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QUALITY ASSURANCE AND EVALUTAION IN THE

TERTIARY EDUCATION SYSTEM

23 -24 April 2013, Prague

QUESTE-SI a quality assurance procedure to

enhance social responsability on graduates

Juan J. Perez

(juan.jesus.perez@upc.edu)

Universitat Politecnica de Catalunya

Barcelona, Spain

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HARMONIZATION OF HIGHER EDUCATION

ADOPTION OF A SYSTEM OF READABLE AND COMPARABLE DEGREES

ADOPTION OF A SYSTEM BASED ON TWO MAIN CYCLES (+ DOCTORATE)

ESTABLISHMENT OF A CREDITS SYSTEM (THE ECTS SYSTEM)

PROMOTION OF MOBILITY

PROMOTION OF EUROPEAN COOPERATION IN QUALITY ASSURANCE

PROMOTION OF A EUROPEAN DIMENSION OF HIGHER EDUCATION

BOLOGNA DECLARATION

(1999)

Create European Higher Education Area by 2010

On the basis of diversity and autonomy

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The Bologna implementation requires a paradigm shift:

LEARNING PROCESS CENTERED ON THE STUDENT

STUDENT MOBILITY

Recognition of the learning ECTS system

LEARNING OUTCOMES

COMPETENCES

NEED TO REDESIGN THE PROGRAMS

“The European Credit Transfer and Accumulation System is a student-centred system

based on the student workload required to achieve the objectives of a programme,

objectives preferably specified in terms of the learning outcomes and competences to be

acquired.” (ECTS Users’ Guide 17.06.07)

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COMPETENCE S AND LEARNING OUTCOMES

LEARNING OUTCOMES are specific statements of what students should

know and be able to do as a result of learning (Morss and Murray, 2005)

specify the requirements for awarding credits

Important for the recognition of qualifications

A qualifications framework shows the expected learning outcomes for a

given qualification.

It also shows how the various qualifications in the education or higher

education system interact, that is how learners can move between

qualifications.

Qualifications frameworks therefore focus on outcomes more than on

procedures, and several learning paths – including those of lifelong

learning – may lead to a given qualification.

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COMPETENCE S AND LEARNING OUTCOMES

COMPETENCES acquired by the individual learner go beyond the stated

learning outcomes

COMPETENCES represent a dynamic combination of KNOWLEDGE,

SKILLS, and ATTITUDES.

For example, the ABILITY TO COMMUNICATE effectively is a

competency that may draw on an individual’s KNOWLEDGE OF

LANGUAGE, PRACTICAL IT SKILLS and ATTITUDES towards

those with whom he or she is communicating

Fostering COMPETENCES is the object of educational programmes

COMPETENCES can be subject specific or generic.

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GENERIC COMPETENCES are transferable multifunctional knowledge,

skills and attitudes that people could learn and develop in different ways

and learning environments and apply across a variety of job and life

contexts.

INSTRUMENTAL COMPETENCES

cognitive abilities, methodological abilities, technological abilities

and linguistic abilities.

INTERPERSONAL COMPETENCES: individual abilities like social

skills (social interaction and co-operation).

SYSTEMIC COMPETENCES: abilities and skills concerning whole

systems (combination of understanding, sensibility and

knowledge; prior acquisition of instrumental and interpersonal

competences required)

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INSTRUMENTAL COMPETENCES

Capacity for analysis and synthesis

Capacity for organisation and planning

Basic general knowledge

Grounding in basis knowledge of the profession

Oral and written communication in your native language

Knowledge of a second language

Elementary computing skills

Information management skills (ability to retrieve and analyze information

from different sources)

Problem solving

Decision-making

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INTERPERSONAL COMPETENCES:

Critical and self-critical abilities

Interpersonal skills

Ability to work in an interdisciplinary team

Ability to communicate with experts in other fields

Appreciation of diversity and multiculturality

Ability to work in an international context

Ethical commitment

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SYSTEMIC COMPETENCES:

Capacity for applying knowledge in practice

Research skills

Capacity to learn

Capacity to adapt to new situations

Capacity for generating new ideas (creativity)

Leadership

Understanding of cultures and customs of other countries

Ability to work autonomously

Project design and management

Initiative and entrepeneurial spirit

Concern for quality

Will to succeed

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GRADUATE PROGRAMME

COMPETENCES

LEARNING OUTCOMES

SUBJECTS

Longlife learning

PROFESSIONAL COMPETENCE

ASSESSMENT

QA SYSTEM

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SOCIAL RESPONSIBILITY

Competence in constructing reasoned arguments to support their actions and

positions on the ethical and social impact of research in the discipline and

professional practice.

Personal Actions and Civic Responsibility

Ability to understand one’s role in society, take responsibility for one’s own

actions, make ethical decisions in complex situations, and participate actively in

a diverse democracy.

Global Awareness

Ability to articulate similarities and contrasts among cultures, times and

environments, demonstrating understanding of cultural pluralism and knowledge

of global issues.

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Economic growth is necessary limited by the carrying capacity of Earth

Early 70s the Group of Rome commissioned a report on economic

growth.

Built a computer program (world3) based on systems dynamics to

forecast trends

Using data for five indicators from 1900-1970 on:

Population

Food production

Industrial production

Pollution

Consumption of non-renewable resources

Constructed 12 different scenarios

D. H. Meadows, D. L. Meadows, J. Randers, and W. W. Behrens III.

(1972).

The Limits to Growth. New York: Universe Books.

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Sustainable development is the kind of development that meets the needs of

the present without compromising the ability of future generations to meet their

own needs.

A pattern of economic growth in which resource use aims to meet human

needs while preserving the environment so that these needs can be met not

only in the present, but also for generations to come.

Sustainable development means to continuously improve the quality of life and

wellbeing for present and future generations, by linking economic

development, protection of the environment and social justice.

Sustainable development requires a complex process of trading off social,

economic and environmental priorities that are strongly interwoven.

social

economicalenvironmental

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Engineering Education and Sustainable development

Still it requires the stimulation of a holistic, integrated and interdisciplinary

approach to developing the knowledge and skills needed for a sustainable

future as well as changes in values, behavior, and lifestyles.

Inclusion of Life cycle analysis, where system and environment are

considered or

Systems dynamics as predictive tool need to be included in the curriculum

However, an important component in sustainable development is awareness,

which can be associated to social responsibility as transversal skill.

Education cannot only be based on modifications in the syllabus, but the

Institution, Department or School have to be involved in good practices

involving sustainable development.

Students need to be involved in the monitoring and actions on campus

Undertake R+D+i activities in cooperation with industry

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Assessment of SOCIAL RESPONSIBILITY as an important skill of engineering

students in the framework a SUSTAINABLE DEVELOPMENT

The assessment is based in a set of standards grouped in four pilars:

• HEI, Faculty or DepartmentStrategy

• Education and Curriculum

• Students’ Involvement

• Research and Innovation

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Indicators – Education & Curriculum

Scientific or technical knowledge and practical skills related to sustainability...

Most difficult questions: how, where, and to what effect does the curriculum

deal with the transverse skills, breadth of vision, and contextual awareness?

Indicators: Institution & FacultyInstitutional leaders view social responsibility and sustainability as integral to the

institutional identity and values.

Institutional management treats sustainability as part of the operational strategy.

Indicators – Research & Cooperative DevelopmentThe plan for research, innovation, and cooperation is sustainable in itself;

e,g., research management support and a clear sense of the economic

“bottom-line” for sustainability efforts

Indicators – Student ‘Cultural’ InvolvementStudent awareness of SRS and …encouragement: student participation in

sustainability-related activities inside OR outside the institution

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METHODOLOGY

1) SET OF STANDARDS, CRITERIA AND INDICATORS

• Institution : model (strategic planning)

• Programs: learning outcomes

2) SELF-ASSESSEMNT

3) EXTERNAL AUDIT

Peer Review process, based on evidences

4) FINAL REPORT

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RATING

The result is a score associated with the award of a label that includes a degree of excellence

Progress in terms of objectives and indicators for each of 4 QSI Dimensions.

• 0 = No evidence

• 1 = Minimal evidence of planning & action directed to specific objectives

• 2 = Weak, some evidence of directed effort; early stages of planning & development

• 3 = Adequate evidence of a linkage of objectives to action and measureable results)

• 4 = Strong evidence of a more substantial directed effort with positive results)

• 5 = Very strong (evidence of a fully developed effort; over a full program cycle)

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It is neccessary to create a QUALITY UNIT including all the stakeholders:

academics, administrators, students, government, industry/profession,

intergovernamental organizations and experts in QA

To propose modifications for improvement

2013 Establishment of the QUESTE-SI Consortium to deliver the award.

http://queste.eu/whatQueste

FURTHERMORE in order to enhance quality…