some challenges to the future of quality assurance in higher education dr. richard lewis, uk...

Some challenges to the future of Quality Assurance in Higher Education

Dr. Richard Lewis, UKInternational consultant, HEP2

Vinh Workshop Challenges to QA 1

But QA is not distinct from HE so they are also challenges that have to be faced by Higher

Education


Introduction

This presentation will be made from an international perspective and it may be that not all aspects will be of immediate relevance to Vietnam - at least not yet!

This presentation differs from that on emerging trends in that it focuses rather more on what may happen rather than those things that are starting to happen.


INQAAHE’s Members’ Forum, April in Melbourne - 1

Main theme – The future of external quality assurance (EQA).Initial proposition “There is a growing belief that the traditional approach to EQA (with each programme preparing a self-assessment report being visited by three to five experts, having a decision made programme by programme) is too expensive ….”


INQAAHE’s Members’ Forum, April in Melbourne - 2

“In many countries the proportion of HE credits earned by students studying full-time at university institutions is in decline and many of our members are dealing with both university and non-university institutions as well as having to consider the QA aspect of credits earned outside institutions.”In other words – increased diversity.


Other Aspects


Changes in the balance of power

The Changing Balance of Power both•within institutions (including the increased influence of students) and•between institutions and the outside world in particular governments and the world of employment.


The shifting balance of power - 1

Different patterns in different countryTraditional (continental) Europe•Academic QA – appoint the right faculty and let him (sic) to get on with it.•Administrative QA – do what the government tells you.


The shifting balance of power - 2

At first the introduction of E and I QA•Internally shifted the balance of power to the department or faculty or the centre.•Externally governments feel happier to delegate more power to the institutions

But the future may see external control of especially academic matters (see later)


Impact of reduced resources

(While overall resources might not be reduced resources per student almost certainly will be)•Greater emphasis on on-going quality “monitoring” (see later discussion on institutional “quality culture”)•Greater emphasis on results both objective and more subjective.•EQA moves to an audit approach (i.e. testing the institution’s QA methodology rather than directly assessing its quality,


Challenges to the traditional view of the university

Note. It may be that the effective challenge is to the view rather than the reality.

There is now much more diversity in the way that students learn (or obtain their credits) – in particular a shift away from full time face to face study.


Greater diversity in institutions and modes of learning

For profit institutions.Challenges to the traditional view (but not perhaps the reality) of the need to combine teaching and research being challenged.Students studying part-time or at a distance.Students earning credits outside HE institutions including in their place of employment.Moves away from the lecture/class room approach even for campus based full-time students


Eliminating the distinction between Academic and Vocational Qualifications

The distinction has always in reality been fuzzy e.g. medical qualifications.There is now an strong movement in some parts of the world to break down the barriers. Universities may no longer have the right to assess their own students (externally set and marked examinations even !!)


HE and employment - 1

In many countries there are moves to increase the influence that the world of employment has on universities.But there are beginning to be concerns that this may be too strong –in particular whether it might diminish such aspects as academic enquiry and academic freedom.


HE and employment - 2

Would it mean that too much emphasis would be placed on preparing graduates for the immediate needs of the workplace rather than developing their abilities to deal with techniques still to be developed to deal with problems that have yet to arise?There is a need in many countries to give greater emphasise to the needs of the workplace especially in the development of graduates “soft skills” but there is a danger that this may go to far.


Conclusions and questions - 1

Cannot rely on traditional approaches to the basic model of HE – need to put greater emphasis on learning outcomes etc


Conclusions and questions - 2

What distinguishes Higher Education from other sectors of Education?

Do these distinctions still exist?

Does Higher Education have a future?


some challenges to the future of quality assurance in higher education dr. richard lewis, uk...

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