Accrediting Doctoral Programs into the 21st Century

Dr. Luis G. PedrajaExecutive Associate DirectorMSCHE Tbilisi State University25-26 June 2005

Assessing Challenges and Strategies for Quality Assurance in Graduate Programs

PRESENTATION OVERVIEW

Background: What is Accreditation?The Bologna Process: ImplicationsAccreditation Criteria General & Specific ConsiderationsAssessment ConsiderationsChallenges & OpportunitiesConclusion & Questions

Background: What is Accreditation?

Quality Assurance & Enhancement– Sustains and strengthens quality and integrity– Seeks a commitment to excellence & improvement– Promotes public confidence

Self-Regulation & Peer Review Voluntary and/or Government Mandated

The Bologna Process: Implications

Berlin Communiqué: Doctoral Degree as Third Cycle (Level)

Access to Doctoral Studies: Masters Level/ Second Cycle & Specific Access Requirements

Salzburg (2005): Ten Principles – Duration of Degree: 2-3 Years– Assessment; Transparency; Research

Sources: “A framework for Qualification for the European Higher Education Area”; Bergen Communiqué.

Accreditation Criteria

Appropriate to institution’s mission and context Focused study & relevant independent research Specialized nature & program coherence Mastery of increasingly difficult subject matter Differentiates between degree levels Curricula provide for development of research and

independent thinking skills at advanced level Faculty with appropriate credentials Assessment of student learning outcomes &

improvements made based on assessmentSource: Characteristics of Excellence in Higher Education (MSCHE)

General & Specific Considerations

Does It Fit the Institution’s Mission & Context?– Institutional commitment to the field & program– Adequate Funding & Support

Are There Adequate Resources?– Access to information (libraries; Internet; etc.)– Research capabilities (equipment, funds, etc.)– Qualified faculty (Ph.D.s; field of specialization;

experience) What Are the Program Goals?

– Develop researchers, scholars, teachers, peers, and/or independent thinkers

General & Specific Considerations

What Are Some Desired Skills? – comprehensive knowledge base of subject &

applicable research methodology/techniques– able to contribute to field through research,

publications & development of new skills or processes– ability to effectively communicate subject matter to

specialist/non-specialist and instruct others– Skilled in critical thinking, analysis, evaluation,

problem solving, self-reflection, and independent thinking

Adapted from Jenny Moon, “Linking Levels, Learning Outcomes and Assessment,” Exeter University.

Assessment Considerations

Depend on Goals and Desired Skills/Outcomes Direct & Indirect Measures (Do they reflect

desired outcomes?):– Comprehensive exams, dissertation/ thesis– Presentations, symposia, and/or dissertation defense– Supervised teaching & research– Benchmarks and data comparison with others– Marketability of students (Are they being hired?) – Long term: promotions & contributions to field by

graduates– Indirect Measures: evaluations, focus groups, etc.

Challenges & Opportunities

Adequate Peer Review:– Not enough qualified peers at doctoral level for

effective review in some areas of study and geographical regions

– Availability of reviewers – Cost and travel concerns

Cultural & Political Considerations:– Language and cultural differences– Academic freedom & censorship– Political instability & government support

Challenges & Opportunities

Resources & Comparability:– Available resources can vary between regions,

institutions, and programs– Intensity and rigor of program are difficult to assess

Pedagogical Training:– Doctoral students need training in pedagogy &

supervised teaching opportunity to be effective instructors (often absent in programs)

Globalization:– Market demands & ease of communication

Conclusions

Does one model fit all?– Differences between academic & professional degrees– Need to account for differences between disciplines

(technical, scientific, social sciences, humanities, etc)– Importance of cultural contexts (cultural differences

can contribute new insights, perspectives, etc)– Non-traditional models should not be dismissed

Continued dialogue enriches the process & assures success

Resources

Resources Available on Internet:– Middle States Commission on Higher Education

Publications (U.S.A.): www.msche.org– Bologna Process:

www.bologna-bergen2005.no/ www.aic.lv/ace/ace_disk/Bologna/index.htm

Contact Information:– Dr. Luis G. Pedraja: lpedraja@msche.org