1. Structural Development and Quality Assurance of Higher Education
University of Zululand
South Africa
Finnish Higher Education Evaluation Council
Karl Holm

2. Structural Development of HE
According to the Government Programme, structural development will continue
The main lines are set out in the Development Plan for Education and Research for , which was adopted by the Government on
The reform forms part of the European higher education reform

3. Structural Development of HE
Structural development based on the dual model and on stronger regional and domain-specific profiles
The aim:
To enhance competitiveness, well-being, creativity and culture
To respond to challenges arising from globalisation, the age structure and other changes in the operational environment
To strengthen the impact and quality of education and research

4. Structural Development of HE
More resources to education and research through increased efficiency
Measures are taken to boost
world-class research and research of key national importance
the role of higher education institutions in the innovation system
international research cooperation and participation in international educational cooperation
to enhance quality in education
to secure access to competent work force
to diversify the funding base of higher education institutions
to render higher education institutions more attractive as employers

5. Vision 2020 No more than 18 universities of applied sciences
Intake in youth education 22,500
Flexible and profiled higher education units and structures
Strong and dynamic interaction with the region and with the world of work
Well-established, high-quality R&D in priority areas
No more than 15 universities
Intake
Strong units and profiles; clear priorities in research
Internationalisation and world-class research
Four to five strategic HE alliances
Secured access to education and diverse education provision in the area
Joint R&D and stronger (regional) impact

6. Structural Development of Higher Education Network
There will be at least three major mergers in Finnish HEI network
A new university will be formed by merging the Helsinki University of Technology, Helsinki School of Economics and University of Art and Design. The new university will be called Aalto University (after the famous Finnish architect Alvar Aalto), and will be a foundation type university
University of Eastern Finland will be formed by merging the universities of Kuopio and Joensuu

7. University of Turku and Turku School of Economics will be merged; the name of the new entity will be the University of Turku
In the university of applied science sector two mergers have already taken place (Haaga-Helia; Novia) and another will start its operations on August 1, 2008 (Metropolia). At least one major merger is under way in Tampere region

8. In addition to full mergers, there are different forms of enhanced cooperation under way in the HEI. There are strategic alliances being formed between universities and universities of applied sciences. This will not mean any change of the dual structure of Finnish higher education however
The purpose of all these changes is to pool resources, strengthen the research capacity of universities and adjust to the demographic change

9. Aims and Measures
In terms of full-time students, the target size for a university is 3,000, for a university of applied science 2,500 and for a strategic alliance 8,000
The number of higher education institutions will fall – diminishing age groups
The new higher education institutions will be larger and stronger
Flexible operational structures make for appropriate targeting of resources
Close cooperation and partnerships will bring added value to education and research and open new opportunities for students

10. Aims and Measures
As a rule, no new authorisations to confer degrees will be granted
Measures are taken to make sure that the higher education system covers the whole country
Quality enhancement through internal restructuring of education and research
Fields of education will be developed as stronger, more distinctly profiled entities
Clearer profiles and clearer institutional missions
Labour needs have been reviewed

11. National quality assurance system of higher education
Ministry of Education:
Steering
Decision-making
Evaluation by authorities
Higher Education
Institutions:
Main responsibility
for quality of education
Creation of quality assurance system
Participation in external evaluations
FINHEEC:
National responsibility
Audits of quality assurance systems
Other evaluations

12. National quality assurance system should include
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 of comparable procedures
international participation, co-operation and networking

13. The Role of HEIs...
HEI should understand the meaning of quality as a tool to its existence 
Quality assurance system in each HEI should cover all activities
Implementing quality needs external evaluation. The definition of quality is changing

14. Typical Gaps in Quality Assurance
Gaps in the QA of research/R&D and support services
Lacks in the systematic utilisation of feedback information
Integration of quality management to the institutional steering processes and development of reporting systems
Development of the QAS as an integrated and efficient whole

15. What happens in the QA in Europe?
Implementation of European Standards and Guidelines (ESG): criteria or interpretation?
Dialogue between higher education institutions and evaluation organisations
Auditing/accreditation (national context!)
Register (EQAR) and external evaluations
Networks and dissemination of good practices
Qualifications framework
Evaluation of learning outcomes (OECD: AHELO?)

16. Audit...
the HEIs are responsible for their own quality: the role of FINHEEC can primarily be that of a ’helper’ or ’liaison’ towards better quality
the process aims towards mutual trust-building,
so that the HEIs really feel that they can gain from the
exercise involved in the audit; Such trust will also support both the legitimacy and accountability of the audit process and its results

17. AUDIT = Independent and external evaluation of the QA system
Audit – what is it?
AUDIT = Independent and external evaluation of the QA system
The QA system is evaluated against the HEI’s objectives, also focusing on its efficiency and fitness for purpose
The audit does not evaluate institutional objectives or operative results as such but is interested in QA processes

18. Fundamental audit questions
Does QA cover all the institutional units and activities?
Comprehensiveness
Effectiveness
Transparency
Does the QAS produce relevant information? Does this information lead to effective improvement measures?
How is the information related to the QAS and to the quality available to staff and students?
How does the HEI deliver this information to its external stakeholders?

19. Audit targets
1. Definitions of the objectives, functions, actors and responsibilities of the HEI's QA system and relevant documentation
4. Participation of HEI staff, students and external stakeholders in QA
5. Relevance of, and access to, the information generated by the QA system
within the HEI
for the external stakeholders
2. Comprehensiveness and efficiency of QA
degree education
research/R&D
interaction with and impact on society; contribution to regional development
support and other services
staff recruitment and development
6. Monitoring, evaluation and continuous improvement of the QA system
3. Interface between QA system and HEI's management/steering of operations
7. The QA system as a hole

20. Audit criteria: an example
1. Definition of the objectives, functions, actors and
responsibilities of the HEI’s QA system and relevant documentation (Auditing target 1)
ABSENT
EMERGING
The objectives, functions, actors
and responsibilities of the QA system
have not been defined
or documented.
The objectives, functions, actors
and responsibilities are inadequately
defined and documented.
The division of responsibilities
is only partly organised.
DEVELOPING
ADVANCED
The objectives, functions, actors
and responsibilities are defined
and documented in a clear
and concrete manner.
The responsibilities are defined
and organised.
The documentation and division
of responsibilities are very well
organised and functional,
promoting the QA system as a whole.