Institutional Evaluation of Higher Education

and Research

Prof. A. Cheminat

Arkhangelsk 2012

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PresentationTempus

Arkhangelsk 2012

ANNIE CHEMINATDoctor of Sciences (1976) – Louis Pasteur University, Strasbourg (ULP)

University Professor of Chemistry

Vice-President «Primary and Extended Training» (ULP) : 1992-1999

Rector Nantes Academy: 1999-2002

Director Regional Observatory of Higher Education and Student Employment (ORESIPE : 2002-2011)

Delegate Vice-President « Quality Evaluation » (University of Strasbourg) since 2009

AERES Expert since 2007

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Evaluation of research and higher education

TempusArkhangelsk 2012

PLAN

Agency for Evaluation of Research and Higher Education (AERES)

Organization

Evaluation principles

Process of evaluation and contract policy

Evaluation of research communities

Education evaluation

Evaluation of institutions

Self-evaluation and quality control in University of Strasbourg

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AERES missionsTempus

Arkhangelsk 2012

Agency for Evaluation of Research and Higher Education

(AERES), founded in 2007 – independent administrative institution, oriented at

evaluation of higher educational institutions and research, any universities, schools, institutes, national research organizations

evaluation of research organizations, connected with these institutions

evaluation of educational programs and national diplomas issued by these institutions

working out of personnel evaluation procedures

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AERES organizational structureTempus

Arkhangelsk 2012

Under guidance of President and Council сonsisting of 25 members, French and foreign, AERES carries out its missions basing on three evaluation sections

Institutions Section (Section 1)

evaluation of policy and strategy of evaluated structure in view of its mission

identification of strengths and weaknesses, in order to formulate recommendations later in report prepared at the end of general evaluation

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AERES organizational structure (continued)

TempusArkhangelsk 2012

Section of research organizations (Section 2)

evaluates research organizations of educational institutions basing on general information about organizations’ financial flows and projects

Section of education and diplomas (Section 3)

evaluates integration in Bologne process and in development of European Higher Education and Research Area

evaluates education and accredited diplomas at national level : Licentiate, Master’s degree, doctorate

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Evaluation principles AERES Tempus

Arkhangelsk 2012

Integrated evaluation

Though the sections perform their tasks independently of each other, AERES contributes to interaction between the sections in complex procedure that allows institutions’ subunits to provide a set of information foe analysis and evaluation of training and research strategy

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Evaluation principles AERESTempus

Arkhangelsk 2012

Qualitative approachL’AERES is a full member of ENQA (European Association for Quality in Higher Education)

AERES is registered in European Agency for Evaluation and Assurance of Quality in Higher Education (EQAR) since 2011

AERES does its work toward institutions according to international standards and European standards worked out by ENQA (Standards and Recommendations for Quality Assurance in European Higher Education Area)

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Evaluation principles AERESTempus

Arkhangelsk 2012

Qualitative approach

Evaluation Charter describes AERES work in the sphere of qualitative approach, in order to provide confidence from point of view of institutions, their management structures and other interested parties in the field of higher education and research in France

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Evaluation principles AERESTempus

Arkhangelsk 2012

Evaluation is realized mainly by

pairs (researchers or teachers-researchers)

other experts (students, professionals-entyrepreneurs, managers…)

AERES is basing on team of nearly 4 500 experts, French or foreign chosen at suggestion of

Council Members or sections’ directors

Presidents or directors of evaluated institutions

About one hundred of delegate researchers (teachers-researchers) bera responsibility for scientific organization and further evaluation by committees of experts

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Evaluation process and contract approach

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AERES evaluation process represents external audit that consists in contract approach between institutions and their management structures on the basis of five-year cycles

This demands of institutions a critical view on how goals are achieved in course of process development :

Formalization of analysis in self-evaluation report in institution’s scale (Section 1)

Composition of clear files for each research organization (Section 2) and each educational program (Section 3), accompanied by set of indicators allowing to evaluate work performance

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Evaluation process and contract approach (continued)

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Evaluation report conducted by AERES on the basis of examinations and visit of expert committee to institution

Permission given to institutions to base on analysis and formulated recommendations for processing of strategies and practices

Permission to have reliable, fair and transparent evaluation tools given to institution leadership for making decisions about institution activities course

for permission to issue national diplomas (LMD)

marking of research organizations

support of institution’s strategies

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Criteria of evaluation of research organizations

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Research potential

Conducting and scientific value

Participation in national and international research programs

Positioning in local, national and international milieu

Integration of scientific and technical culture

Social-economic connections

Applied studies and expert examination

Duties for research conducting and publication in research journals

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Criteria of evaluation of education and diplomas

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Scientific urgency and programs of professional training

Correspondence of pedagogical process and research potential

Joint training / research (M, D)

Pedagogical organization of courses : prerequaisites to success (L), preparation to further education and professional integration

International openness (partnerships)

Functioning of pedagogical teams, scientific and pedagogical councils and their improvement

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Criteria of evaluation of education and diplomas

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Prerequisites to education self-evaluation

Quality of admission, admission and further control of students

Tracking of student making

• Training course (group control)

• Progress control

• Professional employment of graduates

Teachers’ qualification

Evaluation of professional training of students

Influence of evaluation on educational services supply

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Criteria of institution evaluationTempus

Arkhangelsk 2012

Strategies in research

• Structuring of research potential

• Strategy : beginning and continuation

Startegy in development

Strategy in education

• Characteristics and management of education

• Prerequisites to student support : preparation for professional integration

• Student working environment : location, resources, equipment

• Quality control : evaluation of training and lessons

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Criteria of institution evaluationTempus

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Strategy in student life

• Involvement of students into institution’s life

• Methods and practice in favor of student life

Strategy in partnership

• Partnership between institutions

• Research organizations

• Territorial groups

• Socio-economic environment

Strategy in sphere of international links

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Criteria of institution evaluationTempus

Arkhangelsk 2012

Management

Organizational structure and institution management

Management of information systems

Management of human resources

Budgetary and financial policy

Policy and achievements management

Abilities for self-evaluation and quality control

Communication policy

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Self-evaluation and quality control in University of Strasbourg

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Establishment of position of Vice-President « Evaluation-Quality » under University First Vice-President

Service of assistance in management

Department « Production and exchange of data »

• Develops, accumulates and tracks indicators of functioning and work of institution in all its activities

• Provides answers to inquiries of ministries and executive bodies of international organizations

• Provides reliability of database for working out of system of indicators, statistics and indicators management

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Self-evaluation and quality control in University of Strasbourg (continued)

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Service of assistance in management (continued)

Regional supervising commission for higher education and professional employment (ORESIPE)

• Works out tools for assistance in student occupational guidance (progress tables for Bachelor’s degree requirements)

• Provides conducting of student courses (group formation)

• Studies opportunities of employment of graduates of higher educational institutions at different levels of training (LMD)

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Self-evaluation and quality control in University of Strasbourg (continued)

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Departament « Management control »

• works out annual reports of identity for each component, research subunits and central services of the University submitting a general report according to five main axes (financial and human resources, measures, indicators of effectiveness and quality, achievements and security)

• provides managerial dialogue before appropriation of funds for each component and total budget planning

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Self-evaluation and quality control in University of Strasbourg (continued)

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Service of assistance in management (continued)

Department « Quality and Internal Control »

• provides revision of process in different services in context of quality management development

• Provides annual monitoring and preparation of companies’ evaluation according to training evaluation in its components

• cooperates in risk mapping for the University in cooperation with Internal Audit Service

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Self-evaluation and quality control in University of Strasbourg (continued)

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Internal Audit Service

conducts internal audits in different spheres of institution management

creates conditions for monitoring of audit further recommendations

includes own measures in Program of quality assurance and improvement

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