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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
DE VERNIEUWDE ESG Europees raamwerk
voor een toekomstig KZ?
Lucien Bollaertonafhankelijke internationale KZ expert (gastprof)
vicevoorzitter EQAR Comité
bestuurder AEQES, QQI & EQ-Arts
Vlor-seminarie: Bologna-instrumenten
15 december 2016
Brussel
ESG & QA inhoudstafel
KZ: het Europese succesverhaal?De herziene ESG
Delen, context, scope & principes Student-Gecentreerd Leren (SCL) Leerresultaten (LO) EKZ – transparantie, bestuur & onafhankelijkheid Internationale KZ
Welke nieuwe KZ?Besluiten Beperkte bibliografie
ESG & QA contents
The European successful(?) QA storyThe revised ESG
Parts, context, scope & principles Student-Centred Learning (SCL) Learning Outcomes (LO) EQA – Transparency, Governance & Independence International EQA
Which new QA is needed?ConclusionsSelected bibliography
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The European successful(?) QA story
ESG & QA revised ESG: European QA short story
1999 2000 2003
Berlin
communiqué
ESG
2005 2006 2008 2009 2010 2015
ESG & QA revised ESG: European QA short story
Stage of development of EQA against ESG 2013/14
Implementation report 2015, fig. 3.8, p. 98
Source BFUG questionnaire
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The revised ESG
Parts, context, scope & principles
ESG & QA revised ESG: parts, context, scope, principles
Intro & parts: Part I: IQA (7 10) Part II: EQA (7 7) Part III: QAAs (8 7)
Context: Importance of HE socio-economically & culturally
(skills & competences) Increasing diversity & flexibility Internationalisation New forms of delivery The role of QA is crucial in supporting higher
education systems and institutions in responding to these changes while ensuring the qualifications achieved by students and their experience of higher education remain at the forefront of institutional missions.
The role of ESG: common understanding, development of systems also international & cross-border, more transparency, thus trust & recognition
Scope:
No standards (???) or prescriptions of processes, but guidance
In broader context: QF, ECTS, DS Focus: learning & teaching in HE, including
learning environments & relevant links to research & innovation
ESG apply to all HE offered in the EHEA regardless of the mode of study or place of delivery, including transnational and cross-border provision.
“programme” refers to HE in its broadest sense, including institution and that which is not part of a programme leading to a formal degree.
QA is used to describe all activities within the continuous improvement cycle (i.e. assurance and enhancement activities).
ESG & QA revised ESG: context, scope, principles
Principles: HEIs have primary responsibility
for the quality of their provision and its assurance;
QA responds to the diversity of higher education systems, institutions, programmes and students;
QA supports the development of a quality culture;
QA takes into account the needs and expectations of students, all other stakeholders and society.
ESG & QA revised ESG: context, scope, principles
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The revised ESG
Policy for QA
ESG & QA revised ESG: QA policy
Standard I.1:
“Institutions should have a policy for QA that is made public and forms part of their strategic management. Internal stakeholders should develop and implement this policy through appropriate structures and processes, while involving external stakeholders.”
Published institutional strategies for continuous enhancementin the past 5 years 2013/14
Implementation report 2015, fig. 3.1, p. 89Source BFUG questionnaire
ESG & QA revised ESG: QA policy
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The revised ESG
Student-Centred learning (SCL)
ESG Standard I.3 :
Student-centred Learning, Teaching and Assessment
“Institutions should ensure that the programmes are delivered in a way thatencourages students to take an active rolein creating the learning process, and thatthe assessment of students reflects thisapproach.”
agreed & proposed by E4+ (incl. EUA, EURASHE & EI)
New EHEA challenges revised ESG: SCL
New EHEA challenges revised ESG: SCL
Guidelines I.3 :
“Student-centred learning and teaching plays animportant role in stimulating students’ motivation, self-reflection and engagement in the learningprocess. (…)
The implementation of student-centred learning and teaching
- respects and attends to the diversity of studentsand their needs, enabling flexible learning paths;
- considers and uses different modes of delivery, where appropriate;
- flexibly uses a variety of pedagogical methods;- encourages a sense of autonomy in the learning,
while ensuring adequate guidance and supportfrom the teacher; (…)”
agreed and proposed by the E4+ (incl. ESU)
SCL Survey Analysis 2011 SCL Theory & Practice 2011
SCL Toolkit 2014
New EHEA challenges revised ESG: SCL
“Student-Centred Learning represents both a mindset and a culture within a given highereducation institution and is
learning approach (…) characterised byinnovative methods of teaching which aim to promote learning in communication withteachers and other learners and which
take students seriously as active participants in their own learning,
forstering transferable skills such as problem-solving, critical thinking and reflectivethinking.”
Time for Student-Centred Learning (T4SCL) Toolkit, 2011
New EHEA challenges revised ESG: SCL
QUALITY CULTURE
5 Characteristics of Learner-centered teaching
1. SCL engages students in the hard, messy work of learning.
2. SCL includes explicit skill instructions.
3. SCL encourages students to reflect on what theyare learning and how they are learning it.
4. SCL motivates students by giving them somecontrol over learning processes.
5. SCL encourages collaboration.
Weimer, M. (2015)
New EHEA challenges revised ESG: SCL
SCL integral components FLEXIBILITY and freedom in terms of time & structure of
learning;
More and better QUALITY TEACHERS who strive to SHARE their knowledge;
A clear UNDERSTANDING of students by teachers;
A FLAT HIERARCHY within HEIs;
Teacher RESPONSIBILITY for student EMPOWERMENT;
A continuous ongoing IMPROVEMENT process;
A POSITIVE ATTITUDE by teachers & students with the aim of improving the LEARNING EXPERIENCE;
A relationship of MUTUAL ASSERTIVENESS between students& teachers;
A focus on LEARNING OUTCOMES which enable GENUINE LEARNING & DEEP UNDERSTANDING;
Student-Centred Learning (T4SCL) Toolkit, 2011, 2014
New EHEA challenges revised ESG: SCL
The Learning Pyramid
10%
20%
30%
50%
75%
90%
National Training Laboratories, Bethel, Maine
New EHEA challenges revised ESG: SCL
New EHEA challenges revised ESG: SCL
Importance of SCL elements in EHEA countries group A
(countries where steering docs mention SCL)
Implementation report 2015, p. 73Source BFUG questionnaire
Importance of SCL elements in EHEA countries group B
(countries where steering docs do not mention SCL)
Implementation report 2015, p. 74Source BFUG questionnaire
ESG & QA revised ESG: SCL
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The revised ESG
Learning Outcomes (LO)
Standard I.2 :
Design and Approval of Programmes
“(…) The programmes should be designed sothat they meet the objectives set for them, including the intended learning outcomes. (…)”
New EHEA challenges revised ESG: LO
Steering and/or encouraging LOs in national policy 2013/14
Implementation report 2015, fig. 2.25, p. 72
Source BFUG questionnaire
New EHEA challenges revised ESG: LO
Learning outcomes : need of common language
need of common understanding
27
LO = what a learner is supposed to know &be able to do after a successful study
competence = ability to integrateknowledge, skills & attitude to be successfulin a certain context
Make of the LO LIVING things that are formulated by
the stakeholders concerned, passionately shared by
the whole team and shaping the teaching, learning
and assessment practices & formats accordingly !
New EHEA challenges revised ESG: LO
New competences needed Communication, problem-solving, creativity, team-work
Research skills, both academic as well as ‘mode 2’ (applied) and mixtures
Inter-disciplinary but with skill and attitude to go deep into a particular discipline
Meta-cognition
Willingness to change, risk-taking, entrepreneurial
‘Global competences’ (e.g. computer skills)
Visionary & inspirational leadership
HOW YOU ENGAGE IN THE WORLD
= ATTITUDES! CHARACTER! PERSONALITY
(see HRM in industry and business)
CERTAINLY ON TEAM LEVEL
New EHEA challenges revised ESG: LO
More or other knowledge & skills are not enough!
29
New EHEA challenges revised ESG: LO
30
Innovative teaching & learning processes
OECD
New EHEA challenges revised ESG: LO
Standard I.2 :
Design and Approval of Programmes
“(…) The programmes should be designed sothat they meet the objectives set for them, including the intended learning outcomes. (…)”
Guideline I.3 :
Student-centred learning, teaching and assessment
“(…) The assessment allows students to demonstrate the extent to which the intendedlearning outcomes have been achieved. (…)”
New EHEA challenges revised ESG: LO
Steering and/or encouraging assessment of LOs 2013/14
Implementation report 2015, fig. 2.26, p. 73
Source BFUG questionnaire
New EHEA challenges revised ESG: LO
congruence between LO, learning & assessmentLO T & L forms assessment
cognitive lecture end of course exam
tutorials multiple choice
discussions essays/papers
laboratory practical assessment
fieldwork
affective clinical work clinical practice
seminar presentation
peer group project work
presentation co- or peer- &
psychomotor overall assessmentKennedy (2007)
DemonstrateKnowledge
ComprehensionApplication
AnalysisSynthesisEvaluation
Integration of beliefs, ideas &
attitudes
Acquisition of physical skills
New EHEA challenges revised ESG: LO
Good practices LOs & assessment
https://www.nvao.net/system/files/pdf/Programme%20with%20Case%20Studies-Presenters-List%20of%20Participants.pdf
https://www.nvao.net/peer_learning_event
New EHEA challenges revised ESG: LO
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
The revised ESG
External Quality Assurance (EQA) transparency, governance & independence
New EHEA challenges revised ESG: EQA
ESG 2015 part 1 : IQA
ESG 2015 part 2 : EQA
Standard 2.1 : Consideration of IQA
“External quality assurance should address the effectiveness of the internal quality assuranceprocesses described in Part 1.”
New EHEA challenges revised ESG: EQA - transparency
Standard II.6 : Reporting
“Full reports by the experts should bepublished, clear and accessible to the academic community, externalpartners and other interestedindividuals. If the agency takes anyformal decision based on the reports, the decision should be published withthe report.”
Publication of critical and negative outcomes by HEIs 2013/14
Implementation report 2015, fig. 3.4, p. 92
Source BFUG questionnaire
New EHEA challenges revised ESG: EQA - transparency
New EHEA challenges revised ESG: EQA - governance
Standard III.1: activities, policy & processes for QA
“Agencies should undertake external quality assurance activities as defined in Part 2 of the ESG on a regular basis. They should have clear and explicit goals and objectives that are part of their publicly available mission statement. These should translate into the daily work of the agency. Agencies should ensure the involvement of stakeholders in their governance and work.”
New EHEA challenges revised ESG: EQA - independence
Standard III.6 : Independence
“Agencies should be independent and act autonomously. They should have full responsibility for their operationsand the outcomes of those operationswithout third party influence.”
Guideline :
organisational independence;
operational independence;
Independence of formal outcomes.
Main outcome of EQA by QAA (2013/14)
Implementation report 2015, fig. 3.3, p. 91
Source BFUG questionnaire
New EHEA challenges revised ESG: EQA - independence
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QAChallenges for the future
The revised ESG
International QA
New EHEA challenges revised ESG: international QA
Yerevan 2015 : approval of the “Europeanapproach of QA of Joint Programmes” :
Use & interpretation of ESG in order to audit a joint programme through through a single audit …
by a(n) (international) panel …
coordinated by an EQAR-registered QAA.
But a lot still needs to be done :
National frameworks, legislation & competence;
Promotion & information : EQAR PLA
Good practices (only 1 up to now)
Some higher education institutions or only under specific conditions
Discussions ongoing
Cannot be used to satisfy national QA requirements
All higher education institutions are able to use the European Approach to satisfy national QA requirements: Recognition of single external
QA procedure for programmes HEIs being self-accrediting
Use of the European Approach for QA of JP
New EHEA challenges revised ESG: international QA
New EHEA challenges revised ESG: international QA
RIQAA project (2014)
Final report p. 9
Scorecard indicator n°6: level of openness to cross border QA by EQAR registered QAAs
Implementation report 2015, fig. 3.7, p. 96
Source BFUG questionnaire
New EHEA challenges revised ESG: international QA
CBQA: national legal frameworks lag behind
Despite the robust European framework in place …
Cross-border accreditation/ evaluation not fully recognised
In addition/parallel to obligatory national external QA
Duplication of efforts for institutions
Recognising EQAR-registered agencies as part of the national requirements for external QA Recognising foreign agencies with own/specific framework Discussions ongoing Countries not recognising external QA by foreign agency
New EHEA challenges revised ESG: international QA
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QAChallenges for the future
Which new QA?
Findings :
QA is applied very differently and it is reflected in different policies and practices.
ESG guide national and institutional practices, but are not commonly known outside the QA community.
There is a need to pay more attention to the role of students
Transnational QA has both benefits and challenges. In many countries national legislative framework is inhibiting such reviews.
New EHEA challenges revised ESG: which new QA?
QA recommendations to HEIs:
Use revised ESG for creating a quality culture with all stakeholders
Define critical points in students’ experience and put in place more innovative support structures to equip students with threshold capital.
Improve communication and information internally & externally.
Improve data collections.
New EHEA challenges revised ESG: which new QA?
QA recommendations to governments:
Create national QA forums for dialogue and communication
Find solutions for opening HE systems to cross-border QA
Reduce bureaucratic QA reporting requirements
Consider for the purpose of QA broader contexts and factors, such as: demography, globalisation, technology, HEI’s social responsibility, poverty, climate, sustainable development
Consider that quality is a multidimensional concept determined by other processes outside QA as well.
Create avenues for a better dialogue between research and decision-making using the new ESG.
New EHEA challenges revised ESG: which new QA?
Paradigm shift in concept of Q & QA(M)
early opinions new views
Quality is absolute and fixed Q is relative & multi-
layered
One standard is dominant… QA has many aspects
& determined by the producer Starting point = customers’ needs
The final product is central… Service is vital
and should be inspected Q = result of processes
Quality requirements are fixed Q requirements change & raise
Quality control by quality unit Q = everybody’s
New EHEA challenges revised ESG: which new QA?
New EHEA challenges revised ESG: which new QA?
New definition of quality :
• Quality, as defined by its stakeholders (= international minima standards), is the added value between input and output.
• Quality is the added value between the LOsof the incoming student and those achievedby the outgoing student in relation to whatall stakeholders want and need.
Dirk Van Damme (OECD)
QUALITY
EDUCATIONAL STRATEGIC CHOICE and REALITY
secondary
secondary
QF minimum standard/LO
excellence
HE a
HE b
secondary
HE c
Secondary minimum leaving standards/LO
New EHEA challenges revised ESG: which new QA?
Q(A) development phases# management & processes results
1. Q is result of individual commitment Q is variable
2. Beginning or thinking in processes Q is result of start of systematic approach
3. Organisation is managed Q is guaranteedprofessionally taking into considerationthe existing and wanted quality culture
4. Organisation & management are Q is continuouslysystematically renewed improved with
innovation
5. Organisation is outward-oriented & Q is recognized bystrives towards excellence externals as excellent
international example
New EHEA challenges revised ESG: which new QA?
START WITH THE QUESTION “WHY ?”THEN ASK “HOW ?”
FINALLY ASK “WHAT ?”Simon Sinek (2009)
56
New EHEA challenges new concepts of quality & QA
“You have to earn trust by communicating and demonstrating that you share the same values and beliefs.
You have to talk about your WHY and prove it with WHAT you do.
Again, a WHY is just a belief. HOWs are the actions we take to realize that belief, and WHATs are the results of those actions. When all three are in balance, trust is built and value is perceived.”
Simon Sinek (2009), p. 84-85
57
New EHEA challenges revised ESG: which new QA?
“A company is a culture. A group of people brought together around a common set of values and beliefs. It’s not products or services that bind a company together. It’s not size and might that make a company strong, it’s the culture – the strong sense of beliefs and values that everyone, from the CEO to the receptionist, all share.
So the logic follows, the goal is not to hire people who simply have a skill set you need, the goal is to hire people who believe what you believe.”
Simon Senik (2009), p. 90
58
New EHEA challenges revised ESG: which new QA?
Underlying principles & values
Leading with vision, inspiration and integrity by leaders acting as a role model for their values and ethics (responsibility, people management…)
Managing through structured and strategically aligned processes using fact-based decision making
Integrated system interconnecting all processes and measuring theirperformances;
Trust in continuous improvement;
Succeeding by people who are valued in a culture of empowerment forbalanced achievement of organisational and personal goals
(democracy)
New EHEA challenges revised ESG: which new QA?
New EHEA challenges revised ESG: which new QA?
Short story of Quality Culture in Europe
Harvey &
Stensaker
Quality
Culture
organizational QA in HE Flanders
culture Bologna
Berings
project
1970s-80s 2002-06 2006 2008 2009-12 20131980s-90s
Elements of quality culture
New EHEA challenges revised ESG: which new QA?
Quality Culture (existing & desired)
dr. Berings, Dries (2011)
New EHEA challenges revised ESG: which new QA?
Sattler, Götzen & Sonntag (EQAF 2013), University of Heidelberg
New EHEA challenges revised ESG: which new QA?
quality as resultQC + QA = presumable quality result
O + M + ++
M + O + ++
O + M - +
M + O - presumably + (variable)
O - M + presumably - (variable)
M - O + presumably - (variable)
O - M - --
M - O - --O = overwhelming M = minor (strength)
New EHEA challenges revised ESG: which new QA?
There always is a quality culture, just as there always is an organisational culture.
There can be a positive or negative quality (sub)culture.
There is no one-to-one relationship between quality culture, QA and the resulting/existing quality.
The relationship between quality, quality culture and QA is dialectic.
“A (positive) Quality Culture is that part of organisational culture in which all stakeholders concerned engage for the creation of quality and the ambition of continuing enhancement through quality assurance.” Lucien Bollaert (2014)
65
New EHEA challenges revised ESG: which new QA?
dimensions of quality & QA
GLOBAL SOCIETY
21st c competences
research & innovation
services to society
input processes output
QA (management) system
mission/input LO
ach.LO/results
methodology
instruments & tools
underlying principlesunderlying values
Q U A L I T Y
C U L T U R E
QUALITY
learner
teacherL
environment
IQF
NQFinput
LO
NQF
IQF
ach.LO
New EHEA challenges revised ESG: which new QA?
Why do we need quality (assurance) management?
Why do we want quality?
Why are we in (higher) education?
Why do we want a better society?
Why do we need a better world?
Why do we want a better life?
67
New EHEA challenges revised ESG: which new QA?
Why do we need quality (assurance) management?
Why do we want quality?
Why are we in (higher) education?
Why do we want a better society?
Why do we need a better world?
Why do we want a better life?
Martha Nussbaum: the Capabilities Approach to measure well-being 68
New EHEA challenges revised ESG: which new QA?
Why do we need quality (assurance) management?
Why do we want quality?
Why are we in (higher) education?
Why do we want a better society?
Why do we need a better world?
Why do we want a better life?www.oecdbetterlifeindex.org
69
New EHEA challenges revised ESG: which new QA?
Why do we need quality (assurance) management?
Why do we want quality? Why are we in (higher) education? Why do we want a better society? Why do we need a better world? Why do we want a better life?
http://voxeu.org/article/origins-happiness
Clark, A E, S Flèche, R Layard, N Powdthavee and G Ward (forthcoming), The Origins of Happiness, Princeton University Press
70
New EHEA challenges revised ESG: which new QA?
Why do we need quality (assurance) management?
Why do we want quality?
Why are we in (higher) education?
Why do we want a better society?
Why do we need a better world?
Why do we want a better life?
https://www.edx.org/course/existential-well-being-counseling-person-kuleuvenx-ewbcx#!
71
New EHEA challenges revised ESG: which new QA?
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien Bollaert
International QA expert
BFUG
7 March 2016
Amsterdam
ESG & QA Challenges for the future
conclusions
The Future of HE in Europe :
“Currently, these policies and tools might not represent the best answer to the question “are we ready for the future?” This situation makes a fundamental re-thinking of how a European common space for higher ecuation could continue necessary. For this, we could build on the positive experiences and achievements to date.”
“For that, however, a new vision is needed, not just technical adjustments.”
“(...) inform decision-making and practical action, coordinated or individually, in order to address new and emerging national challenges, first, and then also European challenges.”
“It is important to acknowledge that a European common space for higher education can continue to exist and play a positive role in the future even though the European integration process might be stalled or even in the same ways reversed.”
New EHEA challenges revised ESG: conclusions
Most challenging recommendations on other items than QA
Study more thoroughly the impact of various funding policies and tools on a more structured approach in gathering data and involving the HE sector and considering regional inequalities.
Promote and reward good teaching, including through appropriate funding policies & incentives.
Further research identification & needs of underrepresented groups in HE to provide better support measures.
Countries & HEIs should have internationalization strategies based on more evidence-based research.
All EHEA students should benefit from the same conditions as the EU students to internationalise.
• Clear policies & mechanisms to support & promote independence, interdisciplinarity, and achievement of transferable competences are needed.
New EHEA challenges revised ESG: conclusions
the need of a new generation of QA
taking into account new contexts, challenges, concepts of contextual quality, the dimension of quality culture, and stakeholders’ involvement and commitment
doing away with bureaucratic window-dressing
replacing it with innovative means of ownership of quality, quality policy and QA by those who create quality and all stakeholders concerned
related to the vision, mission, (strategic) policy of a HEI/study programme and its students’ life-times and employability
linked with research and social responsibility/relevance
breaking QA open internationally ...
not in a free market, but one regulated by ESG & EQAR
New EHEA challenges revised ESG: conclusions
Quality Assurance of the near future:
From study programme to institutional level : ready?
Global mission & (strategic) policy vs budget cuts!
Vision of co-creative community with all stakeholders education – (applied) research – impact to society (from local to global)
student-centred learning, co-creation of learning (revised ESG)
Learning outcomes : 21st century competences really achieved | LLL | Social relevance - employability
More generic & less standards – essential indicators : risk based approach (metrixs) vs own (strategic) indicators
Increase of professional control & labels
Internationalisation of QA : joint programmes, QAAs, international recognition through single audit
Quality culture : acknowledge existing & wanted, shared values
76
New EHEA challenges revised ESG: conclusions
THANKS
Q & A
Selected bibliography (EHEA) :
Background report on European Approach for QA of Joint Programmes
http://bologna-yerevan2015.ehea.info/files/European _Approach _QA _of_Joint_Programmes.pdf
The Bologna Process Revisited: the Future of the EHEA
http://bologna-yerevan2015.ehea.info/files/Bologna Process Revisited _Future of the EHEA Final.pdf
The 2015 Report on the Implementation of the Bologna Process http://bologna-yerevan2015.ehea.info/files/2015 Implementation report 20.05.2015.pdf
Future of HE – Bologna Process Researchers’ Conference http://bologna-yerevan2015.ehea.info/files/ 06052015_ FOHE-BPRC2_Final_report.pdf
Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, P. (eds.)(2015), The European Higher Education Area – Between Critical Reflections and Future Policies, Springer
Equip (2016), Comparative Analysis of the ESG 2015 and ESG 2005, www.equip-project.eu
New EHEA challenges selected bibliography
Selected bibliography (QA) :
Bollaert, L. (2014), A Manual for Internal Quality Assurance in Higher Education, Berlin: Raabe/ Brussel: Eurasheavailable from www.eurashe.eu/manual-iqa
Bollaert, L. (2014), QA Trends in Europe (2005-2015) – From Internal and Institutional to External and International, EHEA Journal, 2014 No. 3, Berlin: Raabe, pp. 85-107
Bollaert, L. (2014), The Future of QA: new paradigms and concepts, IQAAHE, Chicago, March 2014
Bollaert, L. (2015), Kwaliteitszorg: nieuwe conceptenen uitdagingen, NVAO kongres, Vlaams Parlement
Bollaert, L. (2015), New concepts of (Q)A and economy, Conference Non-State Universities, Moscow, October 2015
Bollaert, L. (2015), Learning outcomes and competences – assessment and QA, FABOTO, Den Haag, October 2015
79
New EHEA challenges selected bibliography
Selected bibliography (QA) :
Bollaert, L. (2015), The Future of Quality Assurance to and after Yerevan, EQAF, London, 19-21 November 2015
Bollaert, L. (2016), Student-centred learning in relation to Learning Outcomes and QA, BFUG, Amsterdam, 7 March 2016
Bollaert, L. (2016), New Challenges for the EHEA after Yerevan: QA and beyond, SKVC International Bologna conference, Vilnius, 30 March 2016
Bollaert, L. (2016), The future (Challenges) of (subject-specific) QA in the EHEA after Yerevan, ECTN, Gdansk, 25 April 2016
Bollaert, L. (2016), From Vision to KPIs, Yerevan, 16-17 June 2016
Bollaert, L. (2016), The Future of Qualitative Higher Education, in Great Teachers – Essays over hogeronderwijs voor Kristiaan Versluys, Academia Press
80
New EHEA challenges selected bibliography