developing a quality culture: the basic framework mag. oliver vettori
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Developing a quality culture: The basic framework Mag. Oliver Vettori. March 2008. Introduction. ‘ The quality of higher education has proven to be at the heart of a European Higher Education area ’. (Berlin Communiqué). Introduction. - PowerPoint PPT PresentationTRANSCRIPT
Developing a quality culture:The basic framework
Mag. Oliver Vettori
March 2008
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Introduction
‘The quality of higher education has proven to be at the heart of a European Higher Education area’.
(Berlin Communiqué)
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Introduction
‘The concept of quality is not new: it has always been part of the academic tradition. It is the outside world that now emphasises the need for attention to quality…It is the relationship between higher education and society which has changed’.
(Vroeijenstijn 1995)
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Introduction
Bologna process - European Higher Education Area:degree structure, student centred learning, student mobility
Accountability demands: evaluations, controlling, performance based funding schemes, employability rates
Institutional profiles and international competition:rankings, ratings, benchmarking
Changing role of the university managemententrepreneurial universities, increased autonomy
Rising importance of quality assurance
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Quality notions
Quality
Value for moneyStakeholder
satisfaction
Tran
sfor
mat
ion
excellence
Fitness for
purpose
Management
Corporations, employers
Teachers
GovernmentStudents
Graduates
AdministratorsSociety at large
…
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Differing views on Quality Cultures
control oriented
quality as an objective that canbe created and managed
clear understanding of quality required
top down implementation of quality standards & strategies
quality improvement can bemeasured – with unintended
consequences
participative
quality as an emerging result that changes in a dynamic way
permanent negotiations of quality notions required
participative development &implementation of quality st.
quality development can beinfluenced – with uncertainresults
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Setting the frame…
Quality as a dynamic, multidimensional and perspective-bound concept
Culture as a complex, interaction-based, and continuously changing construct
Quality Cultures as stakeholder-dependent, historically grown and learning-oriented social
phenomena
The way(s) quality and culture can be related to each other have important consequences for
QM and QA strategies
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Principles of a quality culture
Empowering the stakeholders to develop their own quality goals, initiatives and measures
Guaranteeing transparency and common standards without succumbing to a purely formal
quality approach
Showing trust without disregarding the risks involved
Strengthening reciprocal communication processes
Balancing the delegation and acceptance of responsibility
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Fitness for purpose approach
Graduate surveys, round tables, feedback box, awards, student evaluation of teaching questionnaires, program monitoring, focus groups, advisory board, accreditation, process analysis, student support program, discussion groups, staff development, premiums, fast feedback, midterm review, external evaluation, tutoring, COMMUNICATION, peer review, implementation of standards, rules and procedures, online evaluation, reporting, accompanying research projects, drop out study, steering committee, interviews, data ware house, meta-evaluation, counselling etc.
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concepts organisation
operation
QA roles: the formal structure
Vice-Rector f. Academic Programs a. Student Affairs
Teaching Evaluation &
QM Office
Evaluation Board of the
Senate
conciliates
Reports to
lays foundation
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QA roles in a quality culture perspective
Management
Administrators
Teachers
Students …….
dialogue
measurement improvement
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QA roles: A few examples at WU Wien
Encouraging quality intiatives on departmental level
Rewarding initiatives for innovative and excellent teaching
Reinventing program directors and coordinators
Collaborating with staff development and controlling units as well as teachers and researchers throughout the university
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… and some final caveats
Organisational beliefs and values are not homogeneous, not even within a stakeholder group
Quality cannot be decreed
Permanent control or standardisation are no guarantors for success and transparency
External and internal requirements cannot be satisfied by one and the same strategy
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Part II
The students‘ role
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Student Contributions
The students‘ role
give feedbackparticipate in surveys and selfevaluations
take part in decision-making and design processes
tutors and mentors self-assessment and self-evaluation
take responsibility
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student contributions - examples
course evaluations, sounding boards, feedback boxes, fast feedback …
introductory tutors, learning coaches, buddy networks, teaching assistants…
members of self-assessment teams, members of external review teams, graduate surveys …
curriculum development boards, advisory boards, teaching & learning forums etc.
feedback
tutoring
evaluating
designing& deciding
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Student self-assessment (1)
What did I learn today? What were my contributions in class today?What do I need help with?What do I want to know more about?What would you do differently, if you took this class Again?
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Student self-assessment
• self-evaluation forms
• learning inventories
• reflection logs and learning diaries
• expectation exercise
• discussions
• peer assessment
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Part III
The administration‘s role
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Administrative contributions
The administration‘s role
providing quality services
supporting feedback loops
Engaging in self-Assessment and self-reflection
avoiding quality bureaucracy
establishing supportive structures
information and communication
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feedback systems
develop suitable quantitative and qualitative quality indicators that hold relevance for all the actors involved
maintain a reasonable balance between the input (time, efforts) and outcome of evaluations
support the other actors to make sense of their findings
integrate evaluations into a broader system of quality assurance and development (follow ups)
keep the feedback processes as transparent as possible
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necessary information
•student progression and success rates
•employability of graduates
•students’ satisfaction with their programmes
•effectiveness of teachers
•profile of the student population
•learning resources and their costs
•the institution’s own key performance indicators
ENQA Standards & Guidelines
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Criteria for self-evaluation
(cost) effectivenessefficiency
information qualitycelerity
transparencyservice-orientationlearning-orientation
…
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Part IV
The teachers‘ role
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Administrative contributions
The teacher‘s role
creating suitable learning environments
peer teaching & peer reviews
engaging in self-Assessment and self-reflection
implementing a feedback culture
take the role of learners
learning coaches
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Goals of evaluations
Feedback assessment
improvementdevelopment
control
Quality of content and didacticsQuality of teaching and learning processes
Staff satisfaction/student satisfaction
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Course Evaluations
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Student questionnaires
assessing the consistency of teaching goals, contents and methods
regular student feedback (questionnaires)
multifaceted item pool, flexibilised
questionnaires
Constant documentation/observance of
results and developments
objective
method
tools
monitoring
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Additional Fast Feedback
early diagnosis of potential problems, assessing standards of knowledge/understanding etc.
flexible and individualised use: dimensions/aspects time extent
counselling, support
objective
method
Support
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Fast Feedback: Beispiel 1
Course:
+ ?What I liked about the course.. What could be improved…
My further comments
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Fast Feedback: Beispiel 2
Course Date
Minute PaperPlease answer the two questions below:
What is the most important thing you What were the “muddy points”? learned today?