ASIIN presentation programme accreditation

8/3/2019 ASIIN presentation programme accreditation

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DEQUE Development of QualityAssurance System in

Turkmenistan on the base of BolognaStandards

ASIIN Consult GmbHJana Mhren, Project Manager


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1) Research visit: aim: understanding the current situation in

Turkmenistan

2) Workshops for different stakeholders:

a) Ministry - Aims:- understanding needs of Ministry- informing about different systems for external quality assurance

b) HEIs Aims- understanding needs of Ministry- informing about different systems for external quality assurance and its

relation to internal QA

3) Facilitate meeting(s) between 2 groups to generate commonunderstanding of best fitting QA system

ASIIN our proposal


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4) Summer Academy at U Koblenz

Workshops for different stakeholders (depending on status ofproposals 1-3):

a) Ministry - Aims:- Setting up structures for carrying out external quality reviews at HEIs- Defining criteria for external quality reviews

b) HEIs Aims- How to implement internal QA mechanisms fit for an external quality

review- How to involve stakeholders in QA process at HEIs

ASIIN our proposal


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One method of external QA:

Programme Accreditation

The underlying philosophy of the accreditationprocess


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Programme Accreditation

The underlying philosophy of theaccreditation process

www.asiin.de


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1. Accreditation: Definition and principles

2. Defining programme quality: Process-oriented approach

3. Peer review: Definition, function and approach

4. Conclusion

Content

http://www.asiin.de 6


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Characteristics:

- assessment conducted by an external organisation > independence

- aimed at clearly defined object assessed against pre-definedstandards, both of which are not subject to negotiation or alteration inbetween different accreditation processes

- positive result leads to certification concerning the object meeting thestandards

- certificate issued for a limited period of time > periodic reassessment(re-accreditation)

-> While the accreditation process is often similar to other quality assuranceprocesses (e.g. evaluation), the former is differentiated by the award of acertificate or its denial.

Accreditation= process leading to a certificate with a defined meaning

Definition: Accreditation



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HEI Autonomy as UnderlyingPrinciple

The approach to programme accreditation is based onthe principle of the autonomy of institutions of highereducation:

Universities are in principle free to and responsiblefor setting their own quality standards for teachingand learning, research and development, and forother core processes.

Responsibility implies stakeholder involvement,both from within the university and outside, andconsidering the effects of the institutions actions on

the social, political, economic, natural environment.



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4. Conclusion

Content



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This leaves us with a question...

If universities are to set their own goals forquality, what exactly is the assessment of

degree programmes in the accreditation processbased on?



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Accreditation criteria asframework for quality

Accreditation criteria set quality standards for degreeprogrammes in a given field and respect theautonomy of the individual university:

Learning outcome descriptors set a joint frameworkfor the competency profile associated with degreeprogrammes in a given field, but allow forconsiderable variation in the emphasis of individual

programmes. Accreditation criteria do not prescribe the profile or

objective of degree programmes nor the specifics ofprogramme design and delivery.



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Encouraging innovation andexcellence

The development of new degree programmes or ofnew and different ways of delivering the curriculum

is explicitly encouraged. Universities are also encouraged to provide

incentives for excellence in programmedevelopment and refinement, but it is left to the

responsibility of the university as to how theseincentives are provided.



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Accreditation Criteria have been developed on theprinciples of continuous quality improvement andfocus on the educational process as a whole.

The principles of this approach rest on an underlyingphilosophy of quality which has implications forprocesses which need to be in place within theuniversity.

Accreditation criteria...



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Universities need to systematically analyse their systems for variance

(objectives outcome), make decisions based on fact, consciously define their organisations internal and

external stakeholders and actively seek input from both.

It drives out fear by encouraging the members ofthe university to risk making mistakes in order tolearn more about the system.

A learning system will lead to continuousimprovement of quality.

...and implications foruniversities



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What does this mean?

A process of continuous quality improvement for highereducation programmes should involve:1. a clear understanding of its mission, its constituents,

and its objectives (what we are trying to achieve)

2. learning outcomes (the desired learning that needs totake place to meet the objectives) on the programme andon the course/module level

3. integrated processes (internal practices designed toachieve the outcome)

4. facts (purposeful data collection)5. evaluation (interpretation of facts)6. and action (feedback to support decision making and

improve processes)



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Process-oriented approach toprogramme quality assurance


Educational objectives

Programme learning

outcomes /competence profileknowledge, skills,

competencies

Job / career profilesoccupational area(s)

work environment(s)

Input of the university

Core processcurriculum,

didactic concept,programme structure

Support processese.g. student services,

staff resources,

infrastructure,quality assurance

Outcome

Correspondence of

educational objectivesand learningoutcomes

results of outcomesassessment andinternal/external

evaluation

Educational process: coherence of objectives, input + outcomes

Feedback

Programmeaccreditation


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Accreditation as instrument ofquality assurance

The accreditation process has a two-fold function asinstrument of quality assurance: For the entire system of higher education, programme

accreditation serves to uphold quality standardsestablished within the relevant academic community(this explicitly includes research and industry) byidentifying programmes that do not reach thesestandards.

For the university, programme accreditation is aninstrument of quality improvement by providingfeedback on the achievements, on strengths and on roomfor improvement each in relation to established andaccepted standards.



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4. Conclusion

Content



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Principle of peer review

Overcoming the traditional view that inputs

The accreditation process is based on the

principle ofpeer review: Peer review is the process of subjecting ones

work, research, or ideas to the scrutiny of otherswho are experts in the same field.

Peer review requires a community of experts in agiven) field, who are qualified and able to

perform impartial review.



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Peer review in accreditation


Peer-based reviews of degree programmes areconducted by equals, i. e. by colleagues fromthe relevant academic field(s).

Review teams represent the academiccommunity and prospective employers.

Peers are involved on all levels of theaccreditation process (review team, technicalcommittees, programme accreditationcommission).



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The process-oriented approach toquality assurance correspondswith...


EducationalObjectives

Programme learningoutcomes /competence profileknowledge, skills,

competencies

Job / career profiles

occupational area(s)work environment(s)

Input of HEI




staff resources,


OutcomeCorrespondence of

educational objectives

and learningoutcomesresults of outcomesassessment andinternal/external

evaluation


Feedback



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...a process-oriented approach toprogramme accreditation


EducationalObjectives

Programme learningoutcomes /competence profileknowledge, skills,

competencies

Job / career profiles

occupational area(s)work environment(s)

Input of HEI




staff resources,


OutcomeCorrespondence of

educational objectives

and learningoutcomesresults of outcomesassessment andinternal/external

evaluation


Feedback


The assessment in the course of the accreditation processfocuses on the coherence of the educational process,including processes for continuous quality improvementand for demonstrating the correspondence of intended and

achieved learning outcomes.

The assessment in the course of the accreditation process isbased on established standards in the respective

academic field(s).The key question is: Will graduates be enabled to enter aprofessional career relevant to their academic field?


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4. Conclusion

Content


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Conclusion


Programme accreditation

is based on the principle of autonomy of the university,including accountability to its stakeholders, and

on the peer review principle, implying a review by fellow expertsfrom the relevant academic field(s).

assesses a degree programme against standards establishedwithin the academic community while allowing room for andencouraging new approaches.

employs a process-based methodology, reflecting (andassuming) the process of programme design and delivery aimingat continuous quality improvement.

is an instrument of (external) quality assurance and shouldbe integrated into an institutions overall approach to quality

assurance.

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ASIIN presentation programme accreditation

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