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“The data on the quality of university education is disturbing. South African universities are mid-level in terms of knowledge production, with low participation,

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Presentation on theme: "“The data on the quality of university education is disturbing. South African universities are mid-level in terms of knowledge production, with low participation,"— Presentation transcript:

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2 “The data on the quality of university education is disturbing. South African universities are mid-level in terms of knowledge production, with low participation, high attrition rates and insufficient capacity to produce the required levels of skills. They are still characterised by historical inequities and distortions.” National Development Plan 2012

3 SA population51.8 million No year olds5.0 million No year-olds5.4 million No. HE students year old participation rate 17% Black African14% White57% Key statistics for 2011

4 Higher education can no longer be owned by a community of disciplinary connoisseurs who transmit knowledge to students. Both the complexity and uncertainty of society and the economy will require institutions to continuously adapt while upholding standards. In practice, institutions will have to learn how best to serve the student community. Students have become the focal point of our learning approach in many areas of the world. ( Fostering Quality Teaching in Higher Education: Policies and Practices ) OECD Sept 2012

5 “Student success does not arise by chance. Nor does substantial improvement in institutional rates of student retention and graduation. It is the result of intentional, structured and proactive actions and policies directed towards the success of all students.” (Vincent Tinto 2012)

6 Quality Assurance: “the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (UK QAA), Quality Enhancement: “has defined enhancement as taking deliberate steps to bring about improvement in the effectiveness of the learning experiences of students.” (Scottish QAA) Quality assurance to Quality enhancement

7 The Second Cycle

8 The enhancement of student learning with a view to producing an increased number of graduates with attributes that are personally, professionally and socially valuable. 1. enhanced student learning, leading to an 2. increased number of graduates that have 3. improved graduate attributes STUDENT SUCCESS Focus of the Quality Enhancement Project

9 Collaboration is key We need collective impact resulting from collective engagement– combining our knowledge, skills, wisdom and experience. The problem is too big, too complicated, too important for fragmented, individualistic or ad hoc approaches.

10 “Despite years of effort, institutions have yet to develop a coherent framework to guide their thinking about which actions matter most and how they should be organized and successfully implemented. Too often, institutions invest in a laundry list of actions, one disconnected from the other.” (Vincent Tinto, 2012) Efforts to promote student success need to be coherent, with a sound theoretical and evidence base. Intellectual rigour is essential

11 Accountability is required During the past several decades greater societal demands for accountability have prevailed. This has obliged universities to demonstrate that learning is taking place. A greater emphasis is placed on measuring learning outcomes; it is no longer sufficient to measure the "inputs"-what is being taught and how the curriculum is delivered to the students. (UNESCO 2009, Trends in Global Higher Education: Tracking an Academic Revolution )

12 Both institutionally-based and nationally coordinated activities Institutional enhancement HE system enhancement

13 Institutional submissions Analysis Feedback Collaboration Analysis Symposia, working groups Projects of other bodies Institutional capacity development Research projects Select focus areas Individual Institutional feedback Feedback Institutional reports Process

14 Institutional engagement Institutional submissions Meetings of groups of institutions Institutional reports Feedback to individual institutions Baseline, showing priorities and practices initially Enables sharing of problems and good practices to advance student success What institution has done and plans to do since IS Based on IS and IR, what is good, suggestions for improvement

15 Collective engagement Analysis of institutional submissions Published reports QEP meetings DVC meetings Symposia, workshops and conferences Research

16 Monitoring and accountability The Institutional Audits Committee monitors the QEP and is accountable to the HEQC A working group is being formed to develop indicators for the QEP, with support from SAAIR

17 Enhancing… Teaching Curriculum Assessment Learning resources Student enrolment management Academic student support and development Non-academic student support and development Academics as teachers Student support Learning environment Course and programme enrolment management

18 Focus areas for Phase 1 1. Enhancing academic as teachers Including professional development, reward and recognition, workload, conditions of service and performance appraisal. 2. Enhancing student support and development Including career and curriculum advising, life and academic skills development, counselling, student performance monitoring and referral. 3. Enhancing the learning environment Including teaching and learning spaces, ICT infrastructure and access, technology-enabled tools and resources, library facilities. 4. Enhancing course and programme enrolment management Including admissions, selection, placement, readmission refusal, pass rates in gateway courses, throughput rates, management information systems.

19 Context For each focus area say: 1.How it relates to strategic plan; 2.What you do that is successful and how you know; 3.What you tried that was unsuccessful and why; 4.What is planned in the near future; 5.What still needs to be addressed. Other areas of concern Total length ~25 pages Institutional submissions (by 1 Sept)

20 Phase 1 main activities ( ) 2014 QEP launch (27 Feb) QEP student workshop Institutional QE committee identified Institutional submissions (by 1 Sept) Analysis QEP meeting DVCs meeting 2015 Collaborative group workshops Analysis QEP meetings (national+regional) Institutional reports (by 30 Nov) DVCs meeting Select new focus areas 2016 Feedback to each institution Institutional submissions Analysis QEP meetings (national+regional) DVCs meeting

21 Institutional QEP CommitteeQEP MeetingsDVCs meetings PHASE 1 and PHASE 2 1.Select focus areas 2.Institutional submissions 3.Analysis 4.Collaborative group meetings 5.Analysis 6.Institutional reports 7.Analysis 8.Institutional feedback Spin-off activities

22 Proposed process for private HEIs Voluntary on-line institutional submissions Analysis of submissions Workshops on each focus area for institutions that make submissions Make information about good practices available Seek synergies between public and private HEIs in promoting student success

23 Benchmarks and codes of good practice for quality undergraduate provision Policy recommendations Tools and resources for improving student success Research Communities of practice Raise the bar for what can be expected of institutions in promoting student success in future Expected outcomes of the QEP

24 1.Enhancement of the quality of undergraduate provision 2.Enhancement of the quality of graduates 3.A higher education system that is improving continuously as members of the higher education community collaborate to share good practice and solve shared problems. Broad desired outcomes

25 “Student success does not arise by chance. Nor does substantial improvement in institutional rates of student retention and graduation. It is the result of intentional, structured and proactive actions and policies directed towards the success of all students.” (Vincent Tinto 2012)


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