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Relevance of Higher Education
Quality as RECOGNITION
Global Trends in Higher Education:
the challenges, dilemmas and the future
Vilnius, Lithuania
ISM University of Management and Economics
1st of December, 2017
Susanna Karakhanyan, PhDINQAAHE President
2
The International Network of Quality Assurance Agencies in Higher Education
CANADA
ALASKA (USA)
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAME
FRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
GREENLAND
ICELAND
NORWAY
SWEDEN
FINLAND
DENMARK
ESTONIA
LATVIA
LITHUANIA
POLAND
BELARUS
GERMANY
CZECH
REPUBLIC
BELGIUM
FRANCE
SPAIN
PO
RT
UG
AL
SWITZ.
AUSTRIA
HUNGARY
ROMANIA
BULGARIA
ITALY
UKRAINE
TURKEYGREECE
SYRIA
IRAQ
SAUDI
ARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCOTUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRAL
AFRICAN REPUBLIC
GABON CONGO
DEMOCRATIC
REPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLIC
OF SOUTH
AFRICA
MADAGASCAR
KAZAKHSTAN
GEORGIA
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
AUSTRALIA
NEW
ZEALAND
UNITED STATES of AMERICA
REPULIC OF
IRELANDUNITED
KINGDOM
DENMARK
ESTONIA
LATVIA
LITHUANIA
NETHERLANDS
BELGIUM
AUSTRIA
SLOVAKIA
HUNGARY
GREECE
CANADA
ALASKA (USA)
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAME
FRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
PO
RT
UG
L
SYRIA
IRAQ
SAUDI
ARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCOTUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRAL
AFRICAN REPUBLIC
GABON CONGO
DEMOCRATIC
REPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLIC
OF SOUTH
AFRICA
MADAGASCAR
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
AUSTRALIA
NEW
ZEALAND
RUSSIAN FEDERATION
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAME
FRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
PO
RT
UG
L
SYRIA
IRAQ
SAUDI
ARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCOTUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRAL
AFRICAN REPUBLIC
GABON CONGO
DEMOCRATIC
REPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLIC
OF SOUTH
AFRICA
MADAGASCAR
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
GREENLAND
ICELAND
NORWAY
SWEDEN
FINLAND
DENMARK
ESTONIA
LATVIA
LITHUANIA
POLAND
BELARUS
GERMANY
CZECH
REPUBLIC
NETHERLANDS
BELGIUM
FRANCE
SPAIN
PO
RT
UG
AL
SWITZ.
AUSTRIA
SLOVAKIA
HUNGARY
ROMANIA
BULGARIA
ITALY
UKRAINE
TURKEYGREECE
DENMARK
ESTONIA
LATVIA
LITHUANIA
NETHERLANDS
BELGIUM
PO
RT
UG
AL
AUSTRIA
SLOVAKIA
HUNGARY
GREECEPO
RT
UG
L
AUSTRALIA
NEW
ZEALAND
REPULIC OF
IRELANDUNITED
KINGDOM
ALASKA (USA)
UNITED STATES of AMERICA
CEENQA2001
ENQA2000
RIACES2003
ANQAHE2007
APQN2003
AfriQAN2009
CANQATE2004
CHEA1996
INQAAHE as the first global network established in 1991
Karakhanyan, 2017
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INQAAHE: a brief overview
A world-wide association of about 300 organisations active in the theory and practice of quality assurance in higher education. The great majority of its members are quality assurance agencies that operate in many different ways, although the Network also welcomes (as associate members) other organisations that have an interest in QA in HE.
The Role
The central purpose and role of INQAAHE is to promote and advance excellence in highereducation through the support of an active international community of quality assuranceagencies. In order to achieve this goal, the network focuses on the development of thetheory and practice of quality assurance, the exchange and understanding of the policiesand actions of its members, and the promotion of quality assurance for the benefit ofhigher education, institutions, students and society at large.
The Mission
First ever QA Network established in 1991 as an inclusive, umbrella organization for educational organizations dealing
with quality assurance of tertiary education
www.inqaahe.org
Karakhanyan, 2017
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We are driven by internationalization principle: the set up
International Board of Directors
Over 300 members from all over the world
The Secretariat is moving around the globe once per 2-4 years. Currently hosted by AQU Catalunya, Spain
The annual events are moving around the globe: no INQAAHE event is held in the same place in two consecutive years
The organization is registered in New Zealand
Karakhanyan, 2017
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A glimpse of major activities
Internationally peer-reviewed journal
Quarterly bulletin and communiques
INQAAHE Funding Scheme
INQAAHE Quality Assurance Program at the University of Melbourne and Open University of Catalunya
Recognition of quality assurance agencies against GGPs
Karakhanyan, 2017
A Global Survey of EQAAs and IQAAs, in cooperation with UNESCO, regional QA networks and university associations
Biennial forums and conferences: INQAAHE Forum 2018 is to take place in Mauritius, 2-5 of May, hosted by TEC
Co-organization of an International Conference on Quality Assurance in Higher Education – with UNESCO, ICDE, CoL, and
CIQG to be held in 2018 in Paris (21-23 November)
6
Outline
International trends in higher education: diversification vs. differentiation
Recognition as one of the ultimate aims of quality of provisions
Quality assurance: does one model fit all?
Diversity of quality assurance providers and respective recognition prospects
Karakhanyan, 2017
Quality as Recognition
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Globalization: recent trends and challenges
Karakhanyan, 2017
SOCIETY
A major shift in the way individuals learn, work, do business, innovate, and entertain themselves
Education as a key component to a
sustainable foundation for economic recovery and long-term health.
A transition from outcome metrics that
assess the performance of individual institutions
to measuring the efficacy of the entire system in
contributing to economic goals.
GO
VER
NM
ENT IN
DU
STRY
With diversification of economy the demand for diversified workforce is rapidly increasing and acts as a crucial contributor to economic growth.
TERTIARY EDUCATION
An estimated 75% of the fastest growing occupations will require STEM related skills and knowledge (science, technology, engineering and math). The need for an increased emphasis on computer coding, computational thinking, problem solving and design thinking into all levels of educational institutions is paramount.
Innovation requires mobilization of an entire ecosystem that includes a solid knowledge infrastructure, a highly skilled labor force, creative workplaces, business models built
with both customers and competition in mind, and
engagement of global forces
8
Paradigm shift: elite vs. mass education
Elite education: targeting 5-10% of high school grads
Mass education: targeting at least 30% of high school grads
Is it possible at all with the same model to handle the different expectations?
VS
Karakhanyan, 2017
9Karakhanyan, 2017
Diversification of higher education: only some trends out of many
Vertical and horizontal differentiation of HE provisions- Vertical: differentiation in terms of performance
- Horizontal: differentiation in terms of types of HE providers, programmes, and qualifications
Life-long learning (non-formal and in-formal learning) - projected into NQFs
On-going learning: predominant majority of employers recognize the impact and need for on-going education and reward their employees
accordinglyExponential growth into the e-learning industry: by 2023 investment into e-learning is projected to have exceeded USD 240 billion as compared to USD 165 billion in 2015
Personalized and adaptive learningOne size no longer fits all. With the diversity of needs for learning the trend is on personalized learning, personalized learning paths based on the interaction with learning components
Potential merger of higher education provisions with corporations: joint initiatives undertaken by corporations and lead HEIs MOOCs
All trends leading to incorporation of a diversity of methodologies and approaches to teaching and
learning to ensure coverage of the diversity of needs
10
Major paradigm shift: pre – and post-XXI century
Higher education vs. industry
Up to XXI century
Complementarity of higher education with industry
Major sign of the paradigm shift:Blend of learning and working
XXI century and beyond
70% (real life) +20% (from feedback and observation)+10% (formal learning)
(Towards Maturity, 2016)
Karakhanyan, 2017
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Tertiary Education as a Driving Force for Knowledge Economy
Karakhanyan, 2017
QS Best Student Cities 2016As per “Employer activity” index
All three centers have an excellent concentration of national and international companies with strong ties to the university community.
What do the direct consumers of TE want?
- to study and find internships or work placements side by side
- to build relationships with future employers
But… we should be cautious not to lose the values accumulated in academia throughout centuries
Ideally, integration of academia and industry could be a solution
12
Recognition: how do we handle globalization?
Karakhanyan, 2017
Global
Employment
….growing momentum of setting up National Qualifications Frameworks (NQFs) and cooperation in the use of Qualifications Framework (QF) for cross-border recognition.
One of the expressions of globalization is in the ever-growing number of international migrants: 150 million in 2000; 214 million in 2010; there could be 405 million in 2050 (IOC of UNESCO).
To facilitate the ever-growing migration, qualifications are still the main currency that are in use and signal both national and international value
As of now, readability and recognition of qualifications across the border is still a challenge – absence of a global system of qualifications recognition allowing a learner or worker to take his/her qualifications to other countries and have them recognized. Quality assurance
seen as the main driver for
operationalization of the NQFs
But…We should be cautious not to exaggerate its potentials
(e.g. the QF does not address recognition in the legal meaning of the word)
13
Questions to think about…
Karakhanyan, 2017
Does HE provide for 100% of skills necessary in the market? Or should it provide? Do we expect impossible from HE? What if HE concentrates on academic aspects and in terms of required skills works on the complementarity through integrating
into workplaces?
Working and learning have started to blend, which is why a revised approach to HEI governance, administration, management with the use of the ICT technologies and innovative techniques is the next great opportunity
Is there research on how the systems work? On the capacity of the direct implementers? On the specific needs to be addressed and targets to be set?
What are the investments? What are the roles of different stakeholders?
14Karakhanyan, 2017
UNESCO Global Recognition Convention to be adopted in 2019
- Open and fair recognition of qualifications as a universal right
- International coherence in recognition processes- Recognition across regions- Recognition as an enabler for quality enhancement
of HE- Raising the profile and importance of recognition
Recognition: diversity of tools
Regional recognition tools (e.g. Lisbon Recognition Convention)
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Multiple measurement tools to meet diversity of expectations
Karakhanyan, 2017
Move to risk-based reviews “one size fits all” approach is no longer relevant
Quality assurance – accreditation, audit, evaluation…Institutional vs. programmeGeneric vs. subject specific criteriaNational vs. transnational QA providersJoint reviews
Rankings of HEIs: - Out of 17000 HEIs all over
the world only 3 % can be involved in the top 500
- The key indicators evolve around research
Rankings of HE system QS HESS- HE system strength- Access- Flagship institution
performance- Economic context.
16Karakhanyan, 2017
Current approaches to HE quality assurance no longer serve the diversity of needs and are subject to diversification and alignment with the needs
to ensure
Recognition of qualifications
Measurement of learning outcomes/learning gain
Coverage of diversity of higher education providers, profiles, performance
Reduction of accreditation fatigue
Links with the labor market and measurement of employability
Does QA satisfy the diversity of needs?
17
Meta-level frameworks for recognition:
External QA Providers C
ove
rage
Year
of
esta
blis
hm
ent
Stan
dar
ds/
guid
elin
es
Worldwide Europe The USA Ibero- America
1991 2000 1996 2003
Guidelines of Good Practice
ESGs
CHEA Eligibility standards and
Principles for HE Internationally
Guidelines of Good Practices
INQAAHE ENQA CHEA RIACES APQN
Asia-Pacific
2003
Chiba Principles
Karakhanyan, 2017
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International Reference Points: recognition of EQA
- III. Standards and guidelines for quality assurance agencies
Section I: The EQAA: accountability, transparency, and resources Section IV: External activities: collaboration with other agencies and transnational/cross-border education
Standard B: Accountability Standard D: Employs Appropriate and Fair Procedures in Decision Making Standard E: Ongoing Review of Accreditation Practices Standard F: Sufficient Resources
Section 1: Guidelines for the EQAA: - Mission and purposes,- Organization and resourcesSection 3: The agency and its environment- Publicity of decisions, - Monitoring of the operation of
the EQAA, - Networking and links with
other bodies.
OVERARCHING STANDARDS/GUIDELINES
INQAAHE GGP(revised in 2016)
ESGs(revised in 2015)
CHEA guidelines(revised in 2010
and additions are made in 2016)
RIACES
I. Standards and guidelines for internal quality assurance of HEIs
II. Standards and guidelines for external quality assurance of HEIs
-Section III: Institutions of higher education and the EQAA: relationship, standards, and internal reviews
Section II: EQAA review of institutions: evaluation, decision and appeals
Standard A: Advances Academic Quality
Standard C: Encourages, Where Appropriate, Self-Scrutiny and Planning for Change and for Needed Improvement
Section 2: The agency’s review processes: - Relationship with HEI, - External review
procedures (Quality criteria, procedures, external review teams);
- Documentation, decision making process.
Op
era
tio
nal
Fu
nct
ion
al
- Quality Assurance Agencies: key principles guiding the structure of quality assurance agencies and their management
Chiba Principles
- Institutional Quality Assurance: key principles guiding institutions in assuring their own quality. The principles evolve around two major domains: 1. Internal quality assurance of HEs, and 2. external quality assurance of HEs.
Karakhanyan, 2017
19Karakhanyan, 2017
Quality is the ultimate recognition of the
products – outcomes and outputs –and measurement mechanisms and tools should be able to demonstrate
the extent of success in doing so.
Quality as Recognition
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Pauline Tang Vice President
Jawaher al-Mudhahki Treasurer
Martí Casadesús Fa Secretary
Jagannath PatilImmediate Past President
Maiki Udam Director
Erika Soboleva Director
Martin Strah Director
Eddy Chong SiongChoy - Director
Tashmin Khamis Director
Anthony McClaran Director
Carol Bobby – Director
Franz Gertze Director
Conchita Herruzo - Secretariat
Frank Di Mercurio- Secretariat
Susanna Karakhanyan President
INQAAHE Board of Directors
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For more information
OR
INQAAHE Secretariat
C. dels Vergós 36-42, 08017 Barcelona, Spain
Karakhanyan, 2017
