2 nd period of quality assurance: quality enhancement in he
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2 nd Period of Quality Assurance: Quality Enhancement in HE. Diane Grayson. 21 st Century context. International Ubiquitous, powerful ICT Ready access to enormous amounts of information Globalisation Sustainability concerns Workplace mobility and career changes Recent - PowerPoint PPT PresentationTRANSCRIPT
Diane Grayson
2nd Period of Quality Assurance:Quality Enhancement in HE
International
Ubiquitous, powerful ICT
Ready access to enormous amounts of information
Globalisation
Sustainability concerns
Workplace mobility and career changes
Recent
Global economic recessionHigh unemployment, especially among youth
21st Century context
Social and political upheaval
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National
Lingering inequities
Serial curriculum changes at school level
Limited knowledge and skills of school-leavers
Stringent labour laws
Compliance rather capacity developmentJob-hopping rather than working your way up
Total population in five-year age groups and sex (Census 2011, Statistics SA)
Throughput rates for 2005 cohort in 3-year degree programmes excluding UNISA (CHE VitalStats)
Throughput rates for 2005 cohort in 4-year degree programmes excluding UNISA (CHE VitalStats)
“Higher education is the major driver of the information/knowledge system, linking it with economic development. However, higher education is much more than a simple instrument of economic development. Education is important for good citizenship and enriching and diversifying life...
Massive investments in the higher education system have not produced better outcomes in the level of academic performance or graduation rates. While enrolment and attainment gaps have narrowed across different race groups, the quality of education for the vast majority has remained poor at all levels. The higher education therefore tends to be a low-participation, high-attrition system.”
[National Planning Commission 2012]
The need
But we have enormous systemic problems
Selection
Placement
Retention
Progression
Graduation
We need HEIs to utilise collective wisdom, expertise and experience to
Institutions adapt, adopt, apply solutions appropriate for their own context
We have to work together as HEIs
1. share good practices that enable
2. identify obstacles to 3. design solutions to
problems that prevent
STUDENT SUCCESS}
“…the long-term ‘college success’ question encompasses not only whether students have earned a degree, but also whether graduates are in fact achieving the level of preparation– in terms of knowledge, capabilities and personal qualities– that will enable them to both thrive and contribute in a fast-changing economy and in turbulent, highly demanding global, societal and often personal contexts.”
Carol Geary Schneider (in Kuh, G.D. (2008). High-Impact Educational Practices. Washington D.C: Association of American Colleges and Universities)
Student success
• Engagement in individual institutions around ensuring quality in 3 core functions of teaching and learning, research and community engagement
• Aimed to bring all HEIs to acceptable level of quality
• All public and 11 private institutions audited
• 7 institutional audits due to be closed in 2013, remaining 2 in 2014
First cycle– Institutional audits
UK QAA-- Quality Assurance:
“the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (QAA 2004),
Quality Enhancement:
“the process of taking deliberate steps at institutional level to improve the quality of learning opportunities....” (QAA 2006).
Scottish QAA
“has defined enhancement as taking deliberate steps to bring about improvement in the effectiveness of the learning experiences of students.”
Second cycle– Quality enhancement
• Teaching has no value if it does not lead to learning
• Universities don’t have to do what they always did (lecturers standing in front of large groups of students, presenting information)
• Accessing information isn’t a problem nowadays. We need to teach information processing skills--which information to access and what to do with it.
• Harness technology to create flexible learning opportunities
• Less well-resourced institutions can leapfrog into the 21st century
Reconceptualising teaching FOR learning in the 21st century
The enhancement of student learning with a view to producing an increased number of graduates with attributes that are personally, professionally and socially valuable.
1. enhanced student learning, leading to an
2. increased number of graduates that have
3. improved graduate attributes
STUDENT SUCCESS
Our focus will be…
• Teaching
• Curriculum
• Assessment
• Learning resources
• Student enrolment management
• Academic student support and development
• Non-academic student support and development
Factors that affect student success (from 1st cycle)
TEACHING
Pedagogy
Philosophy
Logistics
Teacher characteristic
s
Workload Course
allocation
Promotion
Professional development
CURRICULUM
Assumed prior knowledge and
skills
Coherence
ProgressionTime
Updating and renewal
Overall load
Prerequisites
Progression
Level and
standard
ASSESSMENTCognitive demand
Relationship with
objectives
Format
Purpose
Moderation
Marking
Timing Feedback
Variety
LEARNING RESOURCES
Lecture theatres
Student learning spaces
Labs
Equipment ICT
Library
On-line learning
environment
STUDENT ENROLMENT
MANAGEMENT
Selection Placement
Exclusions
Admissions
Pass rates
Completion rates
ACADEMIC SUPPORT AND DEVELOPMENT
Alternative programmes Extra support
Curriculum advising
Academic performance monitoring
Career guidance
Mentoring
NON-ACADEMIC SUPPORT AND DEVELOPMENT
Physical and mental health
Clubs and sports
Leadership
Finances Food, transport,
accommodation
Community service
1st cycle
Criteria specified from the beginning
Institutions engaged sequentially
One process used throughout (self-evaluation, visit, report, improvement plan, progress report)
2nd cycle
More inductive- themes will emerge during the process
Institutions engaged simultaneously
Different processes will be used at different stages
Iterative
Approach
Institutional submissions
Analysis
Feedback
Collaboration
Analysis
Symposia, working groups
Projects of other bodies
Institutional capacity
development
Research projects
Possible sub-groupings around areas of activity
Future graduate
Physical, resource and technical
provision
Curriculum, teaching and assessment
Student support
Student life
Academic planning and administration
INSTITUTIONAL CULTURE
2013• Meet with DVCs for Teaching and Learning• Hold national and regional gatherings for
advocacy and awareness-raising• Pilot2014• Receive institutional submissions and analyse
them• Publish key issues, good practice, challenges2015• Facilitate meetings of groups of institutions• Analyse and synthesise group reports• Facilitate spin-off activities, e.g. workshops,
working groups, symposia, research projects• Publish useful findings thusfar
Time frames
“Across the Scottish higher education sector, the most prominent outcome of the work of the G21C Theme is a robust and well-articulated collaborative grasp - or understanding - of the attributes and qualities which are needed by the twenty-first century graduate.
That grasp is collaborative in a vitally important sense, because it represents a shared understanding across the Scottish sector that has emerged by institutions learning from and with one another - but it has not been constructed in a form that overrides or submerges each HEI’s institutional identity. On the contrary, and integral to the goals of enhancement, each HEI has been encouraged to develop a vision of graduate attributes for the twenty-first century that best reflects its own distinctive mission, ethos and strategic priorities. Those institutional visions are therefore also a key outcome of the G21C Theme….
The second principal outcome of the G21C Theme is perhaps less visible, but deserves full recognition. It takes the form of the robust toolbox of strategies that Scotland's HEIs have developed throughout G21C, individually and collaboratively, to advance and embed within institutional practice their enhancement of the student learning experience.”
EXAMPLE: Scottish QAA Enhancement:Graduates for the 21st century theme
• an environment characterised by collegiality and willingness to collaborate among institutions, and with institutions and other role-players in higher education, on improving student success;
• development and implementation of policy;
• structures or groupings of people or institutions for addressing obstacles to student success in a systematic, measured and monitored way;
• resources that can be shared among HEIs and their students;
• additional resources that are made available in certain areas of activity to develop sustainable, long-term capacity at less well-resourced institutions;
• development and use of tools and indicators for better monitoring of improvements in student success
• codes of good practice for promoting student success.
Anticipated outcomes
• Enhancement of the quality of undergraduate provision
• Enhancement of the quality of graduates
• A higher education system that is improving continuously as members of the higher education community collaborate to share good practice and solve shared problems.
Broad desired outcomes