Development of a NQF for HE from a European perspective

1. Development of a NQF for HE from a European perspective TEMPUS-Project 2nd Bitola Workshop Feb. 24-25 2010 gehmlich@wi.fh-osnabrueck.de

2. Qualifications frameworks are good for helping make academic processes and judgements transparent, explicit and fair. gehmlich@wi.fh-osnabrueck.de

3. Learning Outcomes = Qualification • Qualification is the formal standard, which is defined as being the „end“ of a learning path (credential). • It depicts those Learning Outcomes which have been achieved on this pathway (formal learning) • Learning Outcomes are what the student should know and is able to do gehmlich@wi.fh-osnabrueck.de

4. Challenge at Programme level In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable. They also provide a framework for curriculum evaluation. (Harden et al., 1999a)

5. Timing Objectives Mobility Substitute Add-on Resources Type of Pro- gramme Structure Complement Timing Mode of Study Syllabus/ Learning Outcomes Synergy Type Of Student Core Curriculum Learner centred Workload Document- ation ECTS Key Features Assessment Rating User´s Guide Grade Employability Profile QFR Learning Chain QA Recognition Social Dimension gehmlich@wi.fh-osnabrueck.de

6. How can this be developed? • Policy level • Challenge: HE institutions ensure that academic principles and values are respected and the processes correctly implemented • Institutional level • Promote shared values and attitudes – rather than simply managerial processes • Balance: national / international external accountability requirements gehmlich@wi.fh-osnabrueck.de

7. There is no single way I did it my way Cassius Clay Melody gehmlich@wi.fh-osnabrueck.de

8. Shift of Paradigm New way of thinking Self-assessment Learning outcomes Workload Bologna- and Copenhagen Processes gehmlich@wi.fh-osnabrueck.de

9. General / Vocational Education and Training Learning Chain -Labour Market -Qualificationsframeworks -Strategy Change of Paradigm Learner´s Profile Programme Profile Learning Outcomes Learning Space Module Definition Module Structure Learning Outcomes Assessment Learning and Teaching Material Total Quality Management Communication gehmlich@wi.fh-osnabrueck.de

10. To be decided: Profile gehmlich@wi.fh-osnabrueck.de

11. Profile gehmlich@wi.fh-osnabrueck.de

12. Profile:Levels of Description • University - Philosophy, Mission Statement • Faculty - Bundle of Qualifications • Study- Profile of Qualification Programme. (Bundle of Learning Outcomes) • Module - Learning Outcomes gehmlich@wi.fh-osnabrueck.de

13. Qualitatively Related Learning Outcomes EQF LLL References EHEA National Level Macedonia Quality assured Sectoral Level Organisational Level Learning Programme Quantitatively Related Credits Learning Unit / Module Quality assured gehmlich@wi.fh-osnabrueck.de

14. We need evidence of outcomes! We promise! Internal / External QA gehmlich@wi.fh-osnabrueck.de

15. YES, WE CAN find evidence gehmlich@wi.fh-osnabrueck.de

16. But before… We have to Work hard – Play hard gehmlich@wi.fh-osnabrueck.de

17. Overarching Independent QA – ECTS based Recognition – Link EQFs EHEA Social inclusion Concise document HE institutions Integrated Faculties LO defined Governance More autonomy Stakeholders Students, Employers Society Flexibility Substitute? Role and Purpose Specific descriptions, levels, cycle descriptors, awards, credits and LO Transparency, Mobility, Permeability, Curriculum design, gehmlich@wi.fh-osnabrueck.de

18. Germany – External QA • Accreditation Board (Foundation): • To contribute to the development in the quality of teaching and learning in Germany • To cooperate in the realisation of the European Higher Education Area • takes care that the agencies act in line with the highest degree of quality, comparability and transparency. gehmlich@wi.fh-osnabrueck.de

19. Who can perfrom accreditation? • Agencies which have been accredited by the German Accreditation Board • Will be re-accredited regularly (after 8 years at the latest) • Seven agencies exist • 3 general • 4 sector specific gehmlich@wi.fh-osnabrueck.de

20. What do universities have to do? They submit • Application to an Accreditation Agency They get • Advice • Site Visit Decision made • Accreditation Committee • Reaccreditation…..a circle gehmlich@wi.fh-osnabrueck.de

21. Accreditation Agencies • European Standards and Guidelines • European Register • Site visits by Peers • Professors (according to discipline, at least 1 from traditional universities, 1 from „new“ ones) • Expert from industry • Student • Agency representative gehmlich@wi.fh-osnabrueck.de

22. Internal QA at German Institutions Structure Quality Processes Outcomes gehmlich@wi.fh-osnabrueck.de

23. Internal Quality Assurance • Evaluation sheets • Based on questionnaires given to students / staff • Continuous Feedback • Evaluate all information • Consequences? gehmlich@wi.fh-osnabrueck.de

24. Learning Chain Tools at work Labour Market Change of Paradigm Learning Outcomes Subject-related -Knowledge Deepening / Widening Generic -Skills / Competences Knowledge opening / developing QFR-NQR-HQR-SQR Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement Learning Space Teaching and Learning, Research Learning Environment Information Package / Course Catalogue Labour Market Quality Assurance/ -enhancement Standards & Guidelines / Register gehmlich@wi.fh-osnabrueck.de

25. Learning Chain Design Profile: Regional-National-International / General-Special / Research-Applied Study-Programme Learning Outcomes First Cycle Subject-related Generic 180 credits Bachelor MQF BA-level 6 BA-level 6-2 Knowledge Capability BA-level 6-1 Knowledge Capability Knowledge Capability Internal Quality Assurance+Enhancement Quality (LO)/Quantity (Credits)/Assessment External Quality A+E gehmlich@wi.fh-osnabrueck.de

26. Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions LO in detail BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing gehmlich@wi.fh-osnabrueck.de

27. Forms of Assessment -Quizzes („best two“) -Oral Presentation (Case Study- Group) -Oral exam (20 min. Individual) -Case Study („Open Book Exam“-Notes) Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions gehmlich@wi.fh-osnabrueck.de

28. Quality Assurance • Measures • Qualitative measuring is pursued through the achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What? • Qualitative measuring is pursued by grading how the student performed (ranking) (ex-post) – How? • Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much? • Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement gehmlich@wi.fh-osnabrueck.de

29. But changing education and training is a slow process! It may take more than a life-time More than we can stomach?? gehmlich@wi.fh-osnabrueck.de

30. Enjoy your meal – quality assured gehmlich@wi.fh-osnabrueck.de