ACHEA’S FOURTH ANNUAL CONFERENCE Presenter: Sydney Arthur.
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Transcript of ACHEA’S FOURTH ANNUAL CONFERENCE Presenter: Sydney Arthur.
Features of the Presentation• The WHAT, WHY & HOW of globalization as it relates to HE in the Caribbean
• The WHAT, WHY of Quality Assurance in HE.
• The WHAT, HOW of Change in HE in the Caribbean.
“Quote”
“New networked delivery systems are facilitating the emergence of a new academic common market, one with common currency and code….this new academic common market will create a system that is based on learning, not teaching… it is a system that measures quality in terms of output, not by brand name of the producer.”
Michael Leavitt, Co-founder of Western Governors University
Features of Globalisation
Intensification and expansion of capitalismIncreasing privatizationRapid flows of finance The removal of trade barriersThe search for sophisticated ‘niche markets’Increasing power and reach of communication technologies
Consequence of Globalisation
Global corporate capitalism
Global communication technologies
Global institutional relationships
Global consumerism
Global expectations/outlook
Global Educational Trends
Joint registration agreements
‘Twinning’ arrangements
Distance education programmes
Articulation agreements
Study abroad programmes
The Global Providers of HE
•Old - Individual Institutions of Higher Education •Newer - Consortia of Institutions of Higher Education
•Newest - Corporations
Global Educational Trends relating to Assurance of Quality
Total Quality Management (TQM)
Continuous Quality Improvement (CQI)
Business Process Re-Engineering (BPR)
ISO Quality Systems
What are 'standards' and 'quality' in higher education?
Academic standards are a way of describing the level of achievement that a student has to reach to gain an academic award (for example, a degree).
Academic quality is a way of describing how well the learning opportunities available to students help them to achieve their award.
It is about making sure that appropriate and effective teaching, support, assessment and learning opportunities are provided for them.
Quality Assurance Systems
Quality assurance systems in HEIs has two
dimensions:
External quality assurance
Internal quality assurance
External Quality Assurance
This refers to the assessment andmonitoring of the educational
quality andstandards of the institutions by
outsideagencies.
Internal Quality Assurance
Quality Control : How the institution determines that the management of its teaching and learning and assessment activities is working as planned and intended, to verify that such activities are carried out satisfactorily. This includes feedback systems;
Quality Assurance : How the institution satisfies itself that the structures and mechanisms for monitoring its quality control procedures are effective and, where appropriate, that they promote the enhancement of the quality of its educational provision;
Quality Audit : A systematic and independent examination to determine whether quality control and quality assurance are satisfactory, implemented effectively, and are suitable to achieve objectives
Elements of an Effective Quality Assurance System
Ongoing evaluation and assessment of students during the learning process
Organisational assessment (audit)
Evaluation of the teaching/learning process
Evaluation of the learning material and media for learning
Openness of institutional results is necessary for increasing quality
Important Questions in the Quality Assurance Process
• Does the provider have a quality ethos, together with procedures that embed that ethos, throughout the institution and in the programmes that it provides? • Does the provider systematically monitor its progress towards achieving an appropriate range of quality goals and in particular, further improving and maintaining the quality of the educational provision? • Are the findings from the quality assurance procedures used to improve the quality of the education and training provision and meet the needs of the learners?
• Does the provider monitor the effectiveness of the services provided to the learner?
• Is corrective action taken to remedy deficiencies identified by the quality assurance procedures?
• Is relevant information on institutional and programme quality given to stakeholders?
Problems Plaguing Educational Institutions in the Caribbean
culture changing slowlyineffective leadership political strugglesbureaucratic procedures external environment – inadequate resources, turbulence, complexity
Examples of Problems - People
? ergonomics - design of the environment to meet needs of students and staff? evaluation and monitoring systems? Training & development opportunities ? employee involvement in decision-makinglegal and regulatory compliance
The Reasons for Assuring Educational Quality
1. Healthier economy. 2. Massification of education. 3. Rise of private education. 4. Professions moving across borders - we
need to prepare people for the global economy (trade agreements and multinationals).
5. Matching programs to labor needs. 6. Doing more with fewer resources
Marjorie Peace Lenn, Co-Host GATE and Executive Director, Center for Quality
Assurance in International Education (USA)
these must establish certain minimum requirements that are expected to be met if the institution is to be able to maintain a justifiable level of quality.
they should serve as guidelines for the institution's own quality improvement work.
The Quality Control Function
Dimensions of Change Needed in Caribbean Educational Institutions
DIMENSION OF CHANGE CHANGES IN SYSTEMS CHANGES IN LEADERSHIP
Structural – technological
From local and simple to global and complex
From autocratic to analyst and social architect
Human From focus on material needs to psychic needs
From good father to catalyst and servant
Political From centralised and authoritarian to decentralised and democratic
From great warrior to negotiator and advocate
Cultural From monocultural and univocal to multicultural and multivocal
From hero as destroyer of demons to hero as creator of possibilities
Eight Questions that Guide Strategic Thinking & Choices to Improve Quality
What are we capable of doing?What new capabilities do we want to develop?What do we want to do?What do we need to learn to care about?What might we do?How do we shape our environment to create new possibilities?What do others expect?How do we partner with stakeholders to develop shared expectations?