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The Design of a Quality Assurance System in Higher Education

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The Design of a Quality Assurance System in Higher Education Selecting Key Performance Indicators Kerstin V. Siakas Alexander Technological Educational Institute ... – PowerPoint PPT presentation

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Title: The Design of a Quality Assurance System in Higher Education


1
The Design of a Quality Assurance System in
Higher Education Selecting Key Performance
Indicators
  • Kerstin V. Siakas
  • Alexander Technological Educational Institute of
    Thessaloniki,
  • Department of Informatics, Greece
  • siaka_at_it.teithe.gr

2
Structure of presentation
  • Towards an Open European Higher Education Area
  • Meeting the challenges a pilot study of the
    department of Informatics, ATEI of Thessaloniki,
    Greece
  • Experiences from the design of the
  • Self-Assessment System
  • Design of
  • the self-assessment process
  • Key Performance Indicators (KPIs)
  • 2. Quality Assurance System
  • Investigating
  • ISO 90012000
  • Balanced ScoreCard (BSC)
  • Lessons learnt
  • Future work

3
Towards an Open European Higher Education Area
  • The Bologna Process
  • A common frame for diverse national systems
  • Transparent and mutually recognised educational
    systems
  • A National Quality Assurance Systems required by
    2005 in the member states including
  • A definition of the responsibilities of the
    bodies and institutions involved
  • Evaluation of programmes or institutions,
    including internal assessment, external review,
    participation of students and the publication of
    results
  • A system of accreditation, certification or
    comparable procedures, international
    participation, co-operation and networking

4
Aims and objectives of a quality assurance system
in HE
  • to create a ground for
  • visibility into the processes that support the
    study programme
  • measurements of learning outcome, capabilities
    and competences (what the graduate is able to do)
  • to support a system of continuous improvement

Consistent with the principle of institutional
autonomy, the primary responsibility for quality
assurance in HE lies with each institution itself
5
Quality Assurance
  • The educational assessment is established around
    four questions
  • Which are the objectives of the educational
    institution?
  • How does it try to achieve them?
  • How does it know that it has succeeded in the
    achievement of the objectives?
  • What are the changes for success?

6
The department of Informatics of the
ATEI-Thessaloniki, Greece Meeting the Challenge
of the BOLOGNA PROCESS
  • A pilot project sponsored by the European
    Programme EPEAEK II (Operational Programme
    "Education and Primary Vocational Training")
    programme was carried out 2005-2006
  • The working group included lecturers students
  • Aims of the project was the creation of a system
    for
  • Curriculum Assessment
  • Quality Assurance
  • Final report submitted July 2006

7
Phase One Preparation
  • Definitions of
  • goals
  • milestones
  • roles and responsibilities

Project Planning
  • The Bologna Process
  • Assessment in HE
  • Existing Laws Regulations
  • Educational Quality Systems

Literature Review
Key Indicator Establishment
Goal Question Metric Methodology
8
Activities
  • Decision about goals and objectives of the
    assessment (why to measure)
  • Team building, roles and responsibilities (who
    will do what - assignments)
  • Setting up time-table and milestones (integration
    of tasks)
  • Ensuring that educational processes and
    procedures are understood (agreement on
    vocabulary and meaning of different educational
    issues)
  • Selection of research instrument (how to collect
    data)
  • Selection of research population (where to find
    information, whom to ask)
  • Design of Key Performance Indicators (KPIs) (what
    to measure)
  • Design of targets for comparison (what is the
    meaning of measures)

9
Design of Key Performance Indicators
(KPIs) Using the Goal-Question-Metric (GQM)
Methodology
  • Goal Continuous briefing on new products /
    technologies
  • Question How many presentations / informative
    seminars are realised?
  • Metrics Seminars organised by companies,
    department, academic staff, students
  • Question What is the participation rate in
    research?
  • Metrics Participation of academic staff (and
    students)
  • in research programmes
  • Number of publications

10
KPIs Study Programme (Curriculum)
  • Theory tutorials labs
  • Knowledge Coverage of the discipline of
    Informatics
  • Workload
  • Quality of study material
  • Assessment methodology
  • Industrial placement Final year project
  • Suitability to study programme
  • Workload
  • Scientific Level
  • Assessment methodology
  • Accomplishment of market requirements
  • Accomplishment of requirements for postgraduate
    studies

11
KPIs Academic Staff
  • Availability of academic staff
  • Level of Knowledge in the discipline of
    Informatics
  • Teaching ability
  • Motivation ability
  • Research potential
  • Use of Technical support material
  • Building
  • Technological

KPIs Infrastructure
12
KPIs Student Support
  • Secretarial
  • Information
  • Organisation of seminars, workshops etc.
  • Socrates Leonardo da Vinci
  • Careers office
  • Library

13
Phase Two Data Collection Analysis
  • Questionnaires
  • Interviews
  • Observation
  • Databases

Data Collection
  • Quantitative, SPSS
  • Qualitative

Data Analysis
14
The Survey
Questionnaires Interviews
Undergraduates 205
Erasmus/Socrates Students 7
Academic Staff 6 7
Graduates 51
Employers 33
Secretarial and Technical Staff 6
15
Phase Three Continuous Improvement
  • Reports
  • Internal meetings
  • Workshops
  • Publications
  • Conferences, Journals

Dissemination of Results
  • Cater for
  • commitment
  • financial support
  • what to improve

Defining of Action Plan
16
Experiences from the self-assessment
  • Advantages
  • Improved experiences in assessment
  • Improved understanding of indicators for the
    quality assurance system
  • Easier appreciation of necessary changes
  • Disadvantages
  • Increased workload
  • Lack of commitment from management and colleagues

17
Design of the Quality Assurance System (QA)
  • The results from the self-assessment was the
    underlying base for design of the QA system
  • SWOT analysis to find the Strengths -
    Weaknesses-OpportunitiesThreats of existing
    processes and practices
  • The objectives and the requirements of the system
    have to be clear before the design of the Quality
    Assurance System
  • A broader societal view is required

The question is not if students are ready for
the educational institutions and processes but
whether the institutions and the processes are
ready for the students
18
ISO90012000 Preparation and design
  • Preparation and design
  • Understanding of the requirements
  • Assessment of the situation
  • Proposals
  • Assurance of commitment
  • Action plan

Plan
  • Demings P-D-C-A Cycle to follow up that
  • the action plan is accomplished
  • the educational institution has succeeded
  • in the achievement of the objectives

Do
Act
Check
19
ISO 90012000 Application
  • Policy and management assurance
  • Selection and training of management
    representative and application leader
  • Internal review
  • Improvements of documentations
  • Selection of accreditation body
  • Preliminary visit
  • Preliminary assessment and preparation stage
  • Assessment
  • Accreditation
  • Maintenance

20
The Balanced Scorecard (BSC) Methodology
  • Four Perspectives
  • Financial
  • Customer (students)
  • Internal procedures (the internal procedures of
    the institution)
  • Learning and improvement (ability of constant
    training aiming at continuous improvement and
    competitiveness)
  • Steps
  • The institution
  • sets goals targets for each of the perspectives
  • collects the evidences to verify the performance
    and quality level (questionnaires, databases
    etc.)

21
Lessons learnt from the pilot study
  • The transformation from bad practices to
    survival and competitive success require
  • An institutional culture change
  • Management commitment

22
The situation today in the institution
  • Assessment is a fact
  • A QA committee on institutional level is created
  • Nation wide questionnaires were distributed in
    Sept 2007 to all HE institutions in Greece to be
    used as self-assessment
  • Every department is asked to create a QA group to
    take action (within their normal duties) on the
    new directives

23
Further work
  • In the department of Informatics
  • The creation of the QA group
  • Discussions of the results from the previous
    self-assessment
  • Investigation of the coverage of key performance
    indicators of the new nation wide questionnaire
  • Decide on questionnaire to use (in its current
    form or with extension of other questions)
  • Creation of an on-line version of the
    questionnaire
  • Carry out assessment within the academic year
    2007-2008
  • Dissemination of results

24
Thank You! Questions?
  • Kerstin V. Siakas
  • siaka_at_it.teithe.gr
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