Setting internal Quality Setting internal Quality AssuranceAssurance systems systems

Jadwiga Mirecka Jagiellonian University Medical College

AMEE Executive Committee, Group of the Bologna Experts

AMSE 2008

External systems for quality assurance

QA initially built around the

Internal systems for quality assurance

but now we face a switch towards

- direct responsibility of universities for the quality of education

- fulfill demand for accountability towards stakeholders

- better accommodate experiments and innovations

Characteristics of the internal QA

Characteristics of the internal QA cont.

- adapted to local needs

- help to demonstrate effectiveness of the own programmes

more focus on continuous quality improvement

- allow more openness in revealing weaknesses

• Autonomy• Clearly defined mission and goals• Proper leadership • Sufficient facilities and competent staff • Adequate financial resources

Prerequisites for institutional QA are:

Quality in University embraces:

- Education- Research- Management- Development and infrastructure - Leverage of funds- Marketing

Woźnicki W-wa 2007

1. Policy and procedures for quality assurance2. Approval, monitoring and periodic review of

programmes and awards3. Assessment of students4. Quality assurance of teaching staff5. Learning resources and student support6. Information systems7. Public information

ENQA* Part 1.” European standards and guidelines for internal quality assurance within higher education institutions”

* + EUA, ESU, EURASHE

1. Policy and procedures for quality assurance:

The strategy, policy and procedures should have a formal status and be publicly available. They should also include a role for students and other stakeholders.

Strategy for QA:

• What – general goals, priorities, expected outcomes

• Why– prerequisites for change• How– specific actions, budget• Who – identify persons and groups

(QA Unit)• When – dead-lines for particular actions

Plan:

UCC

The plan should be SMART:

(Specific - Measurable - Accurate - Realistic –Timebound)

The role of students

• As “clients” of institution : Students satisfaction, evaluation of final outcomes

• As „objects” of the process : evaluation of teaching and teachers

• As partners sharing responsibility : participation in all decision taking bodies

2. Approval, monitoring and periodic review of programmes and awards:

Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programmes and awards

Suggested actions…

• Monitor educational effectiveness: - outcomes achieved

- feedback from graduates and employers

• Establish links with: - the National Qualification Frameworks - results of the Tuning project

• Re-structure curricula towards: - students centred,- outcome based

3. Assessment of students

Student should be assessed using published criteria, regulations and procedures which are applied consistently

Suggested actions…

• Requirements for exams and passing criteria should be defined in advance

• Methods of assessment should reflect learning objectives,

• Assessment should be objective and standardized

• The entire process of students’ evaluation should be transparent

4. Quality assurance of teaching staff:

Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so.

• Policy for competitive hiring of staff

• Continuous feedback on quality of teachers

• Staff development programmes

• Unit for Medical Education

• Rewarding teaching excellence (career promotion)

Suggested actions…

5. Learning resources and student support:

Institutions should ensure that the resources available for the support of student learning are adequate and appropriate for each programme offered

Suggested actions…

• Optimal re-distribution and use of existing resources

• Transparency of financial decisions

• Provision of counseling and learning support

• Career office

6. Information systems:

Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes of study and other activities

Suggested actions…

• Use of computer-based data collection systems

• Improvement of intra-institutional communication

• Current monitoring of educational effectiveness

• Current analysis of needs (of students and staff – Satisfaction tests)

• Comparison with other similar institutions

7. Public information:

Institutions should regularly publish up to date, objective information, about the programmes and awards they are offering

Suggested actions…

• Make publicly available accreditation reports

• Publish data concerning university and faculty in form of reports not advertisements

• Print study catalogues in other languages

• Present programmes and study offers on web sites

SWOT analysis of the institution :

• strengths, • weaknesses,• opportunities,• threads

Where to start ?

Define mid-term and long term goals………

ECTS as an accumulation system:

- reflected in study rules

- allowing recognition of achievements obtained elsewhere

- used as a measure of workload for curriculum planning

- linked to learning outcomes

What else should be considered ?

The quality of leadership

Functions of a leader• To indicate goals• To coordinate actions• To built trust and support initiative• To assure balance between the central

management and collegial responsiveness

Characteristics of a leader• To have vision• To be charismatic• To have power

• To preserve diversity

• To built on local tradition

• To avoid over bureaucratisation

• To involve all players

• To keep the process going on ..........

What should be remembered ?

Z External systems for quality assurance

Internal systems for quality assurance

Quality culture

But not implementing them might cost even more

Implementation of the internal quality systems will cost