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Korkeakoulujen arviointineuvosto Rådet för utvärdering av högskolorna The Finnish Higher Education Evaluation Council (FINHEEC) Structural Development.

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Presentation on theme: "Korkeakoulujen arviointineuvosto Rådet för utvärdering av högskolorna The Finnish Higher Education Evaluation Council (FINHEEC) Structural Development."— Presentation transcript:

1 Korkeakoulujen arviointineuvosto Rådet för utvärdering av högskolorna The Finnish Higher Education Evaluation Council (FINHEEC) Structural Development and Quality Assurance of Higher Education University of Zululand South Africa Finnish Higher Education Evaluation Council Karl Holm

2 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 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 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 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 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 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 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 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 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 11 National quality assurance system of higher education Ministry of Education: Steering Decision-making Evaluation by authorities FINHEEC: National responsibility Audits of quality assurance systems Other evaluations Higher Education Institutions: Main responsibility for quality of education Creation of quality assurance system Participation in external evaluations

12 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 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 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 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 16 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 Audit...

17 17 Audit – what is it? The QA system is evaluated against the HEIs 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 AUDIT = Independent and external evaluation of the QA system

18 18 Fundamental audit questions Comprehensiveness Effectiveness Transparency Does QA cover all the institutional units and activities? 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 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 7. The QA system as a hole 5. Relevance of, and access to, the information generated by the QA system within the HEI for the external stakeholders 3. Interface between QA system and HEI's management/steering of operations 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

20 20 Audit criteria: an example ABSENTEMERGING DEVELOPINGADVANCED 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. 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. 1. Definition of the objectives, functions, actors and responsibilities of the HEIs QA system and relevant documentation (Auditing target 1)


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