The European University Association’s Institutional

Evaluation Programme

Nina ArnholdEuropean University AssociationBirmingham, 09 December 2005

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I. EUA and the Institutional Evaluation Programme

(IEP)

EUA - over 750 universities & 34 Rectors Conferences

in 45 countries, incl. other HEIs as associated members

Objective: strengthen institutions in a European

context

IEP: 150 institutional audits in 36 countries in 11 years

Equips institutions to deal with challenges by

enhancing their capacity to adapt to a changing

context

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II. Institutional Evaluation Programme

Focus: Institutional structure and organisation

Affords a global view of the institution

Examines its major characteristics

Determines if it carries out its mission

i.e. examines if the institution provides a

stimulating, effective and efficient environment for

learning, research and service to society

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II. Institutional Evaluation Programme

Philosophy:

Based on fitness for purpose but also examines

fitness of purpose (does the institution have a

realistic strategic plan given its resources, etc?)

Emphasise the self-evaluation phase (as an

opportunity for improving quality culture)

No single definition of excellence

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II. Institutional Evaluation Programme

Evaluation Guidelines (1)

Key questions:

What does the institution do? (Mission)

How does it do it? (Activities)

How does it know it works? (Quality culture)

What does it do to change? (Strategic capacity for

change)

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II. Institutional Evaluation Programme

Guidelines (2) Teams:

European peer review by senior HE leaders: A stable pool that has accumulated a wealth of

international experience Annual training focusing on emerging HE trends In some countries – international teams Involvement of experienced peers from different

types of HEIs

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II. Institutional Evaluation Programme

Guidelines (3) - Procedures:

Two visits:

1st visit: to understand national and institutional

constraints and opportunities

2nd visit: to understand strengths and

weaknesses and make recommendations

Team meets all categories of institutional staff,

students, plus external stakeholders

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III. EUA activities at sector level

Already worked in Catalonia, Ireland, and former Yugoslavia (Bosnia Herzegovina, Serbia)Now engaged in Slovakia and soon in PortugalResults in a national report that identifies common issues & common recommendations across the sectorMajor aim is to highlight what should change at the system level in order to allow institutions to be innovative and adaptable.

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IV. Lessons learned

A single set of narrowly defined standards for HE is not desirable since it clashes with the need to have an innovative and diverse HE sector

But it is important that each institution is clear about its own standards

And that each institution is (externally) evaluated in the context of its standards

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IV. Lessons learned from EUA’s QA activities:

Autonomy and accountability

A strong institution is a guarantee of academic freedom for academic staff

Strong institutional autonomy is linked to the effective development of an internal quality culture

A strong institutional core, appropriate devolution of responsibilities to faculties, a well thought-out communication strategy and community building are the pre-conditions for an effective institution