Issues and trends in quality assurance and accreditation a case study from iran
This presentation is the property of its rightful owner.
Sponsored Links
1 / 12

Issues and Trends in Quality Assurance and Accreditation: A case study from Iran PowerPoint PPT Presentation


  • 64 Views
  • Uploaded on
  • Presentation posted in: General

Issues and Trends in Quality Assurance and Accreditation: A case study from Iran. By Abbas Bazargan University of Tehran Presented at UNESCO FORUM Paris:17-18 Octobre,2002. Content. 1.A definition of quality assurance 2.Typology of quality assurance practices

Download Presentation

Issues and Trends in Quality Assurance and Accreditation: A case study from Iran

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Issues and trends in quality assurance and accreditation a case study from iran

Issues and Trends in Quality Assurance and Accreditation:A case study from Iran

By

Abbas Bazargan

University of Tehran

Presented at

UNESCO FORUM

Paris:17-18 Octobre,2002


Content

Content

1.A definition of quality assurance

2.Typology of quality assurance practices

3.Self-evaluation process as a distinguishing factor

in quality assurance practices

4.Self-evaluation in Type (C) quality assurance: The case of Iran

5.Impact of Type ( C) on quality improvement

in higher education

6.Issues in Q.A. in higher education in Iran


Program approval accreditation in iran

Program Approval/Accreditationin Iran

* Higher education programs are approved by either the Ministry of Science, Research and Technology or the Ministry of Health, Treatment and Medical Education before being implemented

* No accreditation process after the start of the programs.


A definition of quality assurance

A definition of quality assurance:

Quality assurance may be defined as a process that examines the aims, structure, inputs, processes, products, outputs and projected outcomes of higher education systems (programs / institutions); maintains, improves and enhances quality.


Philosophical frameworks underlying quality assurance approaches

Philosophical Frameworks Underlying Quality Assurance Approaches

  • Empirical- analytical (positivism and post-positivism)

    Formulating evaluation questions, finding answers empirically against pre-established standards

  • Interpretivism/ constructivis

    Attempt to recognize patterns of quality in the program/institution

  • Critical

    Understand the practices and empower faculty members to transform teaching and research processes to the reach the desires conditions.


Important dimensions to distinguish among q a types

Important Dimensions to Distinguish Among Q.A. Types

  • Standards applied to judge the quality

  • Structure of team members in self-evaluation process

  • Structure of team members in external evaluation process

  • Dissemination of Reports

  • Outcomes of the Q.A. process


3 typology of q a practices table3 1 types of q a by major dimensions

3.Typology of Q.A. PracticesTable3.1:Types of Q.A. by Major Dimensions


Self evaluation process a distinguishing factor of type a and types b c

Self-Evaluation Process: A distinguishing factor of type (A) and types (B)&(C)

* Self-evaluation in types (A) &(B) is carried out by the managers and a few faculty members; managerial judgment about quality.

* Self-evaluation in type (C) is carried out through participation and engagement of all faculty members; they make a collective judgment about the quality , based on the objectives which are delineated by themselves regarding the( program, institution) ;


Self evaluation in type c quality assurance the case of iran

Self-Evaluation in Type (C) Quality Assurance: The case of Iran

  • Promotion of trust and cooperation among faculty members to improve the quality

  • Applying critical theory as a philosophical framework to address evaluation tasks

  • Evaluation conducted to understand the practices and effects of power and inequality, in the program under evaluation, and to empower faculty members in transforming the program conditions.


Impact of type a on quality improvement in the pilot project in iran

Impact of Type (A) on quality improvementin the pilot project in Iran

  • Motivation of faculty members to get enthusiastic and engaged to cooperate in clarification of departmental/program objectives

  • Transparency with regard to departmental / program weaknesses

  • Exploring ways to overcome weaknesses

  • Responsiveness with regard to academic duties

  • Participation in strategic planning of the department and commitment to bring about the intended results.


Trend of q a in higher education in iran

Trend of Q.A. in higher education in Iran

  • Pilot project in six departments of medical education in 1996

  • Departmental reflection on mission, vision, and objectives of the department

  • Capacity development for change

  • SWOT analysis

  • Ownership of evaluation

  • Drawing-up a twelve-step-model of self-evaluation

  • Increasing interest in applying Q.A. through out higher education system.


Issues in q a in higher education in iran

Issues in Q.A. in higher education in Iran

  • Seeing that all faculty members and chairperson are committed to quality

  • Ownership of the confidential self-evaluation report

  • Following-up the results of self-evaluation

  • Establishing a system of external evaluation.


  • Login