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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges)of (subject-specific) QA
in the EHEA afterYerevanLucien Bollaert
independent international QA expert
ECTN Conference/GA25 April 2016
Gdansk
the future QA contents
The European successful(?) QA short story
The future challenges (revised ESG) Student-Centred Learning (SCL) Learning Outcomes (LO) EQA – Transparency & Independence International EQA (recognition)
New concepts of quality & QA & QC Opportunities and threats of subject-
specific QA The QA of the future Conclusions
25/04/2016
2
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The European successful(?) QA short story
1999 2000 2003
Berlin
communiqué
ESG
2005 2006 2008 2009 2010 2015
the future QA European QA short story
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the future QA European QA short story
Stage of development of EQA against ESG 2013/14
Implementation report 2015, fig. 3.8, p. 98Source BFUG questionnaire
the future QA European QA short story
Published institutional strategies for continuous enhancementin the past 5 years 2013/14
Implementation report 2015, fig. 3.1, p. 89Source BFUG questionnaire
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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The future challenges/revised ESGStudent-Centred Learning
(SCL)
the future QA 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
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Importance of SCL elements in EHEA countries group B(countries where steering docs do not mention SCL)
Implementation report 2015, p. 74Source BFUG questionnaire
the future QA revised ESG : SCL
the future QA revision ESG : SCL
Yerevan Conference : approval of revised ESGESG Standard 1.3 :
Student-centred Learning, Teaching and Assessment
“Institutions should ensure that the programmes are delivered in a way that encouragesstudents to take an active role in creating the learning process, and that the assessment of students reflects this approach.”
agreed & proposed by E4+ (incl. EUA, EURASHE & EI)
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the future QA revised ESG : SCL
Guidelines 1.3 :“Student-centred learning and teaching plays an
important role in stimulating students’ motivation, self-reflection and engagement in the learning process. (…)
The implementation of student-centred learning and teaching
- respects and attends to the diversity of students and their needs, enabling flexible learning paths;
- considers and uses different modes of delivery, whereappropriate;
- flexibly uses a variety of pedagogical methods;- encourages a sense of autonomy in the learning, while
ensuring adequate guidance and support from the teacher; (…)
agreed and proposed by the E4+ (incl. ESU)
SCL Survey Analysis 2011 SCL Theory & Practice 2011
SCL Toolkit 2014
the future QA revised ESG : SCL
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“Student-Centred Learning represents both a mindset and a culture within a given highereducation institution and is
learning approach (…) characterised by innovativemethods of teaching which aim to promotelearning in communication with teachers and other learners and which
take students seriously as active participants in theirown learning,
forstering transferable skills such as problem-solving, critical thinking and reflective thinking.”
Time for Student-Centred Learning (T4SCL) Toolkit, 2011
QUALITY CULTUREthe future QA revised ESG : SCL
“Student-centered instruction (SCI) is aninstructional approach in which students influencethe content, activities, materials, and pace of learning. (…)
The instructor provides students with opportunitiesto learn independently and from one another and coaches them in skills they need to do soeffectively. (…)
Properly implemented SCI can lead to increasedmotivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject beingtaught.”
Collins & O’Brien(2003),Greenwood Dictionary of Education,Westport
the future QA revised ESG : SCL
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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 they
are learning and how they are learning it.4. SCL motivates students by giving them some
control over learning processes.5. SCL encourages collaboration.
Weimer, M. (2015)
the future QA 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
the future QA revised ESG : SCL
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The Learning Pyramid
10%20%30%
50%75%90%
National Training Laboratories, Bethel, Maine
the future QA revised ESG : SCL
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The future challenges/revised ESGLearning Outcomes
(LO)
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Standard 1.2 :
Design and Approval of Programmes“(…) The programmes should be designed so
that they meet the objectives set for them, including the intended learning outcomes. (…)
the future QA revised ESG : LO
Steering and/or encouraging LOs in national policy 2013/14
Implementation report 2015, fig. 2.25, p. 72Source BFUG questionnaire
the future QA revised ESG : LO
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Learning outcomes : need of common languageneed of common understanding
21
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
the future QA 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
the future QA revised ESG : LO
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More or other knowledge & skills are not enough!
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the future QA revised ESG : LO
http://www.iftf.org/fileadmin/user_upload/images/whatwedo/IFTF_FutureWorkSkillsSummary.gif 24
Technology is not the only motor of innovationthe future QA revised ESG : LO
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Competences that make the difference betweeninnovative professionals & others
1,56
1,76
1,76
1,81
1,94
1,95
1,97
1,98
1,99
2,00
2,02
2,05
2,11
2,15
2,18
2,24
2,34
2,44
2,97
1,00 2,00 4,00
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with othersmobilize capacities of others
use time efficientlymake your meaning clear
use computers and internetwrite and speak a foreign language
coordinate activitiesmaster of your own field
analytical thinkingpresent ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
25
OECD
the future QA revised ESG : LO
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Innovative teaching & learning processes
OECD
the future QA revised ESG : LO
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congruence between LO, learning & assessment LO T & L forms assessment
cognitive lecture end of course exam
tutorials multiple choice
discussions essays
laboratory practical assessment
fieldwork
affective clinical work clinical practice
seminar presentation
peer group project work
presentation co- or peer- &
psychomotoric overall assessment
Kennedy (2007)
DemonstrateKnowledge
ComprehensionApplication
AnalysisSynthesisEvaluation
Integration of beliefs, ideas &
attitudes
Acquisition of physical skills
the future QA revised ESG : LO
Standard 1.2 : Design and Approval of Programmes“(…) The programmes should be designed so that
they meet the objectives set for them, includingthe intended learning outcomes. (…)
Guideline 1.3 :Student-centred learning, teaching and
assessment“(…) The assessment allows students to
demonstrate the extent to which the intendedlearning outcomes have been achieved. (…)”
the future QA revised ESG : LO
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Steering and/or encouraging assessment of LOs 2013/14
Implementation report 2015, fig. 2.26, p. 73Source BFUG questionnaire
the future QA 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
the future QA revised ESG : LO
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g
e
n
e
r
i
awards c
s
p
e
c
i
f
i
c
EQF (LLL)
QF EHEA
disc specLO
disc specLO
disc specLO
disc specLO
HEI LO
STPLO
STPLO
STPLO
STPLO
STPLO
Key LO
cLO
cLO
cLO
cLO
cLO
NQF
i n t
(i) n t
H E I
STP
T
the future QA revised ESG : LO
Learning outcomes : need of common languageneed of common understanding
32
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 contextMake of the LO LIVING things that are formulated bythe stakeholders concerned, passionately shared bythe whole team and shaping the teaching, learningand assessment practices & formats accordingly !
the future QA revised ESG : LO
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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The future challenges/revised ESGExternal Quality Assurance (EQA)
transparency & independence
the future QA revised ESG : EQA
ESG 2015 part 1 : IQA
ESG 2015 part 2 : EQAStandard 2.1 : Consideration of IQA
“External quality assurance should address the effectiveness of the internal quality assuranceprocesses described in Part 1.”
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the future QA revised ESG : EQA - transparency
Standard 2.6 : Reporting
“Full reports by the experts should bepublished, clear and accessible to the academic community, external partners and other interested individuals. If the agency takes any formal decision basedon the reports, the decision should bepublished with the report.”
Publication of critical and negative outcomes by HEIs 2013/14
Implementation report 2015, fig. 3.4, p. 92Source BFUG questionnaire
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the future QA revised ESG : EQA - independence
Standard 3.6 : Independence
“Agencies should be independent and act autonomously. They should have full responsibility for their operations and the outcomes of those operations without 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. 91Source BFUG questionnaire
the future QA revised ESG : EQA - independence
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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The future challenges/revised ESGExternal Quality Assurance (EQA)
international
the future QA revised ESG : EQA - international
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 PLAGood practices
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the future QA revised ESG : EQA - international
RIQAA project (2014)
Final report p. 9
the future QA revised ESG : EQA - international
Yerevan 2015 communiqué : II. Commitments (the last…)
“to enable our higher educationinstitutions to use a suitable EQAR registered agency for their externalquality assurance process, respecting thenational arrangements for the decisionmaking on QA outcomes.”
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Scorecard indicator n°6: level of openness to cross border QA by EQAR registered QAAs
Implementation report 2015, fig. 3.7, p. 96Source BFUG questionnaire
the future QA revised ESG : EQA - international
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
New concepts of quality, QualityAssurance
and Quality Culture
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Q as concept of Q QM concept“Exceptional” externally recognised Q control with standards
as high class & benchmarking excellence
“perfect or focus on process with TQM: process control & consistent” everybody involved assessment
training & culture
“fit for Q is functional service satisfaction purpose”customer requirements frameworks & PDCA provider’s needs(mission) strategic TQM
“value for accountability & change & Q competitionmoney” effectiveness against performance indicators
cost = efficiency audits
“transforming” qualitative change enhancement by em-powered participant
Harvey & Green (1993), Harvey (1999), Newton (2007) quality culture
the future QA new concepts of quality, QA & QC
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 requirementschange & raise
Quality control by quality unit Q = everybody’s
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New definition of quality :
• Quality, as defined by its stakeholders (= international minima standards), is the addedvalue 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.
the future QA new concepts of quality, QA & QC
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
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Q(A) development phases# management & processes results1. 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
the future QA new concepts of quality, QA & QC
intended LO
LO new students study programme achieved LO
use standards& indicators
influenced by
development phase
input outputprocesses
Internal Quality Assurance (QA)
transformation = value added
methodology
tool tool tool tool tool
the future QA new concepts of quality, QA & QC
“QA is a management approach to focus on the quality of theorganisation and is based on participation of all stakeholders in order to
satisfy their expectations and aims as long as possible” (ISO)
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“You shouldn’t value what you measure, but you should measure what you value.”
(Headgraves)
the future QA new concepts of quality, QA & QC
intended LO
LO new students study programme achieved LO
mission strategy & policies results
use standards& indicators
influenced by
development phase
input outputprocesses
Internal Quality Assurance (QA)
transformation = value added
methodology
tool tool tool tool tool
the future QA new concepts of quality, QA & QC
“QA is a management approach to focus on the quality of theorganisation and is based on participation of all stakeholders in order to
satisfy their expectations and aims as long as possible” (ISO)
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New vision, mission & (strategic) policy of HE(I)
• Traditionally :
Education : gone global with new stress on globalcompetences fit for global knowledge society of the 21st century
Research : more global than ever through rankings new continuum from fundamental to applied fit for globalchallenges & innovation
Social services/impact : from regional to global
• New vision & mission?
HE(I) as a open & global community of co-creation withall the stakeholders underpinned by a quality culture
the future QA new concepts of quality, QA & QC
“We prepare the leaders of tomorrow.” “We nurture lifelong learners.” “We aim to have a global impact, while serving our local
community.” Gallup (2015) found that more than 50% of vision or
mission statements of HEI share striking similarities, regardless of size, public or private, land-grant status or religious affiliation, or for-profit or not-for-profit.
They may accurately represent the broad views andaspirations of education leaders and their institutions, andthey probably differentiate the institutions from financial services and retail companies…
BUT THEY OFFER LITTLE GUIDANCE TO CURRENT AND FUTURE STUDENTS (and staff).
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www.gallup.com/businessjournal/184538/hard-differentiate-one-higher-brand.aspx
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GALLUP’s RECOMMENDATIONS : Establish a clear and differentiated purpose by
answering the questions: “Why do we exist?” and “Whatvalue do we provide to the world?”.
Align the brand by telling the outside world what theinstitution is and what it will deliver. (see mission)
Support identity with engaged culture primarilyincluding the student experiences that should support the HEI’s purpose and brand.
Gallup (2015)www.gallup.com/businessjournal/184538/hard-differentiate-one-higher-brand.aspx
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the future QA new concepts of quality, QA & QC
START WITH THE QUESTION “WHY ?”THEN ASK “HOW ?”
FINALLY ASK “WHAT ?”Simon Sinek (2009)
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the future QA new concepts of quality, QA & QC
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“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
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the future QA new concepts of quality, QA & QC
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?
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the future QA new concepts of quality, QA & QC
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intended LO
LO new students study programme achieved LO
mission strategy & policies results
use standards& indicators
influenced by
development phase
influence on
development
phases
input outputprocesses
Internal Quality Assurance (QA)
transformation = value added
underlying principles
underlying (hidden) values
methodology
tool tool tool tool tool
the future QA new concepts of quality, QA & QC
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)
the future QA new concepts of quality, QA & QC
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“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
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the future QA new concepts of quality, QA & QC
“A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration that has worked and, therefore, to be thought to new members as the way to perceive, think, and feel in relation to those problems.”
Schein (1985, 2004 3rd ed.), Organisational Culture and Leadership, San Francisco, p. 90
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the future QA new concepts of quality, QA & QC
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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
the future QA new concepts of quality, QA & QC
Quality Culture (existing & desired)
dr. Berings, Dries (2011)
the future QA new concepts of quality, QA & QC
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Elements of quality culture
the future QA new concepts of quality, QA & QC
Sattler, Götzen & Sonntag (EQAF 2013), University of Heidelberg
the future QA new concepts of quality, QA & QC
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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)
Bollaert, L. (2014), A Manual for Internal QA in HE, Berlin/Brussels
the future QA new concepts of quality, QA & QC
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)
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the future QA new concepts of quality, QA & QC
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Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
Opportunies and threatsof subject-specific Quality Assurance
Swing to QA institutional level, more generic standards & ownership of EQA improve the need of subject-specific peers & expertise. Working with learning outcomes improves the need
of subject-specific expertise to combine with transferable competences needed in study programmes, assessment, IQA & EQA.The choice of the HEI to choose a more suitable
EQAR-registered agency opens opportunities to subject-specific QA.The revised ESG as well as ENQA full membership
and EQAR registration brings new challenges to subject-specific QA (independence, reporting, student participation).
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the future QA O & T subject-specific QA
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Possible EQA activities of subject-specific QAAs
ECTN itself : ESG, EQAR registration, recognition of (international) decision, only label? In collaboration with the (inter)national QAA :
subject-specific & international peers out of ECTN pool, training, label at the same time? IQA or enhancement : ECTN subject-specific &
international peers & QA experts, knowing subculture of chemistry studies (laboratories), but making clear difference between consultancy and assessment.Eurolabels : credibility
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the future QA O & T subject-specific QA
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
The Quality Assurance (QA)of the future
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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
methodologyinstruments & 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
the future QA QA of the future
• Still important potential but conditions of its initial design have changed. So a new vision if needed, not just technicaadjustments.
• Policy making is hindered by the lack of sufficient evidence.
• One of the main shortcomings has been the exaggerated emphasis on structures and bureaucratic ways of implementatioat the detriment of content and substance.
• Advance excellence in teaching and learning in European HE
•The challenge is to continue the push for excellence while respecting autonomy and the culture of self-development.
•Rankings provide a partial picture of what a university is and does. It remains an open question whether ranking measures arerelated to QA or organizational effectiveness.
Future of HE – 2nd Bologna Process Researchers’ Conference (Bucharest, 24-26 November 2014) :
the future QA QA of the future
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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.
the future QA QA of the future
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.
the future QA QA of the future
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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.
the future QA QA of the future
Student-centred learning (SCL)in relation to
Learning Outcomes (LO) &Quality Assurance (QA)
Lucien BollaertInternational QA expert
BFUG7 March 2016Amsterdam
THE FUTURE (challenges) of (subject-specific) QA
in the EHEA afterYerevan
Conclusions
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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 using meaningful indicators vs national metrixs
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
the future QA conclusions
Quality Assurance of the near future : ARE WE READY?
From study programme to institutional level : ready? robust?
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
80
The future QA conclusions
25/04/2016
41
the future QA conclusions
the future QA conclusions
25/04/2016
42
THANKS
Q & A