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Learning, Teaching and Research in Global Times: Quality Assurance, Development of World-Class Universities and Promotion of Excellent Higher Education Systems The Role of Accrediting Agencies as Quality Assurance Gatekeepers and College Rankers in

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Title: Learning, Teaching and Research in Global Times: Quality Assurance, Development of World-Class Universities and Promotion of Excellent Higher Education Systems The Role of Accrediting Agencies as Quality Assurance Gatekeepers and College Rankers in


1
Learning, Teaching and Research in Global
TimesQuality Assurance, Development of
World-Class Universities and Promotion of
Excellent Higher Education Systems The Role of
Accrediting Agencies as Quality Assurance
Gatekeepers and College Rankers in Building World
Class Universities - A Taiwan Case
  • Dr. Angela Yung-chi Hou
  • Research Fellow Director of International
    Exchange,
  • Higher Education Evaluation and Accreditation
    Council of Taiwan
  • Director of Faculty Development Instructional
    Resources Center ,
  • Fu Jen Catholic University
  • Dr. Ya Lun Taso
  • Research Fellow
  • Higher Education Evaluation Accreditation
    Council of Taiwan
  • June 4 , 2010
  • HEEACT, Taipei

2
Introduction
  • Globalization in the 21st century presents
    universities and states with a number of
    challenges and opportunities.
  • No matter whether countries are developed or
    developing ones, they are immensely eager to
    build at least one world class university, but
    they dont know exactly what they look like.

3
What does a world class university look like ?
  • Philip Altbach
  • excellence in research, top professors, academic
    freedom and an atmosphere of intellectual
    excitement, governance, adequate facilities and
    funding.
  • Jamil Salmi (World Bank) based on two rankings
  • a high concentration of talent (faculty and
    students)
  • abundant resources to offer a rich learning
    environment and conduct advanced research
  • favorable governance (features that encourage
    strategic vision, innovation and flexibility, and
    enable institutions to make decisions and manage
    resources without being encumbered by bureaucracy)

4
Role of Quality Assurance Agency
  • Some organizations in many nations, as both roles
    of a quality assurance agency and a ranker,
    started to assist governments to develop world
    class universities and to promote excellent
    higher education systems, such as Pakistan,
    Malaysia, Kazastan and Taiwan

5
Different Quality Assessment Instruments of
Higher Education
  • quality assurance, auditing, accreditation,
    evaluation, ranking, benchmarking with different
    purposes and processes
  • they are all the most common forms of
    accountability

6
Evaluation vs. Ranking
  • Evaluation clearly focuses more on how
    successfully the institution is achieving its
    goals and objectives
  • ranking, as a kind of measurement tool for
    quality, is more debatable
  • an ordering of institutions, within each of the
    classification groups, on the basis of their
    performance as measured by selected indicators,
    including peer review and external judgment.

7
Roles of Accrediting Agency as a quality
assurance gatekeeper and a college ranker
  • the type of ranking providers is quite
    diversified
  • Mass media
  • Higher education institution
  • Governmental accreditor

8
QA agency as a ranker
  • Advantages
  • A higher acceptance within universities
  • fairness and objectivity
  • Disadvantages
  • conflicts between ranking and consulting in the
    context of QA.

9
Taiwan Experience-HEEACT Case
  • Quality Assurance Framework in Taiwan Higher
    Education
  • quality assurance and international
    competitiveness
  • Higher Education Evaluation Accreditation
    Council of Taiwan was established in 2005
  • HEEACT accreditation started in 2006
  • HEEACT national and global rankings in 2007

10
HEEACT Accreditation Model
  • a five-year, program-based, nation-wide, modified
    accreditation of over 76 four-year comprehensive
    institutions
  • Participation is mandatory
  • three review outcomes
  • accredited, conditionally accredited and
    denial
  • the average rate for accredited status is 83.21

11
HEEACT Rankings
  • Purpose of developing a varying ranking
  • It is expected that each institution will be able
    to develop its own competitive edge and undergo
    self-positioning based on the features of
    different ranking tools
  • Statistical Analysis on Taiwan WOS Papers,
  • Statistical Analysis on Taiwan ESI Papers and
    h(m) Indicators,
  • Analysis on Patents by Universities and Colleges
    in Taiwan, and Performance Assessment on
    University and Industry Collaborations.
  • Performance Ranking of Scientific Paper of
    World Universities, in 2007
  • College Navigator in 2009

12
HEEACT 2009 global ranking
Criteria Indicators Weight Weight
Productivity Number of articles in the last 11 years (1997-2007) 10 20
Productivity Number of articles in the current years(2007) 10 20
Impact Number of citations in the last 11 years (1997-2007) 10 30
Impact Number of citations in the last 2 years (2006-2007) 10 30
Impact Average Number of citations in the last 11 years (1997-2007) 10 30
excellence H-index of the last 2 years (2006-2007) 20 50
excellence Number of highly cited papers(1997-2007) 15 50
excellence Number of articles in high-impact journals in the current year (2007) 15 50
Source HEEACT (2009). Performance ranking of
scientific papers for world universities.
Retrieved Sept. 26, 2009 from http//www.heeact.ed
u.tw/ranking/index.htm
13
Figure 2 Proportion of Top Ranked Institutions
by Region
14
Figure 3 Top 10 Countries with Top Ranked
Universities
15
5 Year -50 Billion Research Universities
  • In response to the quest for a world-class
    university, the Taiwan government launched the
    Five-year 50 Billion Program for Developing
    First-class University and Top Research Centers
    in 2005.
  • aims to develop at least one university as one of
    the worlds top 100 universities in five years
  • at least fifteen key departments or cross-campus
    research centers as the top in Asia in ten years
  • Eleven research universities were selected to be
    funded in 2007 compared with twelve in the first
    cycle of year 20052006.

16
Outcomes of Taiwans Universities in HEEACT
Performance Ranking for World Universities
(2007-2009)
Taiwan Institutions 2007 2008 2009 Total grants (20052007)
National Taiwan University 185 141 102 9000
National Cheng Kung University 360 328 307 5100
National Tsing Hua University 429 366 347 3200
National Chiao Tung University 471 463 456 2500
Chang Gung University     479 800
National Central University     483 1900
National Yang Ming University / 475 493 1500
Source HEEACT (2009). Performance ranking of
scientific papers for world universities.
Retrieved Sept. 26, 2009 from http//www.heeact.e
du.tw/ranking/index.htm
17
Accreditation Outcomes in the Universities of
5-year 50 Million (Second phrase)
  • none of the programs among 11 selected
    universities was denied
  • the pass rate of two institutions in the
    Excellent rank of 5 year -50 Billion Program is
    lower than 90
  • National Chung Hsing University within a Great
    rank has the highest pass rate up to 98

18
Teaching Excellence Program
  • locally prestigious and multi-purposed but not
    research-oriented. Under the Teaching excellence
    Program
  • they are given grants to improve their overall
    teaching quality.
  • In 2008, there were 31 institutions funded with a
    total of 2.2 billion grant.

19
Performances
  • HEEACT 2009 global ranking
  • none of the recipients of Teaching Excellence
    Program is ranked on top 500
  • HEEACT Accreditation
  • two of them have passed the HEEACT program based
    accreditation completely
  • none of the programs in 31 institutions is
    located in the status of denial
  • The pass rate among 16 of out 31 institutions is
    all higher than 90

20
Several major findings following by some waging
arguments
  • There is a high correlation between the global
    rank and governmental funding among the 5 year-50
    billion institutions
  • some research universities with great academic
    reputation in the global ranking did not perform
    better in the HEEACT accreditation
  • the HEEACT accreditation gave recognition to many
    teaching-oriented universities granted with the
    MOE Teaching Excellence Program

21
Responses from Taiwan institutions
  • the two quality assessment toolsaccreditation
    and ranking developed by HEEACT, in some aspects,
    did provide most Taiwan institutions with some
    transparent information and clues in terms of how
    to become a world class research or a
    teaching-oriented institution.
  • some research universities are under great
    pressure to provide students with a good learning
    environment and some other teaching universities
    set their institutional long term goal of Moving
    into Top 500.

22
Conclusion
  • ranking, better than accreditation, can guide
    universities clearly how to develop themselves as
    world research universities.
  • Yet, it can not guarantee that they will become
    world class teaching universities. In this way,
    accreditation may still play a very important
    role in overall good teaching quality improvement
    of an

23
QA agency as a ranker?
  • if some evidence of the adequate use of
    accreditation and rankings could be provided for
    educational policy makers, such as HEEACT, the
    duel missions of quality assurance agencies may
    become more and more recognized in the future.

24
  • Thank you for your attention
  • Question and Comments
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