Developing a Culture of Excellence in Schools

Dr. Carmelita Quebengco AFSCMay 19, 2010

Category SHJT THESInstitutional Characteristics

International Faculty Score (percentage of international staff) 5%

Instructional Characteristics

Faculty/Student Ratio (staff-to-student ratio) 20%

Research Reputation

Award Score (total no. of staff winning Nobel prizes and Fields Medal) 20%

Citation/Faculty Score (No. of citations for academic papers generated by each staff member) 20%

Nature and Sciences Score (No. of articles published in nature and Science between a certain period) 20%HiCi Score (the no. of highly cited researchers in broad subject categories in life sciences, medicine, physical sciences, engineering and social sciences) 20%SCI score (the total no. of articles indexed in Science, Citation Index-expanded, Social Science Citation Index, and Arts and Humanities Citation Index) 20%

Size (the weighted score of five indicators divided by the no. of full time equivalent academic staff) 10%

Student Characteristics

International Student Score (percentage of international students) 5%

Others Alumni Score (the total no. of the alumni winning Nobel Prizes and Fields Medal) 10%

Peer/Recruiter review score (a scale from 1 to 5 (distinguished) to rate peer schools' academic programs) 40%/10%

A Comparison of Ranking Criteria between Shanghai Jiao Tong University

and Times Higher Education Supplement 2/

2/ "What is a World Class University?" by H. Levin, D. Wook Jeong, and D. OuSource: “What is a World Class University?” by Henry M. Levin et al., March 2006

Characteristics of a World-Class University (WCU): Alignment of Key Factors

Concentration ofTalent

WCU

Graduates ResearchOutput

StudentsTeaching StaffResearchers

Internationalization

Supportive regulatory framework

Autonomy

Academic freedom

Leadership team Strategic Vision Culture of Excellence

Public budget resources

Endowment revenues

Tuition fees

Research grants

AbundantResources

Favorablegovernance

Source: The Challenge of Establishing World Class Universities, Jamil Salmi, The World Bank, 2009

Higher Education Indicators,

Colorado Legislature Quality Indicator 1 – Graduation RatesQuality Indicator 2 – Freshmen Retention and Persistence RatesQuality Indicator 3 – Support and Success of Minority StudentsQuality Indicator 4 – Achievement Scores on Licensure ExamsQuality Indicator 5 – Institutional Support ExpendituresQuality Indicator 6 – Undergraduate Class SizeQuality Indicator 7 – Faculty Teaching WorkloadQuality Indicators 8,9,10 – Indicators Selected by Academic Departments

Source: Quality Indicator System Report, Colorado Commission on Higher Education, December 2003

Thammasat University Annual Performance Indicators

Colorado indicators plus the following:

Graduate Destination (Employed, Further Studies, Unemployed)

Master and Doctoral Thesis Publications (International, National)

Faculty Research & Publications (International, National)

Students’ Response to Teaching Quality (Teaching Performance Evaluation)

No. of Exchange Students (Inbound and Outbound)

No. of Tertiary Staff (full-time, part time, graduate degree earned)

Scholarships (No. of Scholars, and Total Expenditure)

Source: Sirindhorn International Institute of Technology Thammasat University Annual Report, Academic Year 2007, Bangkok, Thailand

De La Salle University Institutional Indicators of Quality

Faculty: Faculty qualifications (graduate degree earned, etc.) Faculty Teaching Performance Evaluation

Full-time – Part-time Faculty RatioFaculty – Student RatioFaculty-Non-Teaching Staff RatioNo. in Faculty Exchange (inbound, outbound)Faculty Research (institutional and externally-

funded)Faculty Research Publications (national,

international)Faculty Engagement (attendance in class,

university activities, committee meetings, student

consultations, and volunteer work)

DLSU Institutional Indicators…

Students: Entrance Exam Scores of Freshmen Formative Exam Scores in General Education

(after the first 4 terms of residency)Ratio of Admission to Graduation (per batch)Professional Board Exam Scores and Passing

PercentageMembership and Engagement in Student

OrganizationsNo. of Exchange Students (inbound, outbound)No. of Full-Time Equivalent ScholarsEmployment Rate (within 6 months)Access to Major Related Fields of WorkInvolvement in service activities that benefit the

marginalized

DLSU Institutional Indicators…

Institutional: Accreditation LevelsNo. of Centers of ExcellenceAmount of Funds Generated (donated to the

University)Research and Publications ExpenditureLibrary ExpenditureLaboratories ExpenditureScholarships ExpenditureSalaries and Benefits ExpenditurePer student cost of tuition and fees vs. cost of

education of a student to the universityMajor Awards Received (Institutional, Faculty

and Students)

Campus Safety and Security

Examples of Target-Based Performance Indicators

1. Student passing percentage in licensure examinations is 30% above the national average

2. 20% of mainstream students who need financial assistance are on full scholarships

3. 70% of graduates are involved in a program/project/organization servicing the marginalized

A Integrated View of the Catholic Lasallian University

Adapted from: Lasallian Assessment: Charism and the University by Tristano R, Fox M.C, Luedtke M, Schaefer J.

CHRISTIAN

UNIVERSITY

FILIPINO

Christian University in the Philippines

“The challenge of the 21st century is to humanize society and its institutions through the gospel: to restore to the family, to cities, and to villages a soul worthy of the human person created in the image and likeness of God”

- Pope John Paul II

“A Christian university must take into account the gospel preference for the poor…what it does mean is that the university should be present intellectually where it is needed: to provide science for those without science; to provide skills for those without skills; to be a voice for those without voices; to give intellectual support for those who do not possess the academic qualifications to make their rights legitimate”

-Ignacio Ellacuria, SJ“The Task of a Catholic University”

Axes Where the Influence of Lasallian Universities Can Be Felt

1. Excellence in what we do – quality education with social and political realities…teacher formation

2. Research on the roots of poverty and the application of children’s rights

3. Faith that is committed to action and transformation…a passion for God and for the poor

Source: Lasallian Mission at the Tertiary Level, ENCUENTRO IX, Br. Alvaro Rodriguez Echeverria

Our Lasallian Fundamentals

Academic excellence in the service of others

The formation of persons

Focus on relationships, especially between teacher and students

The development of integrity among the students

Nurturing of an academic community culture that will encourage and enable all these to be realized

Lasallian Learners, Educators and Educational Experiences

FAITH

ZEAL for SERVICE

COMMUNION in MISSION

integrate Gospel Perspectives & values in their daily lives

• committed to the integral human and Christian develop- ment of diverse types of learners through personal witness and service

LASALLIAN EDUCATIONAL EXPERIENCES

SOCIETY

committed to excellence to be of greater service to God & country

take progressive responsibility for their own learning and development

express concern and compassion for the plight of the vulnerable and marginalized sectors of society and respond to their needs

work together creatively, constructively and enthusiastically to support the Lasallian Mission

LASALLIAN LEARNERS LASALLIAN EDUCATORS

attentive to learners in their uniqueness and seek to build appropriate relation-ships that promote total human formationcommitted to life-long personal and professional improvement and service

work together creatively, construc- tively and enthusiastically both to

realize the LS Mission and to assure the effectiveness and vitality of the institutions to which they belongserve as resource to the renew-

al of the Church and for the integral develop- ment of societychallenge learners to realize their full potential by promoting

critical and creative thinking, self-knowledge and self-masterybring Christian perspectives & values to bear on human knowledge & culture

encourage synergy, collaboration & dialogue in an environment that is fraternal, hospitable & laden with mutual respect

impel learners to translate their knowledge into actual practice for the betterment of society

prepare learners for responsible participation in the world of work, the family, the community, the wider society and the local

Church

Source: De La Salle Philippines, 2009

Description of the Lasallian LeaderExceeding Standard

Practicing Standard

Approaching the Standard

Missing the Standard

1. Faith & Spirituality Personal relationship with God Presence of God Faith vision (vision of Christian faith life culture) Virtue and integrity Openness to God's will Trust in Divine Providence

2. Zeal in Service Educational vision faith ful to the Gospel Fraternal climate and culture Concern for the poor and marginalized Culture of excellence Responding to eudcational challenges

3. Community Building Collegial respect Nurturing commitment and lasallian identity Solidarity and collaboration with academic community Conflict resolution

Source: Lasallian Leadership Program, 2008

Schooling by Design Framework

expected graduate attributes

school vision-mission LGP

external environment

SCHOOLING BYDESIGN

introductorycourses

enabling courses

culminatingcourses

GE COURSES

MINORCOURSES

MAJORCOURSES

planning

Assessmentevidence

desiredresults

stage 1

stage 2

stage 3

Source: Grant P. Wiggins and Jay McTighe

Surrounding Environmentalor Contextual Factors

Source: Research File, Vol. 1, No. 2, June 1995 Association of Universities and Colleges of Canada

Inputs Outcomes Process(Students admitted,Faculty members,

Facilities andother resources)

(Curricular Programs,Processes)

(Graduates’Knowledge, skills,

Attitudes,Competencies)

Outputs(Competent

professionals who continuously learn, serve others, and

contribute to national

development)

Alternatives in the Evaluation of University Effectiveness

Assessing Outcomes a/- measurement of outcomes of education in skills

and capabilities acquired by graduates and the recognition they gain in further competition Ex.: GRE scores, honors won, promotion/ achievement at work

Performance indicator is a policy relevant statistic, number or qualitative description that provides an indication that the university, some aspect of it, or the university system is performing as it should b/

Sources: a Assessing Quality in Higher Education, Douglas Bennett

b Canadian Library Association Definitions, 2010

Examples of Target-Based Performance Indicators

1. Student passing percentage in licensure examinations is 30% above the national average

2. 20% of mainstream students who need financial assistance are on full scholarship

3. 70% of graduates are involved in a program/project/organization that aims to serve the marginalized

Ohio State University Balance Scorecard Vision: become internationally recognized in research,

teaching and service5 organizational areas deemed needed for achievement of vision:

1. Academic Excellence – what is the university’s contribution to the creation of new knowledge?

2. Student Learning – how effectively does the university transfer knowledge to students?

3. Diversity – how does the university broaden and strengthen its community?

4. Outreach and Engagement – how effectively does the university transfer knowledge?

5. Resource Management – How well does the university develop and manage resource?

Source: Balanced Scorecard: Beyond Reports and Rankings by Alice Steward & Julie Carpenter-Hubin

Alternatives in the Evaluation of University Effectiveness

Expert assessment

Accreditations

Nomination of program for expert assessment such as the Templeton Guide

Survey/Self reports of alumni on what learnings/skills developed in the university helped them most at work, family, social life

Participation in national surveys of education effectiveness

Source: Assessing Quality in Higher Education, Douglas Bennett

Quality Assurance: A Definition

a system of establishing cycle processes for planning, enactment, feedback, and renewed planning which promote and emphasize quality enhancement

through the generation of a collective self-critical and self-reflective attitude (James Cook University, Australia)

Mission Statement: Are we doing the right things?Are we doing the right thing in the right way?Do we ahieve what we claim to achieve?Missions Goals Expected Outcomes = Standards set byUniversity?

Inputs:Management:

What is the role of management?Is the management process a top-down or bottom-up approach?How are finances managed?

Policy:How are mission and goals translated into policies?Is the policy plan a basis for strategic management?How is feedback on policy plan organized?How are the different academic departments and relevant offices at different levels involved in formulating policy?

European Quality Model for Institutional Assessment

Source: “Towards a Quality Model for Higher Education” by A.I. Vroeijenstijn, Journal of Philippine Higher Education Quality Assurance, vol.1, no. 1, January 2003

Faculty/Staff: Quality of staff?Are faculty/staff competencies adequate for programs offered?Students

Quality of entering students?What is the selectivity ratio?

FundingIs the total fund available adequate to sustain quality?

FacilitiesDo available facilities support the mission?Are teaching-learning equipment adequate?Are research equipment sufficient?

ProcessIs a form of SWOT analysis in teaching, research, and community service regularly conducted?How does each program contribute to the stated mission?What is the overall quality of the core business?What fields need strengthening?What programs may be closed?

European Quality Model …

Outputs

Realized Mission:

Are the mission and goals expressed realized?

How do we know it has been achieved?

Are the clients satisfied?

Are the stakeholders satisfied?

What are expected of graduates? the programs?

How have they been operationalized?

Have they been achieved?

European Quality Model …

1. A Living Mission and Lived Educational Philosophy (What are valued and rewarded? To what extent are guiding principles reflected in teaching and learning? etc.)

2. Unshakeable Focus on Student Learning (Do students receive specific, timely feedback from teachers? Are teaching and learning centers used by faculty and available to students? etc.)

3. Environments Adapted for Educational Enrichment (facilities and services adapted effectively for teaching and learning? Campus climate positively influences student learning and success?, etc.)

4. Clearly Marked Pathways to Student Success (Challenges and support are consistent with needs of students? Are students at risk identified and helped? Students assume a fair share of responsibility for their own learning?, etc.)

5. Improvement Oriented Ethos (school is monitored and improved continuously? Innovation is valued and fostered? Individuals and offices are accountable in the collection and use of reliable and valid data?, etc.)

Common Educational Practices in 20 US Colleges and Universities with Strong Record of Student Success

Source: The Inventory for Student Engagement & Success, G.D. Kuh, J, Kinzie, J.H. Schuh, E.J. Whitt, 2005

6. Shared Responsibility for Educational Quality and Student Success (Student learning is accepted as everyone’s responsibility? Where do student learning and success appear in the agenda of institutional leaders?)

7. Ultimately, It’s About the Culture (Do operating policies, resources, programs and practices clearly support the mission? To what extent do they support/inhibit student learning and success?)

Common Educational Practices in 20 US Colleges…

4 Key Elements of Successful Learning Environments1. Learner centered – teacher attends to the

background, beliefs, knowledge and skills of students

2. Assessment centered – continuous feedback on what are being learned with revisions made as needed

3. Knowledge centered – attention given to what is taught, how it is taught and what understanding and master of its contents look like

4. Community centered – intellectual camaraderie, collaborative learning, continuous learning in community outside the university

Source: Assessing Quality in Higher Education, Douglas Bennett