DEQUE Development of Quality Assurance System in Turkmenistan on the base of Bologna Standards

ASIIN Consult GmbH Jana Mhren, Project Manager

ASIIN our proposal

1) Research visit: aim: understanding the current situation in Turkmenistan 2) Workshops for different stakeholders: a) Ministry - Aims:
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b) HEIs Aims

understanding needs of Ministry informing about different systems for external quality assurance understanding needs of Ministry informing about different systems for external quality assurance and its relation to internal QA

3) Facilitate meeting(s) between 2 groups to generate common understanding of best fitting QA system

ASIIN our proposal

4) Summer Academy at U Koblenz Workshops for different stakeholders (depending on status of proposals 1-3): a) Ministry - Aims:
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b) HEIs Aims

Setting up structures for carrying out external quality reviews at HEIs Defining criteria for external quality reviews
How to implement internal QA mechanisms fit for an external quality review How to involve stakeholders in QA process at HEIs

One method of external QA: Programme Accreditation

The underlying philosophy of the accreditation process

Programme Accreditation

The underlying philosophy of the accreditation process

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Content

1. Accreditation: Definition and principles

2. Defining programme quality: Process-oriented approach 3. Peer review: Definition, function and approach 4. Conclusion

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Definition: Accreditation
Accreditation = process leading to a certificate with a defined meaning
Characteristics: - assessment conducted by an external organisation > independence - aimed at clearly defined object assessed against pre-defined standards, both of which are not subject to negotiation or alteration in between different accreditation processes

- positive result leads to certification concerning the object meeting the standards
- certificate issued for a limited period of time > periodic reassessment (re-accreditation)

-> While the accreditation process is often similar to other quality assurance processes (e.g. evaluation), the former is differentiated by the award of a certificate or its denial.
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HEI Autonomy as Underlying Principle

The approach to programme accreditation is based on the principle of the autonomy of institutions of higher education: Universities are in principle free to and responsible for setting their own quality standards for teaching and learning, research and development, and for other core processes. Responsibility implies stakeholder involvement, both from within the university and outside, and considering the effects of the institutions actions on the social, political, economic, natural environment.
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Content

1. Accreditation: Definition and principles

2. Defining programme quality: Process-oriented approach 3. Peer review: Definition, function and approach 4. Conclusion

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This leaves us with a question...

If universities are to set their own goals for quality, what exactly is the assessment of degree programmes in the accreditation process based on?

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Accreditation criteria as framework for quality

Accreditation criteria set quality standards for degree programmes in a given field and respect the autonomy of the individual university: Learning outcome descriptors set a joint framework for the competency profile associated with degree programmes in a given field, but allow for considerable variation in the emphasis of individual programmes. Accreditation criteria do not prescribe the profile or objective of degree programmes nor the specifics of programme design and delivery.
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Encouraging innovation and excellence

The development of new degree programmes or of new and different ways of delivering the curriculum is explicitly encouraged. Universities are also encouraged to provide incentives for excellence in programme development and refinement, but it is left to the responsibility of the university as to how these incentives are provided.

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Accreditation criteria...

Accreditation Criteria have been developed on the principles of continuous quality improvement and focus on the educational process as a whole. The principles of this approach rest on an underlying philosophy of quality which has implications for processes which need to be in place within the university.

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...and implications for universities

Universities need to systematically analyse their systems for variance (objectives <-> outcome), make decisions based on fact, consciously define their organisations internal and external stakeholders and actively seek input from both. It drives out fear by encouraging the members of the university to risk making mistakes in order to learn more about the system. A learning system will lead to continuous improvement of quality.
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What does this mean?

A process of continuous quality improvement for higher education programmes should involve: 1. a clear understanding of its mission, its constituents, and its objectives (what we are trying to achieve) 2. learning outcomes (the desired learning that needs to take place to meet the objectives) on the programme and on the course/module level 3. integrated processes (internal practices designed to achieve the outcome) 4. facts (purposeful data collection) 5. evaluation (interpretation of facts) 6. and action (feedback to support decision making and improve processes)
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Process-oriented approach to programme quality assurance

Feedback Educational objectives Programme learning outcomes / competence profile knowledge, skills, competencies Job / career profiles occupational area(s) work environment(s) Input of the university Core process curriculum, didactic concept, programme structure Outcome Correspondence of educational objectives and learning outcomes results of outcomes assessment and internal/external evaluation

Support processes e.g. student services, staff resources, infrastructure, quality assurance

Programme accreditation

Educational process: coherence of objectives, input + outcomes

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Accreditation as instrument of quality assurance

The accreditation process has a two-fold function as instrument of quality assurance: For the entire system of higher education, programme accreditation serves to uphold quality standards established within the relevant academic community (this explicitly includes research and industry) by identifying programmes that do not reach these standards. For the university, programme accreditation is an instrument of quality improvement by providing feedback on the achievements, on strengths and on room for improvement each in relation to established and accepted standards.
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Content

1. Accreditation: Definition and principles

2. Defining programme quality: Process-oriented approach 3. Peer review: Definition, function and approach 4. Conclusion

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Principle of peer review

The accreditation process is based on the principle of peer review: Peer review is the process of subjecting ones work, research, or ideas to the scrutiny of others who are experts in the same field. Overcoming the traditional view that inputs Peer review requires a community of experts in a given) field, who are qualified and able to perform impartial review.

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Peer review in accreditation

Peer-based reviews of degree programmes are conducted by equals, i. e. by colleagues from the relevant academic field(s). Review teams represent the academic community and prospective employers. Overcoming the traditional view that inputs Peers are involved on all levels of the accreditation process (review team, technical committees, programme accreditation commission).

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The process-oriented approach to quality assurance corresponds with...

Feedback Educational Objectives Programme learning outcomes / competence profile knowledge, skills, competencies Job / career profiles occupational area(s) work environment(s) Input of HEI Core process curriculum, didactic concept, programme structure Outcome Correspondence of educational objectives and learning outcomes results of outcomes assessment and internal/external evaluation Programme accreditation

Support processes e.g. student services, staff resources, infrastructure, quality assurance

Educational process: coherence of objectives, input + outcomes

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...a process-oriented approach to programme accreditation

The assessment in the course of the accreditation process focuses on the coherence of theHEI Input of educational process, Educational Outcome including processes for continuous quality improvementof Objectives Correspondence Core process educational objectives and for demonstrating the correspondence of intended and curriculum, Programme learning and learning didactic achieved learning outcomes. concept, outcomes / outcomes
competence profile knowledge, skills, competencies The assessment results of outcomes assessment and Support processes internal/external in the course of the accreditation process is e.g. student services, evaluation basedcareer profiles on established standards in the respective staff resources, Job / Programme infrastructure, occupational area(s) academic field(s). accreditation quality assurance work environment(s) programme structure Feedback

The key question is: Will graduates be enabled to enter a professional career relevant to their academic field?
Educational process: coherence of objectives, input + outcomes
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Content

1. Accreditation: Definition and principles

2. Defining programme quality: Process-oriented approach 3. Peer review: Definition, function and approach 4. Conclusion

Conclusion

Programme accreditation is based on the principle of autonomy of the university, including accountability to its stakeholders, and on the peer review principle, implying a review by fellow experts from the relevant academic field(s). assesses a degree programme against standards established within the academic community while allowing room for and Overcoming the traditional view that inputs encouraging new approaches. employs a process-based methodology, reflecting (and assuming) the process of programme design and delivery aiming at continuous quality improvement. is an instrument of (external) quality assurance and should be integrated into an institutions overall approach to quality assurance.
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