@hiberniacollegehiberniacollege.com
Re-Engaging with QQI
Provider Perspective, 9th May, 2019
Introduction
❖ Overview of Hibernia College
❖ Overview of development of Hibernia College Quality
Framework and the process of Re-Engaging with QQI
❖ Preparing an application for Re-Engagement
❖ Preparing for the panel visit, what the panel is looking for
and life post-panel visit
Overview of Hibernia College
Founded in 2000 by Dr Seán Rowland, President of Hibernia College
▪ First provider focussing on online provision leading to professional HE Qualifications
Programmes
▪ PME in Primary Education – 1,380 students approx
▪ PME in Post Primary Education– 300 students approx
▪ BSc in Nursing- at professional accreditation stage
▪ Plans for future development
Significant investment since 2015 in governance structures, staff, faculty and systems
▪ Increased staff and faculty capacity throughout the college
▪ New information systems being developed
▪ Quality Framework Development
Hibernia College Quality Framework (HCQF) and Process of Re-Engaging with
QQI
Cycle of Developing HCQF while Re-Engaging with QQI
Site Visit by QQI Pilot Panel
Report of Pilot Panel – with recommendations
Work on a completely revised HCQF, to simplify, make accessible, enhance communication and move to College rather than programme focus
Letter of Approval received from QQI
JAN2018
MAR2018
April2019
OCT2018
Submission to QQI
DEC2018
Site visit by QQI Panel
SPRING
2018SWOT Workshops Cross College Departments
SPRING/SUMMER
2018
JAN2019
Panel Report
MAR2019
Response to Panel
SEP2017
Commencement of the Pilot SAR Drafting Process – Comprehensive legislative and policy scan
Ongoing review and
revision
Supporting Resources
ProcedurePolicy
Resulting in The Hibernia College Quality Framework – The HCQF
Strategy
HiberniaCollegeQuality Framework
New HCQF live in August 2018- less than 4 months to Re-Engagement Panel Event
Quality Assurance in a Blended Learning Environment
National and International Good Practice and Standards
QQI- Topic Specific QA Guidelines for Providers of Blended Learning Programmes
The Australasian Council on Open, Distance and e-learning (ACODE) - Benchmarks for Technology Enhanced Learning
The European Association of Distance Teaching Universities (EADTU) - Quality Assessment for E-learning: a Benchmarking Approach
National Forum- Guide to Developing Enabling Policies for Digital Teaching and Learning
Hibernia College Quality Framework
Policy for On-going Monitoring of Online or Blended Learning Programmes
Policy for the Design of Programmes and Curricula for a Blended or Online Environment
Policy for the Development and Approval of Programmes for a Blended or Online Environment
A Guideline The pedagogical basis of blended programme design in Hibernia College
• QQI adopted a Garrison and Kanuka (2004) definition of blended learning which defines it as “the integration of classroom face-to-face learning experiences with online learning experiences”.
• Hibernia College complements this with an understanding that blended learning falls along a continuum (Jones, 2006).
Preparing an Application for Re-Engagement
Stages of Preparing an Application for Reengagement
Genuine Reflection- Gap Analysis
▪ Are policies and procedures fit for purpose?
▪ Do they accurately convey what is happening in practice?
Review/Rewrite documentation
▪ Traffic light system
▪ Risk Analysis
▪ Prioritise risk and have an action plan
Consultation with staff
▪ Administrative staff
▪ Academic staff
▪ Senior stakeholders
▪ Learners
Final submission- make it is easy to review!
▪ Be as succinct as possible
▪ Hyperlinks
▪ Accurate cross-referencing
▪ Naming Conventions
A reflective process seeking to assess the lived experience of your organisation’s quality culture
Consultation Process- Sample SWOT Analyses
QQI Mandatory QA
Policy AreasHibernia College
Specific Policies EU Other
Also reflects ten areas
for internal quality
assurance identified in
the ESG
Core QA Sector
QA
Blended ATP PEL Ass &
Stan
ESG EADTU 2012 act Companies
Act
Data
Pro
Other
➢ The Hibernia College
Quality Framework – A
Policy
➢ Policy on Governance
and Management
➢ Policy for the Design of
Programmes and Curricula
for a Blended or Online
Environment
➢ Policy for the
Development and Approval
of Programmes for a
Blended or Online
Environment
➢ Policy for Ongoing
Monitoring of Online
and/or Blended Learning
Programmes *
➢ Policy for the Cyclical
Review of Hibernia College
1. Policy for
quality assurance,
its governance and
management
2. Design and
approval of online
and blended
learning
programmes,
including those in a
transnational and/or
collaborative
context
3. Self Evaluation,
Ongoing Monitoring
and Periodic Review
of Programmes
internally and
externally including
those in a
QQI
3.1
11.2
IE
1.1/1.2 3 3 Leadership Foundation for Higher Education, Governance Briefing
Notes (2018). Available at:
https://www.lfhe.ac.uk/en/governancenew/governance-briefing-
notes/index.cfm Accessed 28/08/2018.
All28.1All1.1, p32
1.2p50, 51p3 Michael Young (2014) What is a curriculum and what can it do?, The
Curriculum Journal, 25:1, 7-13, DOI:
10.1080/09585176.2014.902526?
Chew E., Jones N., Turner D. (2008) Critical Review of the Blended
Learning Models Based on Maslow’s and Vygotsky’s Educational
Theory’ in Hybrid Learning and Education. Berlin, Springer Verlag
Publications, pp. 40–53. DOI:10.1007/978-3-540-85170-7_4
UNESCO (2015) IDEAL: Impact of Distance Education on Adult
Learning. Available at:
http://unesdoc.unesco.org/images/0023/002351/235170E.pdf
2.2
Quality and Qualifications
Ireland (2016), Policy for Cyclical Review of Higher Education
Institutions Available at:
https://www.qqi.ie/Downloads/Cyclical%20Review%20of%20Higher
%20Education%20Institutions.pdf
[Accessed 28/08/2018].
1.9,
part2
Mapping HCQF to Legislation, National and International policy
Completing Application Form
Gap-analysis question
Gap. Anal. Satis-factory(Y/N)?
If not fully satisfactory, identify action(s) planned and date(s)
Summary description of evidence / process
Where evidenced(Document)
Page Number / Reference
Criterion A Y N/A Hibernia College does ‘A’ through blended learning, this is evidenced through ‘xyx’.
Hyperlink to policy in HCQF
See 2.5 (d)
Criterion B Y/N • Date• Bulleted
action points to address gap
Hibernia College does ‘A’ by seeking ongoing feedback from stakeholders, this is evidenced in ‘xyz’ but needs to be updated and further developed by completing the outlined actions.
Hyperlink to policy in HCQF
Appendix 1
Full document relevant.
Any actions needed, if any, to make satisfactory
Succinctoverview of evidence
Document references
What is the Panel looking for?
What is the panel looking for?
Genuine Assessment and Reflection
Good Governance in Place
▪ External voice
▪ Independence
▪ Devil’s advocate in decision-making
▪ Avoid group-think
Adequate Resourcing
▪ Human
▪ Financial
▪ Physical
Identified areas of vulnerability
▪ Programmatic or institutional
▪ Policies and procedures to manage
▪ Plan of Enhancement
Clear terms of reference for roles and committees
Separation of commercial and academic decision-making
Graphic depiction of governance structure
Management of Quality and Risk
Academic Board
o Academic Responsibilitieso Academic Qualityo Policy and Procedure for Qualityo Academic Risk
Executive Management Team
o Implementation of Strategyo Day-to-day oversighto Operational management
Subcommittees
o Boards of examinerso Teaching, Learning and Assessmento Programme Boardso Researcho Discipline/appeals
College Departments
o ITo Finance & HRo Registraro Digital Learningo Marketing
Academic Units
School of Education
o Primaryo Post Primary o CPDo Research
CORPORATE ACADEMIC
Board of Directors
o Corporate Responsibilitieso Strategyo Risko Financial and corporate planning
CEO
Department of Nursing
o BSc in General Nursingo Possible Collaborative
Provision with INMO
Board of Directors
Executive Management Team
Chief Executive Officer
Academic Board
Outline of systems of communication between Boards, Committees and post holders in the Hibernia College governance and management structure
Boards of Examiners
Research Committee
Programme Boards
Disciplinary Committee
Appeals Committee
ComplaintsCommittee
The Board of Directors formally delegates all authority for academic decision-making to the Academic Board.
The Academic Board is the ultimate decision-making body for academic matters in the college. The AB and its subcommittees make decisions on the management and governance of academic programmes and the quality assurance infrastructure supporting those programmes. Its decision-making powers have been delegated to it by the Board of Directors, and it reports to the Board of Directors.
The Chief Executive Officer (CEO) has the responsibility of ensuring that the day-to-day running of the College and its performance is in accordance with the strategic goals that the board has determined.
The Board of Directors is the governing authority of the College. It complies with and satisfies the resources and the general business of the College, as well as setting its strategic direction.
The EMT is appointed by and reports to the CEO, to assist and advise the CEO in decision-making on College matters not reserved to the Board of Directors or Academic Board, including implementation of the strategic plan, and resource planning. The EMT has an advisory role to the CEO and makes decision on matters delegated to it by the CEO. It is also responsible for initiating new business activity and partnerships; this includes setting, monitoring, and revising student recruitment targets. Additionally, the EMT is responsible for the financial management of all academic initiatives and programmes.
Committees established as required
Ethics Committee
Teaching, Learning and Assessment Committee
What is the panel looking for?
Re-assurance for the future… not retrospective
On-going review
▪ Bench-marking
▪ What’s working?
▪ What isn’t?
How is Feedback Sought from
▪ Learners
▪ Industry/ Employers
▪ Lecturers
▪ Regulatory bodies
Communication of QA
▪ Clarity in policies and procedures for different audiences
▪ Accessibility
▪ Mode of communication
NOT
▪ A couple of key people with all the answers
▪ Reams of evidence
▪ Reports
▪ Books of SOPs
Preparing for the Panel Visit
Preparing for the Re-Engagement Panel Visit
Final Panel Logistics
▪ Preparing any additional documentation requested by the panel
▪ Finalising agenda
▪ Housekeeping
Training
▪ Target groups
▪ Practise questions
▪ Mock Panel
Preparing staff
▪ Administrative staff
▪ Academic staff
▪ Senior stakeholders
Presentation
▪ Unique features of your organisation
▪ Focus on risks/ highlight gaps
▪ Ask panel for focus and answer their queries outlined on agenda
Demonstrating a distributed culture and shared ownership of Quality Assurance in your organisation
▪ To Students
▪ Emails
▪ Online Noticeboard posts
▪ Orientation – online and onsite
▪ ezine
Communication of Revised HCQF
▪ To Staff and Faculty
▪ Emails
▪ Faculty Hub
▪ Employee training
▪ HCQF Badge – brand and further communicate the QA
▪ ezine
Post-Panel
Outcomes and Next Steps
Three potential outcomes:
▪ Successful outcome – Approval
▪ Unsuccessful outcome - Non-approval, with recommendations
▪ Unsuccessful outcome - Refusal to approve
What does the future look like?
▪ Ongoing change and development
▪ Active feedback loop
▪ Living framework
Secondary Benefits:
▪ Shared ownership and increased confidence of staff
▪ Collegiate peer process
▪ Positive and constructive feedback
Thank you!
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