Download
1 / 35
830 likes | 1.44k Views
Quality Assurance IN Higher Education. Sherzad Hakim Director Directorate of Quality Assurance Hawler Medical University Erbil, Iraq. Contents. Definitions Where we were? Growth since 1991 Factors contributing to the growth of external QA MoHE-KRG, QA structure
E N D
Quality AssuranceINHigher Education Sherzad Hakim Director Directorate of Quality Assurance Hawler Medical University Erbil, Iraq
Contents • Definitions • Where we were? Growth since 1991 • Factors contributing to the growth of external QA • MoHE-KRG, QA structure • Establishment at HMU, Mission & Aim • Internal QA, and Elements • QA Model • Conclusion
Definitions Quality Assurance (QA): A system for ensuring a desired level of quality in the development, production, or delivery of products and services. “Dictionary.com” The planned and systematic activities implemented in a quality system so that quality requirements for a product or service will be fulfilled. “ASQ” You can think of quality assurance as the activities and management processes that are done to ensure that the products and services the project delivers are at the required quality level. It is process driven and focused on the development of the product or delivery of the service.
QA & Quality Control Quality assurance and quality control are sometimes confused with each other. • QA is performed during the project to help make sure the product meets the quality standards. For example, creating a Project Quality Management Plan, following a quality assurance process, and performing audits. • Quality control, on the other hand, evaluates whether the resulting product produced by the project met the quality standards. • The results of the quality control process are used by the quality assurance process to determine if any changes are needed to the quality assurance process.
Quality assurance is not about specifying the standards or specifications against which to measure or control quality. • Quality assurance is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality, however defined and measured, is delivered. (Church, 1988)
Where we were? Historically, Higher Education (or rather Universities) were very special. No external QA (checks on whether a good job was being done) or internal QA (other than at the original appointment of teaching staff). Why: • Protection of academic freedom • Who is knowledgeable enough to monitor an academic?
Growth since 1991 • The International Network of Quality Assurance Agencies in Higher Education (INQAAHE) or the Network, was established in 1991. • Its core membership are the regional and national quality assurance and accreditation agencies. • When it was founded, INQAAHE had members from only 11 countries which, more or less, represented all the countries that had at that time systems, in some cases partial systems, of external quality assurance in higher education. • In July 2008 it had 154 full members from 78 countries.
Factors contributing to the growth of external quality assurance 1 • The recognition in many countries of the need for greater accountability for the use of scarce national resources. • The growth in higher education that has occurred in many countries. • The increased diversity in HE provision including the establishment of binary systems, and the growth in distance learning. • In some countries there was a trade off between the reduction of direct governmental control of higher educational institutions and the introduction of external quality assurance arrangements.
Factors contributing to the growth of external quality assurance 2 • The increase in some countries in the number of private, including “for profit”, providers. • Regional developments, for example in Europe and South America, aimed at creating a higher education space which encourages student mobility and the mutual recognition of qualifications. • The ever increasing internationalisation of higher education including the growth in cross -border providers and the need for the mutual recognition of qualifications and higher education credits
MoHE-KRG One of the most important strategic plans of the Ministry of Higher Education and Scientific Research is: The implementation of Teaching Quality Assurance (TQA) in the universities and Institutes of the Kurdistan region. This process is new to our understanding of higher education in the Kurdistan region.
National quality assurance agency University centre for quality assurance Faculty units for quality assurance Backbone of the quality assurance system
The QA Structure of MoHE-KRG The Ministry’s Council At the Ministry level The Board of Quality Assurance and Accreditation The High Committee of Quality Assurance Directorate of Quality Assurance / University The Quality Assurance Committee/ University At the University level The Quality Assurance Committee / College or Faculty The Quality Assurance Committee / Department or School
Within the higher education system of Iraqi Kurdistan, the Quality Assurance process includes the following programs: • Teaching Quality Assurance • Continuous Academic Development • Program Development • Assessment of Teacher’s Portfolio • Licensing and Accreditation
Establishment at HMU • The Quality Assurance Office at Hawler Medical University was established in 2009. • Under the administration of the Vice-President of Scientific Affair and Postgraduate Studies. • To overlook issues related to quality assurance and accreditation in the educational system. • To develop an overall strategic plan for quality assurance and accreditation. • To assist in improving the quality of the academic programs and that of their graduates.
For the purpose of this initiative: • A quality assurance unit was established in each college. • To ensure that the process and achievement of quality within the standards, nationally and internationally, and that the quality of learning opportunity, research and community involvement are appropriate and fulfill the expectations of the range of stakeholders.
The TQA program is concerned with: • Accurate reporting, monitoring the quality of our teaching and learning processes, • Auditing of our record-keeping processes, and • Academically sound decision-making. The TQA program may be concerned with the actual content of the curriculum of our teaching or the actual teaching methods by which the curriculum is taught. The program is intended to ensure that our teaching has an appropriate framework within which all policy, administrative and technical as well as practical issues are brought to the highest standards.
Our mission: To ensure that everyone attains full confidence in the university’s academic standards and the quality assurance system that guarantees them. Our aim: To provide an environment that is optimal for teaching, learning and research. Such an environment will motivate students to study, innovation and originality in thought processes, and results in outcomes comparable to international standards. The procedures and processes involved in TQA are compatible with the quality assurance policies of the colleges of a number of British and American universities.
Committees and sub-committees within our university have been formed to carry out the day-to-day work and are responsible for implementing the structure and coherence of TQA and its delivery. Students can provide feedback on their courses and subjects using the evaluative form. Responses will be anonymous and stored by the coordinators. These forms will be seen by the course lecturers and the external assessor as required.
At the start of a course, students are provided with information covering the following points: • An overview of the aims and objectives of the course; • Prerequisites; • A condensed syllabus containing learning outcomes; • Expected workload, including lectures and practical information; • Timetable in as much detail as possible, including first week arrangements, lectures and practical deadlines; • Details of the Quality Assurance mechanisms as seen by the students (e.g. staff committees, questionnaires).
Internal Quality Assurance in General Stakeholders’ Requirements Input Process Output • Students • Curricula • Faculty staff • Non-faculty staff • Facilities & Infrastructure • Teaching resources • Teaching & Learning • Staff development • Student support & evaluation • Research • Administration • Skilled and employable graduates • Research publications & output • Contribution to community Stakeholders’ Satisfaction
Elements of QA Process Quality Assurance Elements Course Syllabus Students’ Feedback External Assessors Teacher’s Portfolio Continuing Education
Course Syllabus The course Syllabus is a sort of summary of the subjects that the student will be taking during the semester, or during the whole academic year. It should be provided to the student at the beginning of the semester or academic year. The course book should includes the main course topics, the number of hours for each topic, samples of question, list of text books and references, and the personal contact information of the teacher and the coordinator to help eases the connection between the teacher and the students.
Student’s feedback • Collecting feedback during the course provides information that can be useful right away, while teachers are still working with students in that semester. • Asking for student feedback during the course can: • Identify features of the course that students find • helpful, as well as students’ perception of obstacles • to learning. • Give you a more informed basis for making decisions • while you are still teaching the course. • Open lines of communication with students who • might not otherwise volunteer their comments.
Responding to Student Feedback: It is important to acknowledge and respond to students’ feedback, but responding does not mean simply fulfilling student requests. Rather, being responsive means considering student input and finding ways to help align student expectations with your teaching and course goals. For exampleyou might choose to make a change recommended by students, but you might also address student perceptions by helping them see the value or purpose of something that they identified as unhelpful.
Your response to the feedback can also create opportunities to clarify your expectations for the class, and open doors for further dialogue with students about their learning. After collecting and analyzing the feedbacks, a copy of the report should be submitted to the Quality Assurance Committee at the college which will therefore be submitted to the Directorate of Quality Assurance at the University. Responding to Student Feedback:, cont.
External Assessor An external examiner is normally a senior academic person from another institution or organization who is specialized in the field reviewed and knowledgeable about higher education in general. He/ she review and monitor the assessment process of an institution for fairness and academic standards.
Every course has to have an external examiner who is appointed for a period of time. The external examiner reads and approves the course contents and the examination papers. He/she may also reads some or all of the examination scripts, and generally monitors standards and reports formally on his/her findings. External Assessor, cont.
Main purposes of having External Examiner are: • to verify that academic standards are appropriate • according to what the external examiner has been appointed to examine; • to help institutions to assure and maintain • academic standards across higher education • awards; • to help institutions to ensure that their assessment • processes are sound, fairly operated and in line • with the institution's policies and regulations.
Teacher Portfolio Teacher Portfolio is a description of an instructor’s major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of an instructor’s teaching proficiency.
The goal of teacher portfolio Is to present your teaching skills, experiences and credentials in a meaningful positive package. Teaching portfolios vary considerably depending on numerous factors, including personal preference. In fact, the items that an educator elects to place in a teaching portfolio often communicate much about that individual’s values with respect to teaching and learning.
Teacher Portfolio contain two basic elements: • evidence of teaching, and • reflections on that evidence. • The evidence begins with what is normally listed on curriculum vitae, lists of courses, lists of responsibilities, etc.; however, it extends beyond to include a variety of activities which have had an impact on your teaching. • The addition of these other documents adds depth to your teaching curriculum vitae.
Continuing Education • Under QA programme each and every academic, regardless of his/her degree, is required to collect points by seeking knowledge and participate in various academic activities such as: • publications in scientific/ academic journals whether local or international, • participation in conferences, workshops, symposiums, and training courses, • supervision on different proposals, thesis and dissertations, with • additional activities to enhance the teachers’ skills.
Quality Assurance Model: • A model of assuring quality is by: • Sets of regulations and guidelines formulated; • A self evaluation prepared by the institution; • The appointment of a peer group whose review of • the institution or programme would start with a review of the self evaluation • Site visits by the peer group.
