CUBRIK Workshop IV Beograd, 13 March, 2012. QUALITY ASSURANCE some subjective remarks. Prof. György BAZSA, former president Hungarian Accreditation Committee (HAC). Messages of the presentation QA is a general social must in the competitive word of the 21th century
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CUBRIK Workshop IV
13 March, 2012
some subjective remarks
Prof. György BAZSA,
Hungarian Accreditation Committee (HAC)
USA (CouncilforHigher Education Accreditation,CHEA)
Accreditation in the US is about quality assurance and quality improvement.
The federal government relies on accreditation to assure the quality of institutions and programs for which it provides federal funds and aid to students.
Accreditation is the primary means by which colleges, universities and programs assure quality to students and the public.
Accreditation status of an institution or program is important to employers when evaluating credentials of job applicants (in a competitive world).
CHEA: Council for Higher Education Accreditation →United States
A national advocate and institutional voice for self-regulation of academic quality through accreditation, CHEA is an association of 3,000 degree-granting colleges and universities and recognizes 60 institutional and programmatic accrediting organizations.
It is a bottom up and state-independent system.
+ Accreditation of non-United States institutions and programs →
National Committee on Foreign Medical Education and Accreditation (NCFMEA)
The Purpose of NCFMEA is to review the standards used by foreign countries to accredit medical schools and determine whether those standards are comparable to standards used to accredit medical schools in the United States.
The NCFMEA does not review or accredit individual foreign medical schools. The NCFMEA only reviews thestandards that a foreign country uses to accredit its medical schools. The request by a foreign country for review by the NCFMEA is voluntary.
This is a so called meta-accreditation.
The American-English universities are society oriented!
The European university was during centuries an institution of excellent quality based on invited professors and on selected students.
In the 20th century the mass education appeared in Europe which required standardisation, professional evaluation and publicity of quality, i. e. accreditation.
This was and is mainly top down organised. States have stronger or weaker influence.
The Bologna process, ENQA, ESG, EQAR are products and catalysts of quality (assurance) – and tools of transfer from chaotic diversity to harmonised diversity.
EUA: key principles of university quality assurance
i. Primary responsibility for quality assurance lies with universities themselves. The role of external quality evaluationis to review internal processes while respec-ting and promoting the primary responsibility of HEIs.
ii. Institutional quality management requires a comprehensive, all-encompassing approach. This covers all activities of a university: research, teaching and learning, service to society and support services. Quality management should be derived from the mission statement and strategic goals of each institution and constitutes a fundamental part of an overarching institutional quality culture that aims at continuous enhancement of the quality.
iii. Quality is contextual. The diversity of institutional missions and profiles, as well as of national contexts and traditions, including national quality assurance procedures.
iv. The ultimate goal of all quality assurance – both internal and external – is to enhance quality thus promoting trust among stakeholders. Regardless of how quality is defined, the ultimate aim of all quality assurance processes – whether they are internal or external and related to research, teaching and learning or other activities – is to enhance quality.
Europe: good balance between internal academic values and external society needs
ENQA(2000): European (Network) Association for Quality Assurance in Higher Education
„ENQA considers the autonomy of institutionsand independence of quality assurance agencieswithin national HE systems as a necessary condition to ensure the full exercise of their responsibilities, notably with regard to the provision of accurate and consistent information to the general public.”
Recently in Europe the governments tend to increase their influence on accreditation although they have the right of licensing.
Act CCIV 2011 70. § (1) The Hungarian Accreditation Committee is a national expert body promoting the supervision, assurance, and evaluation of the quality of higher education, scientific research, and the scientific quality of artistic creation, which participates under this Act in procedures relating to higher education institutions, with special regard to doctorate schools.
There is nothing in the law about the interest of the public, stakeholders and society.
(HAC makes all its opinions public.)
Actors and factors in HE Quality (different missions, functions, rights, duties, effects …)
a) Government: HE Q policy, legal framework, licencing – HEI provider: ensuring financial conditions
b) QA agency: external Q Evaluation and Accreditation (ESG 2) – with advices, requests for development
c) HEIs: key performers in quality of the „products”,responsible for internal Q Assurance (ESG 1)
d) Faculty:determinesQ of teaching and research
e) Students: acceptandreflect to Q of teaching
f) Labour market: confirms/questions Q of HE graduates
g) Media:reports Q and prepares HE ranking
h) Europe: Bologna, EHEA, ESG-3, ENQA, EQAR
b) QA agencies
ESG– Part 2: European standards for the externalqualityassurance of higher education
2.1 Use of internal quality assurance procedures
2.2 Development of external QA processes
2.3 Criteria for decisions
2.4 Processes fit for purpose
2.6 Follow-up procedures
2.7 Periodic reviews
2.8 System-wide analyses
ESG- Part 1: European standards and guidelines for internal qualityassurance within higher education institutions
1.1 Policy and procedures for quality assurance
1.2 Approval, monitoring and periodic review of programs and awards
1.3 Assessment of students
1.4 Quality assurance of teaching staff
1.5 Learning resources and student support
1.6 Information systems
1.7 Public information
OXFORD LEARNING INSTITUTE
Postgraduate Diploma inLearning and Teaching in Higher Education
A part-time professional degree programme for acade-mics teaching in higher education. A primary aim of the course is to enhance teaching, course design and the learning environment at Oxford. [Since 1999 >120, mainly Oxford graduates.]
QA vs. qp:
QA isn’t an art for art sake: the main aim of Quality Assurance is good quality product: - high class graduates, - excellent science and innovation, - efficient local/social services.