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Student Involvement in Quality Assurance in Higher Education

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... (1 specialized university, 1 university college, 18 not accredited as institution) ... Regarding the specific programme (re-accreditation of programmes) ... – PowerPoint PPT presentation

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Title: Student Involvement in Quality Assurance in Higher Education


1
Student Involvement in Quality Assurance in
Higher Education
  • The case of Norway presented by Tove Blytt Holmen

2
The Higher Education Institutions (HEIs) in Norway
  • 42 state-owned HEIs (6 full-scale universities, 5
    specialized universities, 25 university colleges,
    2 academies of fine art and 4 military colleges).
    70 of the students attend state-owned
    universities.
  • 20 private HEIs with financial support from the
    state (1 specialized university, 1 university
    college, 18 not accredited as institution).
    30 of the students attend private institutions
    for higher education.

3
Governance at the Institutional Level
  • The Board of each state-owned HEI will consist of
    eleven members four academic representatives,
    one representative from the technical and
    administrative staff, two student
    representatives, four external members appointed
    by the Ministry
  • Student representatives should have at lest 20
    of the seats, two seats at the minimum, in all
    executive bodies of the institution
  • For a private institution the Board shall be
    composed by at least five members and have
    representatives from the students and staff. If
    the Board has more than ten members, the groups
    representing studients and staff shall have at
    least two members.

4
NOKUTs Board
  • Overall responsibility for NOKUTs activities and
    decisions
  • Eight members one student, one staff, the other
    six are not defined
  • Appeals Board
  • Six members of which two are students

5
Institutional Autonomy
Power to establish any study programme (BA, MA,
PhD)
Power is limited. The institusjonen can not offer
study programmes in the field without
accreditation and a final decision by The
Ministry of Education.
6
The Norwegian Model of Quality Assurance
Accreditation
HEIs and their portefolio
QAS
Revision of accreditation
Audit
Revision of accreditation
7
Standards for institutional quality assurance
systems
  • Satisfactorily documentation
  • Applicable to the whole process of teaching and
    learning
  • Capable of revealing poor quality
  • Includes routines to ensure continous improvement
    of the system

8
Programme accreditation standards and criteria
  • Curriculum
  • Staff
  • Internationalisation
  • Infrastructure
  • Quality assurance

The criteria are fairly detailed, but gives the
experts room for qualitative judgements All
criteria have to be met at a certain minimum
level
9
Experts - Important competencies
  • High level of academic understanding
  • Regarding the institution as a whole (audit and
    institutional accreditation)
  • Regarding the specific programme
    (re-accreditation of programmes)
  • Experience on how to communicate on equal basis
  • Personal integrity

10
  • NOKUT will search for experts within its own
    network
  • Generally NOKUT will not ask for proposals from
    institutions on expert candidates
  • other than from the student unions

11
Training of experts
  • Training of experts will differ concerning
    standing committees for auditing and ad-hoc
    committees for accreditation of programmes
  • Experts from society/employers and student are
    two of a kind
  • Re-use of experts from one evaluation to another
  • We will try to engage former (student) experts to
    tell about their experience when a new panel
    meets for the first time

12
something to think about?
  • Students are natural members of panels that
    evaluates quality assurance systems, study
    programmes and HEIs for accreditation purposes
  • Students act as board members of QAAs
  • If we believe in student value, involving
    students in external evaluation of higher
    education as well as of QAAs will be a proof of
    this
  • If we dont believe in student value why be
    afraid to try? (As long as we have such a
    profound belief in the other members capasity)
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