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INDICATOR WORK

INDICATOR WORK. Director Kari Seppälä University of Turku Centre for Extension Studies EUCEN Edinburgh 6.6.2008. Indicators in EQUIPEPlus. EQUIPEPlus constructing on EQUAL project 1998 - 2000 and EQUIPE network 2002 - 2005 EQUIPE Quality Learning Tool EQUIPE Benchmarking Tool

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INDICATOR WORK

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  1. INDICATOR WORK Director Kari Seppälä University of Turku Centre for Extension Studies EUCEN Edinburgh 6.6.2008

  2. Indicators in EQUIPEPlus • EQUIPEPlus constructing on EQUAL project 1998 - 2000 and EQUIPE network 2002 - 2005 • EQUIPE Quality Learning Tool • EQUIPE Benchmarking Tool • Indicators as a part of EQUIPEPlus • Dissemination project • National Quality reports • Universities in Grundtvig

  3. Definitions Performance indicators provide a standard and manageable way of measuring performance. An indication as to how progress towards a target is to be measured. A representation, numeric or otherwise, of the state of, or outcomes from an organisation, or any of its parts or processes. Performance indicators measure the distance between the current situation and the desired situation. Typical use and contexts Quality enhancement/ assurance Programme development Evaluations and reviews Accreditation Accreditation of Prior Learning Strategic processes Structural development Struggle for funds Statistical necessities Our theme: performance indicators

  4. Our Focus • Indicators of university lifelong learning at the institutional level • Many reports on quality assurance at universities • Some reports deal on lifelong learning indicators at the European and national level • Not many reports on indicators or quality of university lifelong learning especially at the institutional level

  5. Our approach to indicators • Use of indicators is always strongly linked into the specific context. • We need a selection of indicators for various purposes. • Indicators are one tool of support for the enhancement of quality of ULLL. • Designing the indicators is not sufficient, but we need to have the necessary knowledge and skills to use them.

  6. Our outcomes • Discussion papers about the problems and benefits of the use of indicators • Sets of indicators for ULLL • Case examples of good practice • Links to relevant websites and previous papers.

  7. Indicators reflect the progress towards aims and objectives. Bringing managerial culture to universities Trend of ranking universities Evidence that ULLL is valuable Powerful instrument to improve the university Universities willing to benchmark their performance + Providing data for judgement of an organization + Informing society of what to expect from ULLL centres + Value expectations vs. actions + Motivation and recognition of staff Over-emphasising the achievement of goals Encouraging the measurement of what is easy to assess Fixed standards of practice may work against developed performance Distortion of processes that were to be assessed E+ Indicator Papers:Alfredo Soeiro

  8. Culture of quality is not new in universities. Competition for students Increased funding  greater accountability University suspicion Institutional culture ULLL as a core function? Individual learner! LLL product  Q system Quality is a stakeholder relative concept  Define criteria! Q as excellence, perfection,fitness for purpose, value for money,transformation Indicators are rather arguments than objective facts Distinctive features of a university Quality culture as university change management Quality culture & teaching innovation E+ Indicator Papers: Dermot Coughlan

  9. Ensure a strong focus on the learner and that feedback from the learner is gathered and analysed. Do make the return on the investment obvious. Ensure the involvement and participation of all staff. Ensure systems to underpin sustainability are applied. Expect the implementation of the system will of itself generate change. Do not underestimate the commitment required. Do not underestimate the cost of implementing and applying indicators of quality. Do not forget that change has an impact on everyone. Do not assume that those who do not oppose the system really support it. Do not rely excessively on external consultants. Dos and don’ts …

  10. Grouping by Coughlan National/Legislative Framework Institutional Policy Framework The Individual Learner Grouping by Soeiro ULLL Aims Social Indicators Economical Indicators BeFlex workshop 2007 Indicators on demand Indicators on LLL population Financial aids for students indicators Indicators on APEL and accessibility Indicators on course offering Indicators on service offering Indicators on resources dedicated to LLL Indicators on results of LLL Other quality indicators E+ Bank of Indicators

  11. Indicators and Measurements Examples of indicators at a university with an ISO system (Brest) Reflections on ISO-based indicators in another university (Sofia) Indicator practices of ULLL (Porto) Developing a set of indicators for UCE (Bratislava) Tools and procedures Course feedback questionnaire (Brno) Experience of use of Indicators within academic lifelong learning (Warsaw) Constructing indicators for ULLL (Oldenburg) Strategies and Policies Quality Assurance Framework for Non-credit- bearing Courses (Liverpool) Quality assurance mechanisms of UCE (Tartu) Evaluation and self- assessment practices (MET, Turkey) Findings of a project in the quality of e-learning in higher education (E- xcellence project, OU Netherlands) E+ Case Examples

  12. Definitions   Papers Examples of rankings Examples of services   Examples from universities Examples of national initiatives within education   International initiatives and comparisons within education Examples from other sectors   Indicators for change   E+ Link Catalogue

  13. Risks of indicators (BUFC) • Everything that can be measured is not necessarily a good performance indicator. • Everything that should be evaluated is not necessarily easy to measure. • The quality of university over the long term; indicators generally in a short perspective • When a complex activity is summed up in a few indicators, a certain amount of information is lost. • Once performance indicators have been published they acquire a life of their own. • The use of performance indicators is an aid to good judgement and not a substitute for it .

  14. Steps on the Quality Path (Tavenas) • Institutions must assume greater responsibility and leadership in the area of quality. • Self-evaluation is a good and essential first step. • Peer evaluation should be the foundation of the system. • Publishing the results of evaluations is the platform for credibility. • Respecting diversity is an essential precondition for development.

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