certificate for quality in internasionatisation report

Certificate for Quality in Internationalisation

Guidelines for applicants and their self-evaluation report

DRAFT VERSION FOR STAKEHOLDERS CONSULTATION

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Copyright © 2012 European Consortium for Accreditation in higher education ECA OCCASIONAL PAPER ISBN/EAN: --- Authors: Axel Aerden & Maria E. Weber All rights reserved. This information may be used freely and copied for non-commercial purposes, provided that the source is duly acknowledged. Additional copies of this publication are available via www.ecaconsortium.net.

This project has been funded with support from the European

Commission. This publication reflects the views only of the

author, and the Commission cannot be held responsible for any

use which may be made of the information contained therein.

Guideline and

Template for Self-

Evaluation Reports

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Table of content

Preface ........................................................................................................................... 7

Glossary.......................................................................................................................... 9

1. General overview .................................................................................................. 10

1.1. Short introduction ................................................................................................ 10 1.2. General overview ................................................................................................. 10 1.3. Mandatory annexes ............................................................................................. 11

2. Assessment criteria for programmes ...................................................................... 12

3. Assessment criteria for institutions ........................................................................ 21

4. Concluding analysis ................................................................................................ 28

4.1. Strengths in internationalisation ......................................................................... 28 4.2. Challenges in internationalisation........................................................................ 28 4.3. Opportunities and ambitions ............................................................................... 28

5. References and Annex ........................................................................................... 29

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Preface

This template is made available to programmes and institutions intending to have the

quality of their internationalisation assessed. This template aims to facilitate the

presentation of the outcomes of the

programme’s or institution’s self-evaluation

procedure and make this information easily

accessible for the experts in the assessment

panel.

The Standards and Guidelines for Quality

Assurance in the European Higher Education Area

(ESG) underline the importance of internal

quality assurance and the fact that all external

quality assurance procedures should be based on a programme’s or institution’s self-

evaluation. Your self-evaluation report is therefore an indispensable element of any

external quality assurance procedure.

The self-evaluation should be able to help the programme or institution establish its

strengths and weaknesses. A good self-evaluation report that gives insight into a

programme’s or institution’s critical reflection on its quality and development, gives the

assessment panel the best opportunity to provide valuable feedback and

recommendations which go beyond the normal assessment of your quality.

The self-evaluation report should follow the outline included in section 2. Assessment

criteria for programmes and section 3. Assessment criteria for institutions. The outline can,

where and if necessary, be amended but only if this improves the readability of the overall

self-evaluation report.

For each of the standards, a presentation is expected of how your programme or

institution meets this standard. If your self-evaluation indicates not yet fully meeting this

standard, specify how your programme or institution intends to meet it in the short term.

A good self-evaluation report gives

the assessment panel the best

opportunity to provide valuable

feedback and recommendations

which go beyond the normal

assessment of your quality.

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The most important documents referred to in the self-evaluation report should be included

as annexes to the self-evaluation report.

A self-evaluation report should not exceed 25 pages, excluding references and annexes.

We strongly encourage the use of existing texts and documents and to not produce too

much new information. Preparing a self-evaluation report and undergoing a one-day site

visit does require some work though. From experiences with these types of assessments in

The Netherlands and Flanders, the workload can vary between 120 hours (for well-

prepared applicants with a smooth functioning internal quality assurance agencies) and up

to 800 hours (in one case).

This preface and all the guidelines below can be deleted when using the self-evaluation

report.

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Glossary

Guideline: You should start your self-evaluation report with a glossary. This makes reading the rest of the document easier and can be used as a reference for any abbreviations met during the reading of the report. Use a tab to separate the abbreviation and the full text.

EHEA European Higher Education Area

HE Higher education

QA Quality assurance

UAS University of Applied Sciences

Etc.

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1. General overview

1.1. Short introduction

Guideline: You can use this introduction to give the experts a first impression of your programme or institution. Here you can refer to the importance of internationalisation for the programme or institution under evaluation.

1.2. General overview

Qualification: …

Number of credits: …

Specialisations (if any): …

ISCED field(s) of study: …

Guideline: Delete the rows above if the self-evaluation report concerns an entire institution.

Institution: ...

Type of institution: …

Status: … Guideline: Status refers, only where applicable, to a status awarded to the programme or institution by a quality assurance (accreditation) agency.

QA / accreditation agency: …

Status period: … Guideline: The period of validity of the current (accreditation) status can be a period (from – until) but might also be just a start or expiry date

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1.3. Mandatory annexes

Guideline: Replace the tick box with an X to indicate that this document has been annexed.

For programmes 1. Vision on internationalisation; 2. Overview of the curriculum in diagram form; 3. ECTS Course Catalogue or, if not available, a full description of the

curriculum components;

4. A reference to courses or other (curricular) activities (by means of a matrix or reading guide) where intercultural and international learning outcomes will be achieved (if not already included in the regular course overview);

5. List of student work (type, title and grade) of the last two years which demonstrate achievement of international and intercultural learning outcomes;

6. Examples of at least three Diploma Supplements; 7. Table of incoming and outgoing students of the last three years (percentage

and absolute figures) per country, per type (credit or degree mobility and international internships by country, company name and duration);

8. In addition to the CV’s of the staff, in Europass Template1, an overview of the nationality and international or internationalisation experience of staff;

9. A list of international or internationalisation projects related to education of the last three years (e.g. Intensive Programmes, Curriculum Development, thesis projects, exchange programmes, projects..) and the programme’s role in these.

For institutions 1. Vision on internationalisation; 2. Internationalisation policy; 3. Policy plan on intercultural and international learning outcomes; 4. An overview of the institution’s international collaboration (e.g. institutional

networks, bilateral agreements, joint programme arrangements);

5. Table of incoming and outgoing students of the last three years (percentage and absolute figures) per country and per type (credit or degree mobility);

10. Examples of at least three different Diploma Supplements; 6. Organisation chart; 7. Staff (policy) plan or similar document(s); 8. Quality assurance plan or similar document(s);

1 http://europass.cedefop.europa.eu/en/documents/curriculum-vitae

http://europass.cedefop.europa.eu/en/documents/curriculum-vitae

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2. Assessment criteria for programmes

This chapter is for programmes (2), the next chapter is for institutions (3). That part

which is not applicable may be deleted!

Guideline: Address how your programme meets each of the criteria and do this clear and concise under each of the boxed texts that include the criterion. Guideline: Please keep the boxed criteria in the self-evaluation report since it improves its reading for the experts in the assessment panel. Guideline: The standard and criteria included in the framework are assessed in the context of the programme’s vision on internationalisation. The framework does not prescribe or endorse any particular internationalisation approaches or activities. The programme’s vision is therefore considered the appropriate starting point for assessing a programme’s internationalisation. We consequently expect that this vision has an effect on the intended learning outcomes aimed for by the programme, on the student group composition and on the students’ international experience. The intended international and intercultural learning outcomes provide the context for the assessment of the bulk of the remaining criteria.

Standard 1: Vision on internationalization

Guideline: The ambition level of the programme is considered the starting point of its internationalisation activities. This ambition level is referred to in the framework as the programme’s vision on internationalisation. This vision can be demonstrated very explicitly (e.g. internationalisation policy statement) or implicitly (e.g. international (joint) programme agreement). This vision, whether explicit or implicit, needs to make clear what the programme wants to achieve with its internationalisation and how internationalisation contributes to the overall quality of the programme. Usually the internationalisation vision of the programme will be connected to an internationalisation policy at institutional or faculty level. It is important for the sustainability and effectiveness that the vision on internationalisation at the programme level is supported by stakeholders, such as staff, management, and the relevant professional field. The vision on internationalisation or the programme’s internationalisation strategy should include verifiable objectives. These objectives facilitate and ensure the proper implementation and evaluation of the programme’s vision on internationalisation. Programmes may include the institutions (national and/or abroad) that are referred to in order to benchmark, to learn from good practices, or to form partnerships (e.g. for students or staff exchanges, etc.).

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The vision on internationalisation should be evaluated periodically. The results of this evaluation should lead to improvement in the implementation or to the revision of the vision itself. Part of the evaluation of the internationalisation vision is also the evaluation of the quality of existing partnerships with foreign institutions and the selection processes for new partner institutions.

Criterion 1a: Shared vision

The programme has a vision on internationalisation. This vision is supported by stakeholders within and outside the programme.

Here, address how your programme meets this criterion.

Evidence & Documents

Here, refer where relevant to the documents that provide evidence.

• Annex x

• Meeting minutes y

Criterion 1b: Verifiable objectives

The vision on internationalisation includes verifiable objectives.




Criterion 1c: Improvement-oriented evaluations

The vision on internationalisation is evaluated periodically and this evaluation forms the basis for improvement measures.




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Standard 2: Learning outcomes

Guideline: Each programme is responsible for clarifying its aims and objectives. In European higher education, learning outcomes are considered the most transparent way to present a programme’s aims and objectives. In line with the Framework of Qualifications for the European Higher Education Area, a programme’s intended learning outcomes make clear what a student is expected to be able to know, understand and demonstrate after having successfully completed the curriculum. Programmes that apply for the Certificate for Quality in Internationalisation should have their vision on internationalisation reflected in the intended international and intercultural learning outcomes of the programme. Intended international and intercultural learning outcomes need to be clear and explicit. They preferably involve subject-related aspects, social/communicative skills and attitude-related features. International learning outcomes can refer to generic and subject-related aspects (e.g. language) relevant for interaction with people from different countries. Intercultural learning outcomes focus on the social and behavioural skills relevant for interaction with people from different cultures. The self-evaluation report here has to contain a list of all intended (international and intercultural) learning outcomes. Assessments can transparently demonstrate whether students achieve the learning outcomes a programme aims for. All types of assessments can be taken into account, such as interim assessments, final examinations, final projects, research assignments, theses and performance evaluations. These assessments should however not only take into account the overall learning outcomes of the programme. They should also be suitable to assess achievement of the international and intercultural learning outcomes. Particular attention has to be paid to the inclusion of international and intercultural competencies into standard assessment forms and/or templates. If the student assessments are suitable to assess the international and intercultural learning outcomes, these assessment can transparently demonstrate whether the graduates of the programme achieve the international and intercultural learning outcomes the programme is aiming for. Programmes can use additional methods to demonstrate achievement of these learning outcomes, such as alumni and labour market appraisal of what the programme’s graduates know, understand and demonstrate.

Criterion 2a: Intended learning outcomes

The intended international and intercultural learning outcomes defined by the programme are a clear reflection of its vision on internationalisation.


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Criterion 2b: Student assessment

The methods that are used for the assessment of students are suitable for measuring the achievement of the intended international and intercultural learning outcomes.




Criterion 2c: Graduate achievement

The programme can demonstrate that the intended international and intercultural learning outcomes are achieved by its graduates.




Standard 3: Teaching and Learning

Guideline: The curriculum is here understood to be the coherent and structured set of educational content (courses, modules, etc.) covered by a programme. This educational content should provide students with the necessary elements to achieve the intended international and intercultural learning outcomes. If a Bachelor of Nursing intends its graduates to be able to teach, supervise and assess junior colleagues in professional practice , the curriculum should cover (and assess) this type of teaching, supervising and assessing. The same type of correspondence should also be available between the intended international and intercultural learning outcomes and both the teaching methods and the learning environment. If a Master of Arts in History intends its graduates to be able to participate in group work productively and taking the lead on occasion, presiding over debates and

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discussions in an international or multicultural group, this should have repercussions on the teaching methods. In this case the teaching methods need to enable class participation and discussion, including work in smaller and mixed groups, where students are coached as chairs of groups or debate presidents. If a Doctorate in High Energy Physics intends its graduates to be able to work in large international groups appreciating different national and cultural traditions and ways of working, this should have repercussions on the learning environment. Here, the setting in which the learning takes place needs to accommodate working in large international groups. Additionally, the work in these large groups needs to be versatile, including different cultural traditions. Curriculum, teaching methods and learning environment constitute a coherent teaching-learning setting in which the students should be able to achieve the intended international and intercultural learning outcomes.2

Criterion 3a: Curriculum

The content and structure of the curriculum enable the achievement of the intended international and intercultural learning outcomes




Criterion 3b: Teaching methods

The teaching methods enable the achievement of the intended international and intercultural learning outcomes.




2 The learning outcomes included here are actual programme learning outcomes reproduced in Lokhoff, J. & Wegewijs, B. (Eds.), A Tuning Guide to Formulating Degree Programme Profiles Including Programme Competences and Programme Learning Outcomes, Bilbao, 2010.

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Criterion 3c: Learning environment

The learning environment is suitable for achieving the intended international and intercultural learning outcomes.




Standard 4: Staff

Guideline: The composition of the staff contributes in an important way to the overall quality of a programme. Quantity of staff refers to the amount of staff deployed in the programme. Quality of staff refers to their qualifications in a broad sense. It does not only refer to their subject-/discipline-specific knowledge, but also refers to their skills and experience. These may be demonstrated through their curriculum vitae or portfolio. Differences in the composition of the staff can enable differentiation between the programmes in the same subject. The international (and intercultural) experiences and competences of the deployed teaching staff essentially determine whether a programme will be able to enable all its students to achieve the programme’s international and intercultural learning outcomes. Obviously, staff members in the beginning of their teaching career can’t be expected to already have all the appropriate international experiences and/or intercultural competences. In the same way, staff members that did acquire international experiences, intercultural competences and/or additional language skills should be allowed and enabled to update these. In both cases the institution and/or the programme need to make it possible that staff members gain and strengthen their international experiences, intercultural competences and/or language skills. These services can be offered in various forms and can, in some cases, be mandatory. The services are intended to actively provide support to staff in order to better meet the programme’s international and intercultural activities and/or aspirations. Preferably they are an integral part of the programme’s vision on internationalisation.

Criterion 4a: Staff composition

The composition of the staff (in quality and quantity) facilitates the achievement of the intended international and intercultural learning outcomes.


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Criterion 4b: International experience and competences

Staff members have sufficient international experience, intercultural competences and language skills.




Criterion 4c: Service provided to staff

The services provided to the staff (e.g. training, facilities, staff exchanges) are in line with the staff composition and facilitate international experiences, intercultural competences and language skills.




Standard 5: Students

Guideline: The composition of the student group can shape the international and intercultural experiences individual students gain. Both international student bodies with students from all continents and national student bodies with students from the region can provide opportunities for international and intercultural teaching and learning. A programme’s vision on internationalisation however needs to determine the level to which this is the case. The international experiences gained by the large international student body can for example originate from following an international curriculum offered in an international classroom with internationally oriented staff. The national student body on the other hand can for example gain their experiences

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through international exchange initiatives such as internships, international projects and international semesters abroad. But in both cases the composition of the student group needs to correspond with the programme’s internationalisation vision. Services provided to students can be both curricular and extra-curricular. The link between these services of course depends on the composition of the student group. All students (national and international) should be able to make use of a broad range of integrated services before, during and after their studies. In the case of international students, programmes preferable demonstrate how they meet the demand of their student body and the level of intercultural awareness when providing services.

Criterion 5a: Student group composition

The composition of the student group (diversity of national and cultural backgrounds) is in line with the programme’s vision on internationalisation.




Criterion 5b: International experience

The international experience gained by students is adequate and in line with the programme’s internationalisation vision.




Criterion 5c: Services provided to students

The services provided to the students (e.g. information provision, counselling, guidance, accommodation, Diploma Supplement) are adequate and in line with the composition of the student group.


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3. Assessment criteria for institutions

This chapter is for institutions (3), the previous chapter is for programmes (2). That

part which is not applicable may be deleted!

Guideline: Address how your institution meets each of the criteria and do this clear and concise under each of the boxed texts that include the criterion. Guideline: Please keep the boxed criteria in the self-evaluation report since it improves its reading for the experts in the assessment panel. Guideline: The standard and criteria included in the framework are assessed in the context of the institution’s vision on internationalisation. The framework does not prescribe or endorse any particular internationalisation approaches or activities. The institution’s vision is therefore considered the appropriate starting point for assessing an institution’s internationalisation. We consequently expect that this vision has an effect on the institution’s policies. These realisation of policies related to internationalisation can of course be demonstrated. Internationalisation is additionally an elemental part of the institutional quality assurance system. Finally, the organisation and decision-making structure enables the coherent implementation of all elements related to institutional internationalisation.

Standard 1: Vision

Guideline: The ambition level of the institution is considered the starting point of its internationalisation activities. This ambition level is referred to in the framework as the programme’s vision on internationalisation. This vision needs to make clear what the institution wants to achieve with its internationalisation and how internationalisation contributes to the overall quality of the programme. It is important for the sustainability and effectiveness that the vision on internationalisation is supported by stakeholders, inside and outside the institution. The institution’s vision further encourages internationalisation of its education institution-wide and is linked to the quality of the institution’s education.

Criterion 1a: Ambition

The programme has a vision on internationalisation that matches the institution’s ambition regarding its internationalisation.


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• Annex x

• Meeting minutes y

• Report z

Criterion 1b: Shared

The vision on internationalisation is shared and supported by stakeholders within and outside the programme.




Criterion 1c: Quality

The vision on internationalisation is linked to the quality of the institution’s education and encourages the internationalisation of education institution-wide.




Standard 2: Policy

Guideline: The institution’s vision on internationalisation is not supposed to be an

empty ambition but actual work in progress. An institution should therefore have

policies in place that make the achievement of its vision on internationalisation

realistic. The institution's (internationalisation) policy includes at least the following

areas: “international and intercultural learning outcomes”, ”teaching and learning”,

”staff” and “students”; but is not necessarily limited to these elements. These policies

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should include links to or should be the result of the institution’s vision. Adequate

policy requires both specific objectives which are in line with the vision and sufficient

resources for its implementation. International and intercultural learning outcomes are

important because they accurately demonstrate the impact of internationalisation on

the quality of the education provided and consequently the relevance of

internationalisation for students, graduates and the labour market. To gather

institution-wide support for the institution’s (internationalisation) policy an institution

develops specific institution-wide objectives and allocates adequate resources.

Criterion 2a: Achievement

The institution's (internationalisation) policy supports the achievement of its vision on internationalisation.




Criterion 2b: Areas

The institution's (internationalisation) policy includes at least the following areas: “international and intercultural learning outcomes”, ”teaching and learning”, ”staff” and “students”.




Criterion 2c: Support

The institution’s (internationalisation) policy is supported by specific institution-wide objectives and adequate resources.


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Standard 3: Realisations

Guideline: Policy achievement is essential when assessing the adequacy of an institution’s realisations in the field of internationalisation. Here the focus is on management information, scope and demonstration of achievement. Management information provides the information needed to manage internationalisation activities effectively. The information therefore covers the relevant areas included in the institution’s (internationalisation) policy. Management information can be used to demonstrate the extent to which its (internationalisation) policy is realised.

Criterion 3a: Information

The institution has management information with regard to the implementation of the areas included in its (internationalisation) policy and the impact its policy has on the quality of the programmes offered.




Criterion 3b: Scope

The institution’s management information covers the relevant areas included in the institution’s (internationalisation) policy.




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Criterion 3c: Realisations

The institution can demonstrate the extent to which its (internationalisation) policy is realised.




Standard 4: Improvement strategy

Guideline: The Standards and Guidelines for Quality Assurance in the European Higher

Education Area state that institutions should commit themselves explicitly to the

development of a culture which recognises the importance of quality, and quality

assurance, in their work. To achieve this, institutions should develop and implement a

strategy for the continuous enhancement of quality. This also refers to an institution’s

internationalisation. Here, an institution’s internal and external (both national and

international) stakeholders play an active role. Additionally, internationalisation also

impacts the internal quality assurance system. An institution can utilise its

internationalisation results and networks for quality assurance. Most common

approaches are international benchmarking, peer learning and networking. These

types of improvement strategies are evidently not necessarily limited to

internationalisation activities.

Criterion 4a: Quality assurance

The internal quality assurance system of the institution covers the elements included in its internationalisation policy.




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Criterion 4b: Internationalisation

The institution utilises internationalisation approaches (e.g. international benchmarking, peer learning, networking) as part of its improvement strategies.




Criterion 4c: Stakeholders

The institution actively involves its stakeholders in its improvement strategy.




Standard 5: Organisation and decision-making structure

Guideline: The organisation and decision-making structure enables the coherent

implementation of all elements related to institutional internationalisation: vision

(standard 1), policy (standard 2), realisations (standard 3) and improvement strategy

(standard 4). The organisation and decision-making structure includes clearly defined

tasks, authorities and responsibilities. In this structure, internal stakeholders are

included and external stakeholders are consulted.

Criterion 5a: Organisation

The responsibilities regarding internationalisation (vision, policy, realisations and improvement strategy) are clearly allocated within the institutional organisation.




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Criterion 5b: Decision-making

The decision-making structure includes clearly defined tasks, authorities and responsibilities regarding internationalisation.




Criterion 5c: Participation and consultation

The organisation and decision-making structure encompasses the participation of students and staff and the consultation of other stakeholders.




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4. Concluding analysis

4.1. Strengths in internationalisation

Guideline: Here you can concisely list your programme’s or institution’s strengths regarding internationalisation. • Strength x

• Strength y

•

4.2. Challenges in internationalisation

Guideline: Here you can concisely list your programme’s or institution’s challenges regarding internationalisation. • Challenge x

• Challenge y

•

4.3. Opportunities and ambitions

Guideline: Here you can concisely list your programme’s or institution’s ambitions regarding internationalisation. Limit the list to short and medium-term ambitions. If possible, refer to one or more appropriate Standards. • Standard 1: Vision on internationalisation

o Challenge x

o Y

• Standard x

o X

o Y

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5. References and Annexes

Guideline: To conclude the self-evaluation report you can add a chapter with references and then include the required and additional annexes.

www.ecaconsortium.net

www.qrossroads.eu

www.ECApedia.net