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Quality Enhancement and Quality Assurance in EU Higher Education – Key Characteristics

Quality Enhancement and Quality Assurance in EU Higher Education – Key Characteristics. Jill Morgan Assistant Dean, Learning and Teaching, Quality Enhancement, School of Arts and Media. Guiding Principles. Primary Responsibility for quality assurance lies with universities themselves

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Quality Enhancement and Quality Assurance in EU Higher Education – Key Characteristics

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  1. Quality Enhancement and Quality Assurance in EU Higher Education – Key Characteristics Jill Morgan Assistant Dean, Learning and Teaching, Quality Enhancement, School of Arts and Media

  2. Guiding Principles • Primary Responsibility for quality assurance lies with universities themselves • Institutional quality management requires a comprehensive all-encompassing approach • Quality is contextual

  3. Guiding Principles • The ultimate goal of all quality assurance – both internal and external is to enhance quality thus promoting trust amongst stakeholders

  4. What does the EU evidence show? • There is an integral link between institutional autonomy and accountability • The importance of the existence of internal quality processes for international co-operation • The importance of not only enhancing quality but also of improving transparency

  5. What does the EU evidence show? • Transparency Tools such as rankings or classifications cannot be used as a means of accountability or as a proxy for quality • Grassroots co-operation amongst the various stakeholders is a crucial success factor in bringing about sustainable change and improvement

  6. Principles for implementing internal quality processes in teaching and learning • Promote shared values and attitudes about quality • Be fit for their purposes • Framed in consultation with the university community • Ensure central data collection and analysis to measure performance • Ensure appropriate leadership and staffing of quality units to avoid over-bureaucratisation

  7. Principles for implementing external quality processes in teaching and learning • Seek a balance between autonomy and accountability by promoting institutional audits or evaluations • Adopt a fitness for purpose approach • Demonstrate an improvement orientation

  8. Activity • Draw a Map of internal quality assurance system and external quality system • How are leaders involved? • How is the university community involved?

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