Download - GSPI-QA of Teaching Staff-Eng-For ANQA
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Gyumri State Pedagogical Institute
Self-assessment
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Main actorsTemporary QA Committee of Scientific Board
Established Sep 2011
Members 7 Supervised by Vice-Rector on Research and
External Affairs
Since Sep 2011 almost 50 Regulations on
university policy and procedures aredeveloped (and approved by Scientific Board)
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Main actorsCenter for Quality Assurance Established Sep 2011 Permanent full time staff - 3 University self-assessment will be carried out
with the help of groups within correspondingfaculty/department including 1 student ineach group (6 groups)
In some specific cases (e.g. strategic planningon university level) well shape temporarygroups (engaging other experts)
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RECTOR
QA Committee
of Scientific Board
QA Center
Faculty QA
Group1
Faculty QA
Group2 Faculty QA
Group 6
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Starting from 2010 GSPI participates inDIUSUS and PICQA programs in theframeworks of TEMPUS program of EuropeanUnion.
In the framework of DIUSUS program it isplanned that GSPI, as a program contributionshould conduct self-analysis of teaching staff
(ESG Standard #4)
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Quality assurance of teaching staff Institutions should have ways of satisfying
themselves that staff involved with theteaching of students are qualified andcompetent to do so.
They should be available to thoseundertaking external reviews, and
commented upon in reports.
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Quality assurance of teaching staff
The following components are analyzed
Regulatory basis Statistics
Surveys
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ESG guideline Ensuring knowledge, necessary skills and
experience of teaching staff
Regulation for Development ofTeaching Staffeffective on 26 May 2012
Main points:
Nomenclature of teaching staff positions Qualitative Criteria for positions
Recruitment options and procedures
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ESG guideline Ensuring the minimum necessary level of
competence of new staff A new Regulation on this issue is under
consideration of QA Committee of Scientific
Board. Will be finalized and will beeffective on Sep 1, 2012
Main points: New staff will be given a 1 semester probation period Class auditingand performance assessment by
department Assessmentbased on anonymous evaluation by students
and colleagues All lectures and teaching materials should be available
online by the start of academic year
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ESG guideline Ensuring development of teaching capacity
and encouraging to value teaching staff skills. Differentiated System of
Supplementary Payments for EncouragingResearch and Methodical Activitieseffective on Jan 1, 2012
Main points:
Assigning bonus unitsfor activities (publication,dissertation, etc) Payment will be made once a year for units earned
during that year
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A new Regulation In-service Trainingof Teaching Staff is under consideration. Willbe finalized on Dec 2012
Main points: All faculty must undergo regular mandatory in-
service training and accumulate Credit units withinevery 5 years
Poor faculty could be assigned shorter period
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ESG guideline Ensuring a)opportunities for poor teachers to
improve their skills and b)means to removedemonstrably ineffective teachers from teaching
duties Basis: Regulation is under development
Main points: Developing a system of regular (or on-demand)
in-service training of teaching staff
Decision on poor teachers further staffing based onannual staff performance assessment derived froma)anonymous evaluation by students and colleagues andb)critical evaluation of annual plans performance
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STUDENTS Number of Students -3266*
Bachelor 1606
Master - 192* PhD - 67
Correspondence education 1660*
Student/teacher ratio 12:1
Without department of correspondenceeducation - 6:1*
*without first year students
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TEACHING STAFF TOTALS Total teaching staff - 284
Main faculty - 265 (93%)
Short-time faculty* 19 (7%)
Average chair 11 faculty members
Extras
Eng.&Germ.(30), Arm.lang. and History (22) Phil., Music, Ecology, Rus.lit. (6-4)
*From schools, research institutions and industry
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22
22
17
14
12
121212
11
9
9
9
8
8
8
8
8
8
8
87 6
6 5 4
Eng. & Germ. Arm. lang. History Biology
Psycology Rus. lang. Pedagogy Computer Science
Sport Pedagogy Phys. training Math. analys. Chemistry
Pre-school Ped. Arm. liter. French lang. Physics
Algebra Geography Polit. & Econ. Fine arts
Mil. training Engineer. Philos. Music
Ecology Rus. lit.
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25 29 20 8%
30 39 74 28%
40 49 46 17%50 59 50 19%
60 69 55 21%
70 79 17 6%
80 83 3 1%
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2529
8%3039
28%
4049
17%
5059
19%
6069
21%
7079
6%
8083
1%
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UP TO 39 94 36%
40+ 171 64%
50+ 125 47%
60+ 75 28%
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ANALYSIS The most worrying indicator is that 2529 age
group is small - 8% (20 people) This means that there are serious problems with
the teaching staff reproduction Positive indicator - relatively big share of 3039
age group - 28% (74 people) But on the other hand 60 + group has actually
the same number (75 people) Next few years it is necessary to institute a
retirement supplement with about 70 facultymembers (almost 1/3 of teaching staff - 28%)
This is an important issue that needs to beresolved within the next several years.
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0
10
20
30
40
50
60
70
Ecology
Eng. & Germ.
Psycology
Pedagogy
Mil. training
History
Chemistry
Comp.Science
Math. analys.
Rus. lit.
French lang.
GeographyPolit. & Econ.
Sport Pedagogy
Arm. lang.Phys. training
Algebra
Biology
Pre-school Ped.
Physics
Arm. liter.
Rus. lang.
Fine arts
Music
Philos.
Engineer.
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ANALYSIS Average age varies from 40 to 64
In 12 chairs (46%) average age is more than50, i.e. significant aging is underway
The picture will be more informative, if onetakes account the average absolute deviation(AAD)
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ANALYSIS
When a highaverage ageis combined with a smallAAD this indicates that the teachers are of nearlysame age, i.e. there are no junior faculty members
This is a threat in terms of stability of the teaching
staff
Engineering 64 8Philosophy 60 4.6Music 57 7Physics 53 7.4
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ANALYSIS
But when a small average age is combined with asmall AAD, in this case staff is stable.
Situation is satisfactory in chairs of Ecology andMilitary training
Average ages here are not only less thaninstitutes average (49 years), but also AAD aresmall, which in this case means that the teachersare mostly young
Ecology 40 5.5Military training 45 6.0
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3022
19
16 1312 12
7
11 10
9
7
9
7
8 8
7
8 8 8 8
6 5
6 5 4
10
3
1 10 0
5
1 1
0
2
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1
0 0
1
0 0 0 0
1 1
0 0 0
0%
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40%
50%
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70%
80%
90%
100%
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Big ratio of short-time teaching staff at chairof Comp. Science (42%)
However in 14 chairs (more then half ofchairs) all staff is permanent
Enhance status of main, permanent staffby
increasing salaries and adding benefits(health insurance, recreation options - free orwith reduced prices)
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Male
38%
Female
62%
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Female
Male
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Traditionally more women than men teach atGSPI
Only a few chairs (e.g. History, Fine arts,Geography) showa "gender equality"
In majority of chairs - no such equality
English, French, Russian language, Russianliterature, and Ecology chairs are almost fully
equipped with only female teachers Male teachers dominate in sports, military,
Physics and Computer science chairs
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14
5%
125
47%
12648%
Doctor of Sciences -14
Candidate of Sciences - 125
Without Degrees - 126
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62
4947
Doctor of Sciences PhD Without degrees
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Near half of teachers dont have academicdegrees (48%)
Foreign languages, sport, military and finearts - 70% +
Small number of teachers with secondacademic degrees (5%)
Encourage teachers to pursue academicdegrees
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Near half of teachers (48%) dont have anyacademic degrees
Only 35% of this contingent comprise youngteachers (under 40) and most of them are workingon their PhD thesis.
Thus, the majority of teachers dont have anyacademic degrees and at the same time they do notsee the need to purchase.
This problem can be solved gradually The following steps are offered to improve the
situation.
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Currently the academic degree does not result in asignificant salary increase (only 5%). Accordinglynamely the staff with degrees should be the maintarget of salary raise.
b. When hiring new staff, preference will be given tocandidates with academic degrees
c. Teaching staff without degrees should typicallyhave only practical and laboratory classes and as a
rule teach only Bachelor students
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IDENTIFIED PROBLEMS
There are relatively few (5%) teachers with 2ndlevel of academic degrees
Pursuing this degree requires much effort andcontribution in research
Full-time teaching job requires 750-800 hours ofteaching load annually.
This does not allow to perform research workrequired for doctoral dissertation within a
reasonable period of time
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RECOMMENDATIONS FOR IMPROVEMENT
This problem is not solved by doctorantura- yetunsuccessful doctoral institution.
As a suggestion - to restore creative leaves thatwere in practice in Soviet education system.
But this will result in financial problems, needed tobe solved
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1 1 1 1 01 2 1 1
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0%
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20%
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40%
50%
60%
70%
80%
90%
100%
Doct. of Sci Cand. of Sci Without degree
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IDENTIFIED PROBLEMS
3. The number of teachers with academic degreesare relatively low in chairs of Physical training,Military training, Fine Arts and Music (lessthen30%), which is conditioned by the peculiarities
of research activities in these sectors Only three chairs - Physics, Chemistry, and
Armenian literature are fully equipped withteaching staff with academic degrees
In contrast, the chair of English and Germanlanguages, has only 25% of the teaching staff withacademic degrees
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Lecturer
Assistant professor
Associate professor
Professor
More or less direct link between degrees andpositions. As a rule:
Professor Doctor of Sciences Associate (assistant) professor PhD
Lecturer without academic degrees
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12
5%
94
35%
21
8%
138
52%
Professor
Associate
Prof.
Assistant
Prof.
Lecturer
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66
55 54
42
Professor Assoc. professor Assist. professor Lecturer
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1. Most of faculty (52%) are on the lowest level(lecturer)
Nearly 4% of faculty members (20) are onlowest level while holding academic degrees
These are faculty members who recentlydefended PhD theses but havent yet got
promotion
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2. The Associate professors (35%) constitutethe pillar of GSPI faculty.
The group is diverse
70 % are experienced faculty close toretirement age (50+)
Smaller group (30%) comprise junior faculty
who will assure stability of teaching staff
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3. Small number of faculty on the position ofassistant professor (8%) which is probablydue to the fact that this is a kind of
intermediate position between assistant andassociate professor positions
In this respect, it is necessary to have a clearjob description of the position to justify itsexistence
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Questionnaire for anonymous assessment ofteaching staff by students were developed Totally 18 questions with 4 possible answers
Students from 3 department assessed 11
teachers having classes in last semester Totally 225 students form departments of
Foreign languages, History and Philology,Physics and Math.
We analyzed the results of questionnaire not for
particular teachers, but average indicators fordifferent teachers, as we intended to reveal thefields that urgently need improvement
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1. Comformity of course content and
curricula
10. The teachers creative approach
toward the subject.
2. Clarity of the course materialexplanation
11. The teachers interest towards thestudents success.
3. Your confidence in the teacher's
knowledge
12. The teachers respective attitude to
the students.
4. The teachers oral speech and
articulation
13. The teachers objectivity and
impartiality.5. The teacher keeps the material
interesting during the whole course.
14. To what extent the course promotes
your professional development?
6. Students are encouraged to ask
questions on the material.
15. To what extent the course promotes
your general development.
7. The quality of the answers given to thestudents questions.
16. Your willingness to participate inother courses by this teacher.
8. Effective time management by the
teacher.
17. Your involvement in the course
(questions and answers, etc.)
9. Provision of appropriate classroom
order by the teacher.
18. My entire course assessment
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0%
25%
50%
75%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Excellent Good Satisfactory Bad
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The questions received maximumaverage votes for bad indicator (14+%of answers)
1. Students willingness to participateother courses lead by the same teacher(22% )
2. The teachers interest towards the
students success (16%).3. The teachers creative approach towardthe subject (14% )
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Goaldisclose areas requiring improvement
Students willingness to participate other courseslead by the same teacher
The average deviations for these indicators arealso are near-maximum, meaning that differentteachers receive quiet different marks for theseindicators
Possible solutions: The question requiredclarification about courses whether these areelectivecourses or simply imaginativecourses
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Goaldisclose areas requiring improvementThe teachers interest towards the students
successPossible solutions: Working towards a student-centered system Develop emotional ties with students Organize extracurricular activities, debates,
excursions,
Develop relationships with parents Certain information regarding the private live ofstudents
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Goaldisclose areas requiring improvement
The teachers creative approach toward thesubject
Possible solutions: Increasing teachers level of mastery of the
subject, including the field of contemporarydevelopments in subject domain
Regular research activities conducted by theteacher
Involvement of students in research
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Thank you for your attention
Questions???
Presenter: Gagik Demirjian,
Director of QA Center
Email:[email protected]
mailto:[email protected]:[email protected]