Enhancing quality in university language centres: top down or bottom up?

Sarah AitkenEaquals Executive Director

©Eaquals 06/08/2014 www.eaquals.org

Language skills: high-level strategies

2

The mobility of citizens, notably as regards education and training, encourages the sharing of cultures and promotes the concept of European citizenship…

Besides, in an international economy, the ability to educate oneself and work in a multilingual environment is essential to the competitiveness of the European economy.

Europa website (2015)

3

Bologna and quality assurance

Quality assuranceto increase the transparency of QA and enhance trust and confidence in European HEto improve the consistency of QA schemes across bordersto provide universities and QA agencies with common reference points

4

‘Engagement with quality assurance processes, particularly the external ones, allows HE systems to demonstrate quality and increase transparency, thus helping to build mutual trust and better recognition of their qualifications.’

ESG: Standards and guidelines for quality assurance in the EHEA (May 2015)

The ESG - principles

5

Principles of quality in the EHEA

HEIs have primary responsibility for the quality of their provision and its assurance

QA responds to the diversity of HE systems, institutions, programmes and students

QA supports the development of a quality culture

QA takes into account the needs and expectations of students, all other stakeholders and society

6

So how do teachers feel about quality audits?

Some issues ?

8

Some issues

Roots in industry and commercial servicesImproving productivity and efficiencyManaging processes to eliminate defectsCustomer satisfaction and service standards – exceeding consumer expectations

In public institutions Accountability to public ‘clients’Rights of usersCharters with promises and guarantees

A top-down process approach may eliminate defects but may not generate creativity

Heyworth (2013)

9

Quality control - to eliminate defects?

Data collection and analysis for effective management Evaluation of student feedback Observation of teaching Staff performance review Analysing assessment results External quality agencies

10

The importance of the individual

Some of Deming’s 14 points

Drive out fear – encourage effective 2-way communication

Encourage pride of workmanship

Encourage education and self improvement for everyone

Create constancy of purpose for continual improvement

Cease dependence on inspections

www.deming.org

11

• Evidence for the link between internal empowerment and quality outcomes - Macleod 2009

• Quality enhancement needs the engagement of individuals in the quality process

What is Eaquals?

Our mission is to foster excellence in the teaching of any language, in any country and in any education sector

…....We help good language centres to become even better

An international community

13

160 Members

in 33

countries

Teaching over 25

languages

A network of experts

14

Keys to quality

15Wednesday, April 19, 2023

16

The Quality Cycle – a positive approach to enhance quality

Evaluating quality – achieving successful learning outcomes

Curriculum Programme design Learner needs Assessment & certification

17

Course delivery and teaching Teacher qualifications & competences Teacher performance review and development

Evaluating the institution as a whole

18

Joined up quality

19

Tools for control or enhancement?

Data collection and analysis for effective management Evaluation of student feedback Analysing assessment results Competence frameworks Observation of teaching Staff performance review External quality standards & audits by quality agencies

20

Quality from within – some tools

A QA policy – with leadership and individual staff to take responsibility ‘There are systems to foster a culture of quality through continuous evaluation,

reflection and action.’

Quality standards used for institutional self-assessmentQualiTraining Guidehttp://archive.ecml.at/mtp2/QualiTraining/html/QualiTraining_E_Results.htm

21

Eaquals survey on self-assessment

22Sue Sheerin (2015)

Quality from within 2 – some tools

Institutions should assure themselves of the competence of their teachers and apply transparent processes for the recruitment & development of staff.

‘There are systems to provide support and guidance for all staff including a regular performance review.’

‘There is a formal framework for continuous professional development.’

Teacher competence frameworks – The European Profiling Grid (EPG) The Eaquals Framework for Language Teacher Training and

Development

23

24

A European consortium

Centre Internationale d’études Pédagogiques (CIEP), FR

Eaquals, UK British Council, UK Instituto Cervantes,

ES Bulgarian

Association for Quality Language Services (BAQLS OPTIMA), BG

Goethe-Institut, DE Center für

berufsbezogene Sprachen (CEBS), AT

ELS-Bell Education Ltd (ELS Bell), PL

Università per Stranieri di Siena (UNISTRASI), IT

Hogeschool van Amsterdam, NL

Sabanci Üniversitesi , TR

25

Phase Development phase1

Development phase 1

Development phase 2

Development phase 2

Development phase 3

Development phase 3

Sub-phaseSub-categories

1.1 1.2 2.1 2.2 3.1 3.2

Methodology: Knowledge and skills

Assessment

Lesson and course planning

Interaction management and monitoring

April 19, 2023Slide 26

Sample category: Key teaching competences

28

Eaquals Framework for Language Teacher Training & Development (TDFRAM)

Eaquals Special Interest Project (2009-2013)

To develop a detailed description of the professional competences needed by language teachers

Core contributors: Sabancı University, Turkey; ACELS, Ireland; QUEST, Romania; EAQUALS,

United Kingdom; Jan Kochanowski University in Kielce, Poland

Please comment on how you see the TDRAM as a self-assessment tool for the teacher by providing your views on the aspects below. (Averages out of 4)

Both the EPG and the TDFRAM are

products of a great idea that help

make the famous notion of ‘reflection’

(always a must for teachers) a

‘teacher-friendly’ term, with the

detailed and effective descriptors;

great self-assessment tools.

The tools can be used for (anonymously) identifying areas where improvement is needed in the organization; for prioritizing, designing and conducting training and development activities and sharing strengths and experiences.

For self-motivation; I have the chance to look at my professional development free of pressure which I like a lot. I can see the points I need to focus on more and the areas where I’m doing well.

A hierarchy of quality

Eliminating low quality

Procedures to identify problems (complaints etc)

Student feedbackCompliance with external

regulationsQuality checks on teachingDefined programmes

Heyworth 2003

Promoting high quality

Investment in training and development

Reflection, research and innovation

Peer teaching and observationNegotiation of programme content

32

'Excellence is not an accident. It is the result of high expectations, sincere efforts and intelligent execution.'

Aristotle

©Eaquals 06/08/2014 www.eaquals.org

References and resources

Council Conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020)http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52009XG0528(01) (accessed 10.6.15)Deming, W. Edwards (1986). Out of the crisis. Boston, MA: MIT Center for Advanced Engineering Study.https://www.deming.org/theman/theories/fourteenpoints (accessed 10.6.15)ESG Official website - https://revisionesg.wordpress.com/European Profiling Grid at http://www.epg-project.eu/ Eaquals Framework for Teacher Development www.eaquals.orgEaquals Core Inventory for French http://eaquals.org/news/item/20264http://www.ciep.fr/ressources/publications-langue-francaiseHeyworth, F. (2013) Applications of quality management in language education. Language Teaching 46.3, pps 281 – 315 Cambridge. CUPMacleod, D. & Clarke, N. (2009) Engaging for success: enhancing performance through employee engagement athttp://www.engageforsuccess.org/ideas-tools/employee-engagement-the-macleod-report/ (accessed 10.6.15)Muresan, L et al. (2007) QualiTraining – a Training Guide for Quality Assurance Strasbourg: Council of Europe at http://qualitraining2.ecml.at

34