1. Peter Williams, CBE Former Chief Executive, QAA, UK and Former President, ENQA Jazan University 5 Rabi al-Akhir 1434

2.  Quality assurance in higher education has grown greatly in past 25 years  Many models have been advocated and tried  Some have industrial antecedents (eg ISO)  Others have been more customised for HE  There are many hybrids and variants  This has led to the first problem with QA in HE: Peter Williams Jazan University 6 Rabi al-Akhi1434

3.  A workable definition is needed in each local context  Clarity of purpose is vital  Procedures should be devised to meet the defined purposes of QA  Are there any irreducible values or principles, shared by all? Peter Williams Jazan University 6 Rabi al-Akhi1434

4.  But the results will probably disappoint  A lot of effort will be expended for little result  QA may lose its credibility  QA will be seen as an ‘overhead’ or burden rather than a valuable tool Peter Williams Jazan University 6 Rabi al-Akhi1434

5.  It will report on levels of ‘quality ‘ ◦ (but what is ‘quality’?)  It will compare levels of achievement among providers  It will provide an incentive to improve  It will provide useful information for potential students  It will allow governments to reward or punish institutions  It will help to justify greater autonomy  It will provide a form of consumer protection Peter Williams Jazan University 6 Rabi al-Akhi1434

6.  No! Quality assurance should not be expected or required to do so much!  Quality assurance is a very useful tool, but it isn’t the answer to all problems in HE.  It won’t turn bad quality into good quality because... Peter Williams Jazan University 6 Rabi al-Akhi1434

7. Quality can only be assured by those who are involved in the teaching/learning activity: everything else is observation, commentary, facilitation or interference Peter Williams ‘Jazan University 6 Rabi al-Akhi1434

8.  Quality assurance must not get in the way of effective learning  Quality needs to be assured for the benefit of students, teachers, higher education institutions, employers and society more generally  Quality assurance is a means, not an end  QA procedures should be designed to meet specific purposes Peter Williams Jazan University 6 Rabi al-Akhi1434

9.  What is the system intended to achieve? ◦ In what away will the world be a better place as a result of this system?  What differences do you want to see to teaching and learning (‘improvement’ is not an acceptable answer)?  What changes do you not want to happen?  How much time and money are you willing to commit (include opportunity costs)?  Have you got sufficient professional expertise to do the job?  How long are you prepared to wait for the changes to be effective?  Are you more concerned with control or improvement? Peter Williams Jazan University 6 Rabi al-Akhi1434

10.  what are you trying to do? PURPOSES  why are you doing it? REASON  how are you going to do it? METHOD  how do you know it works? EFFECTIVENESS  why is that the best way to do it? OPTIMISATION  how can you improve it? IMPROVEMENT Peter Williams Jazan University 6 Rabi al-Akhi1434

11. 1. Raise consciousness/develop quality culture (internal/external) 2. Develop quality assurance system (internal) 3. Evaluate programmes (internal) 4. Accredit programmes (external) 5. Accredit institutions (external) 6. Transfer programme accreditation to institutions (self-regulation) 7. Reserve external programme accreditation for internationally competitive subjects on a voluntary basis Peter Williams Jazan University 6 Rabi al-Akhi1434

12.  Unequivocal acceptance that students are at the heart of higher education  Development of awareness of quality in higher education institutions  Action to embed quality consciousness amongst individual academic faculty  Encouragement of a strong sense of collegiate responsibility for meeting students’ needs  Recognition of importance of self-knowledge  An outward-looking philosophy  Acceptance of public accountability  A dynamic, needs-driven, quality assurance system Peter Williams Jazan University 6 Rabi al-Akhi1434

13.  Must be clear about what it is trying to achieve  Should do no more than is necessary  Should not overburden institutions  Should be committed to improving quality and quality management  Should beware the sterility of repetition  Should not claim more than it can deliver Peter Williams Jazan University 6 Rabi al-khi1434

14.  A need for reliable and useful information about quality (rankings can’t provide this) and higher education more generally  A need for public confidence in providers  A need for reassurance about the value of qualifications  A need for providers’ confidence in what they’re doing  A need to encourage academic ownership of quality and standards  A need to get rid of ‘bogus’ institutions and accreditors Peter Williams Jazan University 6 Rabi al-Akhi1434

15.  Strong internal quality cultures and associated actions  External verification of quality  Up to date information about quality  Clearly understandable standards for QA  A common language and vocabulary Peter Williams Jazan University 6 Rabi al-Akhi1434

16. And finally... Peter Williams Jazan University 6 Rabi al-Akhi1434

17. And finally... Peter Williams Jazan University 6 Rabi al-Akhi1434

18. And finally... …Quality is a journey, not a destination Peter Williams Jazan University 6 Rabi al-Akhi1434