel
June 2003 - the Council for Higher Education (CHE) decided to establish a system for quality assessment of Israeli higher education – 4-stage model:
Quality assessment based on fields of study
23
• Source: http://www.che.org.il/template/default_e.aspx?PageId=297
Self study report External assessment Discussion and decision-making
Publication of results
Conclusion
Singapore Separate QA system for publicly funded universities and private education institutions Self-assessment QA system - publicly funded universities National QA Agency – Private Education Institutions
Europe/Australia/Japan/Hong Kong Acknowledging the importance of QA in all aspects of higher education Setting up national QA agencies Establishing and improving national/regional QA guidelines Continuous evaluation
United States/Canada Diversified Specialized Flexibility
Israel Fields of study oriented QA
24
April 24, 2023 25