Main challenges and trends in Quality Assurance: the example of Croatia

1. University of Zagreb, June, 2014 Main challenges and trends in Quality Assurance:the example of Croatia Prof Blaženka Divjak Vice-rector for students and study programmes

2. Existing Practices • Main challenges – 5 of them • Case study • Conclusion • Discussion B. Divjak, University of Zagreb

3. Current situation: Problems/challengies in higher education that are not addressed on system level B. Divjak, University of Zagreb

4. 7 public universities - bigger universities - decentralized • Research-oriented – aspiration for all universities • University- public responsibility ? • Under financed - result of financial crises & lack of understanding of key role of research and higher education as investment • Low graduation rates • Bigger proportion of students in social and humanistic science, instead of STEM • Agency for science and higher education (AZVO) – member of ENQA – work with full capacity  • Meeting standards (student: teacher ratio) for economics and business studies • Two partial program agreements with universities • New technologies in teaching and learning: e-learning, MOOCS • Quality assurance for e-learning? • Accreditation and reccognition of MOOCS B. Divjak, University of Zagreb

5. Low graduation rate • Gradation rate Bachelor/Integrated: 60% • Graduation rate Master: 80% • The lowest for part-time students and in natural sciences and some technical fields • Support for underrepresented/underperforming groups of students • Unbalance in favour of social and humanistic sciences – bust STEM • Better use of students evaluations of teachers and study programmes • Better use of learning outcomes • Support for teachers and students • Strategic goals for next three years B. Divjak, University of Zagreb

6. National Agency – reports on structural problems to the Ministry and government • Program agreements between the government and universities • Overall program agreements based on findings • Follow up of indicators and results • Obligation for HEIs and the government • Holistic approach • Public and political recognition of role and potential of higher education and research • Accreditation and recognition of online programs, LLP and MOOCS • European/global project B. Divjak, University of Zagreb

7. Current situation: Strategies usually in place on a university level, emerging national strategies B. Divjak, University of Zagreb

8. No national strategy on HE – draft discussed • University of Zagreb • Strategy for teaching and learning • Strategy for student support • Strategy for quality assurance system • Strategy for research • Strategy of internationalization • Action planes, responsibilities, recourses, risks, milestones… • Strategies widely known and accepted • Reports on regular bases to the Parliament, Senate, publically available • Follow and assure quality of the results not just quantity B. Divjak, University of Zagreb

9. Current situation: Documents and procedures in place but coordination of decentralizes structure hinder positive results B. Divjak, University of Zagreb

10. Statute of the University – Committee for QA • Office for QA – logistics & support • Daily guidance and management – vice-rector • On faculty level – faculty/academy committee for QA • Coordination through the Office, regular meetings , reports etc. • Students participate in all committees, but external members rarly • Main QA procedures harmonised through all faculties • Other procedures “fit to purpose” on particular faculty B. Divjak, University of Zagreb

11. Fit to the overall mission and organizational structure • Doesn’t require vast resources • Give opportunity to take into account specifics of different faculties – innovative approaches • Flexibility, dialog and coordination • Challenging harmonization horizontally and vertically • Sharing responsibility – not always clear • Committee for QA mainly focus on quality of teaching and learning - difficulty to cover all aspect • Time consuming (meetings!) and slow process (patience ) B. Divjak, University of Zagreb

12. Internal External National agency AZVO Audit of QAS Re-accreditation of study Thematic evaluations EUA IEP Other: ASIIN.. Specific for business processes, labs etc. :ISO • Periodic review of QA – every 2 years • Approval of new study programmes and changes in existing study • Students evaluation of teachers and study programmes • Recognition of ECTS credits for extracurricular activities • Promotion of professors – confirmation • … B. Divjak, University of Zagreb

13. Insist on follow up phase • Start new cycle after thoroughal analysis of achievements from the last evaluation • Dissemination is important • Good practice dissemination even more important • But: not all recommendation from external/internal evaluations are useful or applicable • Crucial: choice and training of experts, • Avoidance of conflict of interest • Possibilities to get clarifications B. Divjak, University of Zagreb

14. Current situation: Student evaluations implemented but their influence is not fully exploited B. Divjak, University of Zagreb

15. Of teachers Of studyprograms Undergraduate 23 faculties N=3280 (54,7% F, 45,3% M) Graduate 25 faculties N=3160 (54,1% F, 45,9% M) Integrated 9 faculties N=1117 (71,57% F, 28,43% M) UniZg- 2011./2012. & 2012./2013. • 21 faculties • 6104 pairs teacher-course evaluated • 216 009 participants (pairs student – evaluation form) - 60% female students - 40% male students B. Divjak, University of Zagreb

16. Classes are held regularly and begin on time. M=4,51; sd=0,85 • The teacher treats the students fairly and respectfully. M=4,43; sd=0,93 • The teacher is motivated and conscientious in performing his/her tasks. M=4,30; sd=0,97 • . • . • . • . • . • Methods, examples and exercises facilitate the achievement of learning outcomes. M=3,95; sd=1,09 • The teacher uses various materials to raise the quality of teaching (e.g. e-learning, pre-prepared materials). M= 3,81; sd=1,15 B. Divjak, University of Zagreb

17. TEACHING AND ASSESSMENT 24. Usefulness of lectures for understanding required contents. M=3,17; sd=1,21 25. Practical work in laboratories (seminars) and opportunities to check acquired knowledge and skills in practice. M=3,47; sd=0,95 35. Continuous assessment in courses during the semester. M=3,47; sd=0,97 TREATMENT OF STUDENTS AND LEARNING SUPPORT 49. Advising/teaching students about strategies for more efficient learning. M=2,96; sd=1,21 42. Showing understanding for students’ problems and obligations outside the study programme. M=3,11; sd=1,26 43. Showing trust in students’ abilities and encouraging their self-confidence. M=3,15; sd=1,22 B. Divjak, University of Zagreb

18. Centre for student counselling and support - 2013 • Centre for teacher excellence -2014 • They are not recognized as necessary • Teaching competences are not viewed as equally important as research competences • Important to strenghten interlink research and education • Establish profession of university teacher B. Divjak, University of Zagreb

19. Current situation: we used to filling in forms, but we are focused on financial issues, laws, government bad decision… B. Divjak, University of Zagreb

20. Learning • Enhancing • Authonomy • Responsibility • Network • Values • Ownership • Teamwork • Engage Values B. Divjak, University of Zagreb

21. Establishing Quality assuranceenhancing Quality culture • Balance between keeping things simple and establishing overarching system • Agencies usually stick to the procedures and it helps, but also shift focus from the essence • Work with students, not just students organizations • QAS scratch the surface, we are used to accommodate to every demand • Assure full use of follow-up activities after internal (external) evaluations • Still lack of essential shifts • academic values in process of promotion of quality culture • Strategies to reach every single teachers, students, administrative • Data collection and monitoring of indicators + link to decision making processes • Taking into account new technology in teaching and learning • Coordination on national, regional and EU level B. Divjak, University of Zagreb

22. Thankyou B. Divjak, University of Zagreb