Presentation on theme: "Good Practices of QA of Finnish HE Riitta Hakulinen Head of Quality Development HAMK, University of Applied Sciences."— Presentation transcript:
Good Practices of QA of Finnish HE Riitta Hakulinen Head of Quality Development HAMK, University of Applied Sciences
Basic elements of quality work of HE institution The three-year performance agreements with Ministry of Education (ME) + performance indicators Basic elements of quality work of HE institution Vision, Mission (basic tasks: Education, research / R&D, regional impact) and Values of Uni Strategy and development plans Described processes – process management Feedback systems from students and working life Self-evaluations (matrix, EFQM, CAF, ISO 9001:2000 …)
Case 1 The Bologna Process and Finnish Universities of Applied Sciences – a national project The Final Report of the Project (English Version)
UAS´s ECTS –project´s 2 nd phase , Curriculum development All Universities of Applied Sciences in co-operation: Regional meetings for people responsible for curriculum (Oct – Nov 2005) The Rectors’ Conference of Finnish Polytechnics ARENE ry: Recommendations for competence analyses and curriculum outline (Nov – Dec 2005) Seminars on curriculum design and competence analyses Defining generic competences (national expert group) and subject-specific competences (field- specific teams) (Dec 2005 – July 2006) National seminars Training and consultancy in curriculum development (Aug – Dec 2006)
Subject-specific and generic competences The competence definitions are based on the proposal for the European Qualifications Framework (EQF), the draft for National Qualifications Framework for Finnish HE and the results of the Tuning project. 1) competences are divided into subject-specific (professional) competences and generic competences and 2) a matrix (grid) is used as a curriculum outline.
Case HAMK, UAS Curriculum
Case 2 Teaching evaluation matrix University of Helsinki
The assessment of the quality of teaching at the UH Focus on the quality of university-level teaching Self-assessment of teaching quality is a means to improve the quality of teaching and other operations of a unit Self-assessment may include the whole range of teaching activities or only the central aspects Includes the entire staff and student body in the assessment – empowerment evaluation.
Matrix Enduring values of UH Changing strategic themes Aspects of the quality of teaching Objectives and planning Implementation Assessment The matrix and it’s use and usefulness is under monitoring during Thank you !