COMPARATIVE ANALYSIS OF COMPARATIVE ANALYSIS OF INTERNATIONAL INTERNATIONAL GUIDELINES IN GUIDELINES IN QUALITY ASSURANCE QUALITY ASSURANCE Presentation prepared for Presentation prepared for Bologna Process Seminar on Bologna Process Seminar on Quality Assurance in Transnational Quality Assurance in Transnational Education Education London, Dec. 1-2, 2008 London, Dec. 1-2, 2008 By: By: Antony Stella & Marlene Hamilton Antony Stella & Marlene Hamilton
Transcript
COMPARATIVE ANALYSIS OF COMPARATIVE ANALYSIS OF INTERNATIONAL INTERNATIONAL GUIDELINES GUIDELINES
IN QUALITY ASSURANCEIN QUALITY ASSURANCE
Presentation prepared for Bologna Presentation prepared for Bologna Process Seminar onProcess Seminar on
Quality Assurance in Quality Assurance in Transnational Education Transnational Education
London, Dec. 1-2, 2008London, Dec. 1-2, 2008
By:By:
Antony Stella & Marlene HamiltonAntony Stella & Marlene Hamilton
INTRODUCTIONINTRODUCTION
• International Guidelines under review:International Guidelines under review:• INQAAHE Guidelines for Good Practice (GGP)INQAAHE Guidelines for Good Practice (GGP)
•Standards & Guidelines for Quality Assurance Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG) in the European Higher Education Area (ESG)
•UNESCO Code of Good Practice for the UNESCO Code of Good Practice for the Provision of Transnational EducationProvision of Transnational Education
•UNESCO-OECD Guidelines for Quality UNESCO-OECD Guidelines for Quality Provision in Cross-Border Higher EducationProvision in Cross-Border Higher Education
22
LOGISTICSLOGISTICS
• UNESCO Code to provide parametersUNESCO Code to provide parameters
• Differences across Guidelines Differences across Guidelines highlightedhighlighted
• Similarities consideredSimilarities considered
• Criticisms arisingCriticisms arising
33
CODE OF GOOD PRACTICECODE OF GOOD PRACTICE IN THE PROVISION IN THE PROVISION
OF TRANSNATIONAL EDUCATIONOF TRANSNATIONAL EDUCATION
• Covers a Preamble and two sections Covers a Preamble and two sections (Terminology, Principles), in addition to an (Terminology, Principles), in addition to an Explanatory Memorandum. Explanatory Memorandum.
• Is specific to Higher Education in the European Is specific to Higher Education in the European Region and is subsumed within the ESG and Region and is subsumed within the ESG and UNESCO-OECD GuidelinesUNESCO-OECD Guidelines
• Bears some relevance to other major Bears some relevance to other major GuidelinesGuidelines
44
Preamble (main issues)Preamble (main issues)
• Acknowledges rapid development of Acknowledges rapid development of transnational education and the challenges transnational education and the challenges posedposed
• Notes the important role of the new Notes the important role of the new technologies technologies
• Recognizes the role of national systems in Recognizes the role of national systems in preserving the cultural, social, philosophical, preserving the cultural, social, philosophical, and religious diversity of the European Regionand religious diversity of the European Region
• Emphasizes the importance of the academic Emphasizes the importance of the academic quality of programmes/degrees through this quality of programmes/degrees through this process and the role of qualifications in process and the role of qualifications in promoting mobility of both students and promoting mobility of both students and programmesprogrammes
• Recognizes the role of other Codes in Recognizes the role of other Codes in providing working frameworksproviding working frameworks
• Acknowledges the importance of underlying Acknowledges the importance of underlying ethical principles and values and in finding ethical principles and values and in finding commonly agreed solutions to any commonly agreed solutions to any recognition problems in the region as well recognition problems in the region as well as globallyas globally
• Stresses the need to update Stresses the need to update implementation mechanisms on a implementation mechanisms on a regular basisregular basis
• Agrees to: (i) the provision of higher Agrees to: (i) the provision of higher education programmes by means of education programmes by means of transnational education, and (ii) transnational education, and (ii) offers recommendations on offers recommendations on procedures and criteria for the procedures and criteria for the assessment of foreign qualifications.assessment of foreign qualifications.
77
TerminologyTerminology
Offers a working definition for the commonly Offers a working definition for the commonly used used
termsterms
• AgentsAgents Third Parties who act as Third Parties who act as intermediaries between awarding and intermediaries between awarding and providing institutions for establishing providing institutions for establishing transnational educationtransnational education
• Agreement Agreement Document agreedDocument agreed formally formally by the partners which contains all by the partners which contains all collaborative arrangementscollaborative arrangements 88
Terminology Cont’dTerminology Cont’d
• Awarding Institution Awarding Institution HE institution HE institution issuing degrees and other qualificationsissuing degrees and other qualifications
• Educational Service Educational Service Programme, or Programme, or part thereof, leading after successful part thereof, leading after successful completion, to a qualificationcompletion, to a qualification
• Partners Partners Awarding and providing Awarding and providing institutions involvedinstitutions involved
99
Terminology Cont’dTerminology Cont’d
• Providing Institution: Providing Institution: Institution Institution involved in delivery of programmeinvolved in delivery of programme
• Transnational Arrangements Transnational Arrangements Collaborative or non-collaborativeCollaborative or non-collaborative
• Transnational Education Transnational Education All All programmes in which learners are situated programmes in which learners are situated in a country different from that of the in a country different from that of the awarding institution.awarding institution.
• Objectives: Objectives: • To propose tools and a synthesis of best practices to To propose tools and a synthesis of best practices to
assist Member States in assessing the quality and assist Member States in assessing the quality and relevance of HE provided across bordersrelevance of HE provided across borders
• To protect students and other stakeholders in HE To protect students and other stakeholders in HE from low-quality HE provisionsfrom low-quality HE provisions
• Include cross-border education (all modes) Include cross-border education (all modes) within the scope of quality assurancewithin the scope of quality assurance
• Strengthen network initiatives for QA Strengthen network initiatives for QA agenciesagencies
• Ensure information dissemination regarding Ensure information dissemination regarding the QA mechanism and its implicationsthe QA mechanism and its implications
• Ensure adherence to the Ensure adherence to the Code of Good Code of Good Practice Practice
• Establish mutual recognition agreements Establish mutual recognition agreements with other agencieswith other agencies
• Strengthen cooperation with other Strengthen cooperation with other stakeholders in the national systemstakeholders in the national system
• Strengthen the international orientation of Strengthen the international orientation of the QA processesthe QA processes
• Above all, promote mutual trust, dialogue, Above all, promote mutual trust, dialogue, sharing of responsibilities and cooperation sharing of responsibilities and cooperation among all six groups of stakeholders.among all six groups of stakeholders.
1515
The UNESCO-OECD Guidelines may The UNESCO-OECD Guidelines may appear to address only one appear to address only one aspect of QA (the CBHE issues), aspect of QA (the CBHE issues), but the principles and values but the principles and values reflected therein are valid for reflected therein are valid for any form of education, including any form of education, including national (domestic) offerings.national (domestic) offerings.
1616
EUROPEAN STANDARDS AND EUROPEAN STANDARDS AND GUIDELINES (ESG) GUIDELINES (ESG) Some key aspects:Some key aspects:
Part 1: Internal quality assurance Part 1: Internal quality assurance within HEIswithin HEIs
1.11.1 Policy and procedures for Policy and procedures for quality quality assuranceassurance
•Should commit explicitly to qualityShould commit explicitly to quality
•Have a strategy for continuous Have a strategy for continuous enhancement of qualityenhancement of quality
•Policies should have a formal statusPolicies should have a formal status
•Should be publicly availableShould be publicly available
•Preferably a role for students and other Preferably a role for students and other stakeholdersstakeholders
1717
1.2 1.2 Approval, monitoring and Approval, monitoring and periodic periodic review review
1.3 1.3 Assessment of students Assessment of students •Should publish criteria, regulations and Should publish criteria, regulations and
proceduresprocedures
•Apply them consistentlyApply them consistently
1.4 1.4 Quality assurance of teaching Quality assurance of teaching staffstaff
•qualified and competent qualified and competent
•available to those undertaking external available to those undertaking external reviewreview
1818
1.5 1.5 Learning resources and student Learning resources and student supportsupport
• adequate and appropriateadequate and appropriate
1.6 1.6 Information systemsInformation systems• collect, analyse and use relevant informationcollect, analyse and use relevant information
• for the effective management for the effective management
1.71.7 Public information: Public information: • regularly publish up to date, impartial and objective regularly publish up to date, impartial and objective
informationinformation
• both quantitative and qualitativeboth quantitative and qualitative
1919
Part 2: External QA of higher educationPart 2: External QA of higher education
2.1 2.1 Use of internal QA proceduresUse of internal QA procedures
2.2 2.2 Development of external QA Development of external QA processesprocesses
• aims and objectives of QA should be predetermined aims and objectives of QA should be predetermined
2.3 2.3 Criteria for decisionsCriteria for decisions• explicit published criteria that are applied explicit published criteria that are applied
consistentlyconsistently
2.4 2.4 Processes fit for purposeProcesses fit for purpose• fitness to achieve the aims and objectivesfitness to achieve the aims and objectives
2020
2.5 2.5 ReportingReporting• Should be published and written in a style, which is Should be published and written in a style, which is
clear and readily accessible clear and readily accessible
2.7 2.7 Periodic reviewsPeriodic reviews• should be undertaken on a cyclical basisshould be undertaken on a cyclical basis
2.8 2.8 System-wide analysesSystem-wide analyses• should produce from time to time summary reports should produce from time to time summary reports
2121
Part 3: External quality assurance Part 3: External quality assurance agenciesagencies
3.1 3.1 Use of external QA procedures Use of external QA procedures for for higher educationhigher education
• should take into account the presence and should take into account the presence and effectiveness of the existing external QA processes effectiveness of the existing external QA processes
3.2 3.2 Official statusOfficial status• should be formally recognised by competent public should be formally recognised by competent public
authorities authorities
• should comply with requirements of the legislative should comply with requirements of the legislative jurisdictions jurisdictions
2222
3.3 3.3 ActivitiesActivities• should undertake external QA activities on a regular basis.should undertake external QA activities on a regular basis.
3.4 3.4 Resources Resources • adequate, both human and financialadequate, both human and financial
3.5 3.5 Mission statement Mission statement • clear and explicit goals and objectives contained in a publicly clear and explicit goals and objectives contained in a publicly
• conclusions made in their reports cannot be influenced by third conclusions made in their reports cannot be influenced by third parties parties
2323
3.7 3.7 External QA criteria and External QA criteria and processes used processes used by the agencies by the agencies
• pre-defined and publicly available pre-defined and publicly available
• include self-assessment, external assessment by include self-assessment, external assessment by experts, and site visits experts, and site visits
• publication of a report, and a follow-up procedure.publication of a report, and a follow-up procedure.
3.8 Accountability procedures3.8 Accountability procedures• procedures for their own accountability.procedures for their own accountability.
2424
INQAAHE GGPINQAAHE GGP
Guidelines under four sectionsGuidelines under four sections– Section 1 relates to the agency’s governance Section 1 relates to the agency’s governance
and accountabilityand accountability (Practices 1-4) (Practices 1-4)
– Section 2 is about the agency’s relationship Section 2 is about the agency’s relationship with HEIs (Practices 5-7)with HEIs (Practices 5-7)
– Section 3 is about the agency’s review process Section 3 is about the agency’s review process (Practices 8-10)(Practices 8-10)
– Section 4 is about the agency’s external Section 4 is about the agency’s external activities (Practices 11-12)activities (Practices 11-12)
2525
1. Governance of the agency1. Governance of the agency
• written mission statement or set of objectives written mission statement or set of objectives
• external quality assurance as a major activity external quality assurance as a major activity
• systematic approach to achieving the systematic approach to achieving the objectives objectives
• a practical management plan that is linked to a practical management plan that is linked to resourcesresources
• appropriate ownership and governance appropriate ownership and governance structurestructure
2626
2. Resources2. Resources
• adequate and accessible human and adequate and accessible human and financial resources financial resources
3. Quality Assurance of the agency3. Quality Assurance of the agency
• a system of continuous quality assurance a system of continuous quality assurance of its own activities of its own activities
• internal self-review of its own activitiesinternal self-review of its own activities
• external reviews at regular intervalsexternal reviews at regular intervals
2727
4. Reporting Public Information4. Reporting Public Information
• informs and responds to the public informs and responds to the public
• full and clear disclosures of its relevant full and clear disclosures of its relevant documentation documentation
• accountability by publicly reporting accountability by publicly reporting decisions decisions
• discloses to the public external review of discloses to the public external review of its own performanceits own performance
2828
5. Relationship with HEIs5. Relationship with HEIs
• recognises that quality is primarily the recognises that quality is primarily the responsibility of the HEIsresponsibility of the HEIs
• respects the academic autonomy of HEIsrespects the academic autonomy of HEIs
• consults stakeholders on its criteria and consults stakeholders on its criteria and standardsstandards
• aims to contribute to quality improvement aims to contribute to quality improvement as wellas well
2929
6. Requirements for the Review6. Requirements for the Review
• documents that indicate clearly the expectations documents that indicate clearly the expectations
7. Requirements for Reporting to the agency7. Requirements for Reporting to the agency
• includes a self-evaluation, external peer review, and a includes a self-evaluation, external peer review, and a follow-up procedure. follow-up procedure.
3030
8. The Evaluation Process8. The Evaluation Process
• clear documentation on standards used, clear documentation on standards used, assessment methods and processes, assessment methods and processes, decision criteria, and other information decision criteria, and other information necessary for external review. necessary for external review.
• specifications on the characteristics, specifications on the characteristics, selection and training of reviewers. selection and training of reviewers.
• When practicable, the EQAA should When practicable, the EQAA should include at least one external reviewer from include at least one external reviewer from another country or jurisdiction in the another country or jurisdiction in the external panel.external panel.
3131
9. Decisions9. Decisions
• decisions must be impartial, rigorous, decisions must be impartial, rigorous, thorough, fair, and consistent.thorough, fair, and consistent.
• reported decisions are clear and precise.reported decisions are clear and precise.
10. Appeals10. Appeals
• appropriate methods and policies for appropriate methods and policies for appealsappeals
• no conflict of interest.no conflict of interest.
3232
11. Collaboration11. Collaboration
• exchange of good practices, capacity exchange of good practices, capacity building, review of decisions, provision of building, review of decisions, provision of transnational education, joint projects, and transnational education, joint projects, and staff exchanges.staff exchanges.
• policies relating to both imported and policies relating to both imported and exported higher educationmay be the exported higher educationmay be the same as those for domestic providers and same as those for domestic providers and domestic provision consider relevant domestic provision consider relevant guidelines issued by international agencies guidelines issued by international agencies and other associations and other associations
• consult with appropriate local agencies in consult with appropriate local agencies in the exporting or importing countriesthe exporting or importing countries
3333
MAJOR DIFFERRENCES BETWEEN MAJOR DIFFERRENCES BETWEEN INQAAHE GGP AND ESGINQAAHE GGP AND ESG
(and with reference to UNESCO-(and with reference to UNESCO-OECD Guidelines where OECD Guidelines where
appropriate)appropriate)
3434
1.1.OriginOrigin
2.2. Involvement of the StakeholdersInvolvement of the Stakeholders
3.3.EndorsementEndorsement
4.4.ScopeScope
5.5.AuthorityAuthority
6.6.Attention to CBHEAttention to CBHE
7.7.Network EffortsNetwork Efforts
8.8.Accountability vs ImprovementAccountability vs Improvement
9.9.EmphasisEmphasis
3535
3636
11. Origin. Origin
• ESG is the response to the twin mandates given to ESG is the response to the twin mandates given to ENQA in the Berlin Communiqué of September 2003 ENQA in the Berlin Communiqué of September 2003 to develop an agreed set of standards, procedures to develop an agreed set of standards, procedures and guidelines on quality assurance and to explore and guidelines on quality assurance and to explore ways of ensuring an adequate peer review system ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies for quality assurance and/or accreditation agencies or bodies. Thus the mandate for ESG came from the or bodies. Thus the mandate for ESG came from the Ministers/governments whereas the GGP was the Ministers/governments whereas the GGP was the work of quality assurance agencies from over 65 work of quality assurance agencies from over 65 countries.countries.
3737
2. 2. Involvement of the stakeholdersInvolvement of the stakeholders
• ESG is the result of joint efforts by various ESG is the result of joint efforts by various stakeholders. The ESG report notes that the stakeholders. The ESG report notes that the achievement of such a joint understanding achievement of such a joint understanding is a tribute to the spirit of co-operation and is a tribute to the spirit of co-operation and mutual respect that has characterised the mutual respect that has characterised the discussions between all the players discussions between all the players involved (EUA, EURASHE, ESIB and ENQA). involved (EUA, EURASHE, ESIB and ENQA). The Ministers also asked ENQA to take due The Ministers also asked ENQA to take due account of the expertise of other quality account of the expertise of other quality assurance associations and networks. assurance associations and networks.
3838
• ESG aims to cater to the interests of students ESG aims to cater to the interests of students as well as employers. It recognises that the as well as employers. It recognises that the interests of the higher education institutions interests of the higher education institutions and student representative bodies are not and student representative bodies are not always the same, the former seeking a high always the same, the former seeking a high level of autonomy with a minimum of level of autonomy with a minimum of external regulation or evaluation (and that at external regulation or evaluation (and that at the level of the whole institution), the latter the level of the whole institution), the latter wanting institutions to be publicly wanting institutions to be publicly accountable through frequent inspection at accountable through frequent inspection at the level of the programme or qualification. the level of the programme or qualification. Consultations with those stakeholders have Consultations with those stakeholders have brought in certain perspectives which are not brought in certain perspectives which are not very explicit in the other guidelines.very explicit in the other guidelines.
3939
3. 3. EndorsementEndorsement
• ESG was published with the endorsement ESG was published with the endorsement of all the organisations named in the Berlin of all the organisations named in the Berlin Communiqué. INQAAHE GGP was Communiqué. INQAAHE GGP was published with the endorsement of its published with the endorsement of its member agencies while the UNESCO-member agencies while the UNESCO-OECD guidelines, although not legally OECD guidelines, although not legally binding, anticipate implementation by its binding, anticipate implementation by its Member States as appropriate to their Member States as appropriate to their national context .national context .
4040
4. 4. ScopeScope
• ESG provides standards for internal and ESG provides standards for internal and external quality assurance, and for external external quality assurance, and for external quality assurance agencies. The standards are quality assurance agencies. The standards are in three parts covering internal quality in three parts covering internal quality assurance of higher education institutions, assurance of higher education institutions, external quality assurance of higher education, external quality assurance of higher education, and quality assurance of external quality and quality assurance of external quality assurance agencies. INQAAHE GGP is assurance agencies. INQAAHE GGP is specifically addressed to external quality specifically addressed to external quality assurance agencies.assurance agencies.
4141
4. 4. Scope Cont’dScope Cont’d
• ESG aspires to promote an appropriate ESG aspires to promote an appropriate balance between the creation and balance between the creation and development of internal quality cultures, development of internal quality cultures, and the role which external quality and the role which external quality assurance procedures may play. INQAAHE assurance procedures may play. INQAAHE GGP addresses this issue through the GGP addresses this issue through the guidelines to the external quality guidelines to the external quality assurance agencies.assurance agencies.
4242
5. Authority5. Authority
• European quality assurance agencies will be European quality assurance agencies will be expected to submit themselves to a cyclical expected to submit themselves to a cyclical review within five years. A European review within five years. A European register of quality assurance agencies is register of quality assurance agencies is being developed that will list QA agencies being developed that will list QA agencies that demonstrate adherence to ESG through that demonstrate adherence to ESG through these reviews. This adds an element of these reviews. This adds an element of conformity and authority. In fact the ESG conformity and authority. In fact the ESG report states that the consistency of quality report states that the consistency of quality assurance across the European Higher assurance across the European Higher Education Area (EHEA) will be improved by Education Area (EHEA) will be improved by the use of agreed standards and guidelines. the use of agreed standards and guidelines.
4343
5. Authority Cont’d5. Authority Cont’d
• INQAAHE as a voluntary network of QA INQAAHE as a voluntary network of QA bodies depends on the voluntary uptake of bodies depends on the voluntary uptake of the GGP by its members. the GGP by its members.
4444
6. Attention to CBHE6. Attention to CBHE
• The UNESCO-OECD guideline has a The UNESCO-OECD guideline has a focus on QA of CBHE although the focus on QA of CBHE although the guidelines are applicable to domestic guidelines are applicable to domestic provision as well. To some extent it is provision as well. To some extent it is built on the contrast between the built on the contrast between the need to regulate the need to regulate the internationalisation of higher internationalisation of higher education and the fact that existing education and the fact that existing national quality assurance capacity national quality assurance capacity often focuses exclusively on often focuses exclusively on domestic delivery by domestic domestic delivery by domestic institutions. institutions. 4545
6. Attention to CBHE cont’d6. Attention to CBHE cont’d • Therefore, it addresses a challenge for the Therefore, it addresses a challenge for the
current quality assurance systems while current quality assurance systems while the other guidelines are about making the the other guidelines are about making the good practices more prevalent.good practices more prevalent.
4646
6. Attention to CBHE cont’d6. Attention to CBHE cont’d
• INQAAHE GGP has a specific guideline on INQAAHE GGP has a specific guideline on transnational or cross-border education. transnational or cross-border education. The OECD-UNESCO guidelines recommend The OECD-UNESCO guidelines recommend that external quality assurance agencies that external quality assurance agencies ensure that their quality assurance ensure that their quality assurance arrangements include foreign and for-arrangements include foreign and for-profit institutions/providers as well as profit institutions/providers as well as distance education delivery and other non-distance education delivery and other non-traditional modes of educational delivery. traditional modes of educational delivery.
4747
6. Attention to CBHE cont’d6. Attention to CBHE cont’d
• ESG report indicates that it is considered ESG report indicates that it is considered too early to include a reference to this in too early to include a reference to this in the European standards for external the European standards for external quality assurance. However, the European quality assurance. However, the European register has a provision to include register has a provision to include agencies from outside Europe operating in agencies from outside Europe operating in Europe as well as European agencies with Europe as well as European agencies with cross-border operations.cross-border operations.
4848
7. Network Efforts7. Network Efforts
• Strengthening network efforts finds an Strengthening network efforts finds an explicit mention in the INQAAHE GGP as well explicit mention in the INQAAHE GGP as well as the UNESCO-OECD Guidelines. ESG does as the UNESCO-OECD Guidelines. ESG does not mention that explicitly. ENQA considers not mention that explicitly. ENQA considers that the OECD-UNESCO recommendation that that the OECD-UNESCO recommendation that agencies should sustain and strengthen the agencies should sustain and strengthen the existing regional and international networks existing regional and international networks is included through other aspects of the ESG. is included through other aspects of the ESG. For example, the ESG does mention that For example, the ESG does mention that ‘institutions should be able to demonstrate ‘institutions should be able to demonstrate their quality at home and internationally’.their quality at home and internationally’.
4949
8. Accountability vs improvement8. Accountability vs improvement
• ESG states that ‘quality assurance for ESG states that ‘quality assurance for accountability purposes is fully compatible accountability purposes is fully compatible with quality assurance for enhancement with quality assurance for enhancement purposes’ while INQAAHE GGP does not purposes’ while INQAAHE GGP does not get into this contentious argument and get into this contentious argument and simply acknowledges that both simply acknowledges that both accountability and quality enhancement accountability and quality enhancement need attention.need attention.
5050
9. Emphasis9. Emphasis
Goals specific only to INQAAHE GGP Goals specific only to INQAAHE GGP include:include:
• Creating a framework to guide the Creating a framework to guide the creation of new QA agenciescreation of new QA agencies
• Promoting professional development Promoting professional development among QA agencies and their staffamong QA agencies and their staff
5151
9. Emphasis cont’d9. Emphasis cont’d
• These are not explicit in the other These are not explicit in the other guidelines. INQAAHE being the guidelines. INQAAHE being the professional network of QA agencies professional network of QA agencies has given attention to these specific has given attention to these specific needs of its members.needs of its members.
