Issues and Trends in Quality Assurance and Accreditation: A case study from Iran

1
Issues and Trends in Quality Assurance and
AccreditationA case study from Iran

• By
• Abbas Bazargan
• University of Tehran
• Presented at
• UNESCO FORUM
• Paris17-18 Octobre,2002

2
Content

• 1.A definition of quality assurance
• 2.Typology of quality assurance practices
• 3.Self-evaluation process as a distinguishing
  factor
• in quality assurance practices
• 4.Self-evaluation in Type (C) quality assurance
  The case of Iran
• 5.Impact of Type ( C) on quality improvement
• in higher education
• 6.Issues in Q.A. in higher education in Iran

3
Program Approval/Accreditationin Iran

• Higher education programs are approved by
  either the Ministry of Science, Research and
  Technology or the Ministry of Health, Treatment
  and Medical Education before being implemented
• No accreditation process after the start of
  the programs.

4
A definition of quality assurance

• Quality assurance may be defined as a process
  that examines the aims, structure, inputs,
  processes, products, outputs and projected
  outcomes of higher education systems (programs /
  institutions) maintains, improves and enhances
  quality.

5
Philosophical Frameworks Underlying Quality
Assurance Approaches

• Empirical- analytical (positivism and
  post-positivism)
• Formulating evaluation questions, finding
  answers empirically against pre-established
  standards
• Interpretivism/ constructivis
• Attempt to recognize patterns of quality in
  the program/institution
• Critical
• Understand the practices and empower faculty
  members to transform teaching and research
  processes to the reach the desires conditions.

6
Important Dimensions to Distinguish Among Q.A.
Types

• Standards applied to judge the quality
• Structure of team members in self-evaluation
  process
• Structure of team members in external evaluation
  process
• Dissemination of Reports
• Outcomes of the Q.A. process

7
3.Typology of Q.A. Practices Table3.1Types of
Q.A. by Major Dimensions
Dimensions Type (C) Type( B) Type (A)
Standards Institutionally defined Institutionally defined Externally defined
Self-Evaluation Academic (participation of all faculty members chairperson) Managerial ( managers and a few faculty members) Managerial ( managers and a few faculty members)
External Evaluation Peers only Peers External Stakeholders (Govt.) Peers External Stakeholders (Q.A.A.)
Report Confidential Self-valuation report Publicized External- Evaluation report Publicized Self-evaluation report Publicized External- Evaluation report Publicized Self-evaluation report Publicized External- Evaluation report
Outcomes Approval/ Probation Approval/ Proba- tion/ Disapproval Approval/ Probation/ Disapproval/Ranking
8
Self-Evaluation Process A distinguishing factor
of type (A) and types (B)(C)

• Self-evaluation in types (A) (B) is carried
  out by the managers and a few faculty members
  managerial judgment about quality.
• Self-evaluation in type (C) is carried out
  through participation and engagement of all
  faculty members they make a collective judgment
  about the quality , based on the objectives which
  are delineated by themselves regarding the(
  program, institution)

9
Self-Evaluation in Type (C) Quality Assurance
The case of Iran

• Promotion of trust and cooperation among faculty
  members to improve the quality
• Applying critical theory as a philosophical
  framework to address evaluation tasks
• Evaluation conducted to understand the practices
  and effects of power and inequality, in the
  program under evaluation, and to empower faculty
  members in transforming the program conditions.

10
Impact of Type (A) on quality improvementin
the pilot project in Iran

• Motivation of faculty members to get enthusiastic
  and engaged to cooperate in clarification of
  departmental/program objectives
• Transparency with regard to departmental /
  program weaknesses
• Exploring ways to overcome weaknesses
• Responsiveness with regard to academic duties
• Participation in strategic planning of the
  department and commitment to bring about the
  intended results.

11
Trend of Q.A. in higher education in Iran

• Pilot project in six departments of medical
  education in 1996
• Departmental reflection on mission, vision, and
  objectives of the department
• Capacity development for change
• SWOT analysis
• Ownership of evaluation
• Drawing-up a twelve-step-model of
  self-evaluation
• Increasing interest in applying Q.A. through out
  higher education system.

12
Issues in Q.A. in higher education in Iran

• Seeing that all faculty members and chairperson
  are committed to quality
• Ownership of the confidential self-evaluation
  report
• Following-up the results of self-evaluation
• Establishing a system of external evaluation.