1. systematic processes that provide outside
Quality assurance refers to planned and
systematic processes that provide outside
stakeholders with confidence in the quality
of a service or product.

2. There are two core concepts at the centre of this volume:
quality assurance and internationalisation.
This chapter will outline these concepts and establish
the relationship between them.

3. Accreditation is a tool used to give this trust.
Quality assurance is about giving trust to stakeholders or students about
quality.
Accreditation is a tool used to give this trust.

4. The concepts of quality and quality assurance.
Quality refers to both the process and the result (product or outcome). Quality can either be seen as part of a product or service, which makes it an objective feature (quality of education), or dependent on the customers' perception (student satisfaction), which makes it a subjective feature.

5. These two perspectives are defined over time in the
box below.
Expected quality and designed quality are measured before using the product, while perceived and supplied quality are measured after its delivery and use.

6. Objective Before Subjective Expected quality GAP Designed quality
After
Percieved quality
Supplied quality

7. As the perceived quality of a product or service is in many cases not entirely equal to the expected quality, you could say there is a gap between expected and perceived quality. This is on the customers’ side. However, the suppliers’ side shows the same possible pitfall. Designed quality does not necessarily coincide with the supplied quality because of variations in the production process, for instance.

8. Finally, anyone working with students or other customers knows there is a gap between both students’ expectations of quality and the quality standards set by the institution, as well as between students’ perceptions of quality and the quality actually supplied.

9. Quality assurance is the result of several steps within a quality system, as is shown in the box below. A quality system can consist of:
quality policy (internally focused)
quality control (internally focused)
quality assurance (externally focused)
quality enhancement (internally focused)

10. QUALITY ENHANCEMENT (ACT) QUALITY CONTROL (DO) Self-evaluation Audit
QUALITY POLICE(PLAN)
QUALITY OF PROCESSES
PREREQUISITE
QUALITY OF PRODUCT/OUTCOME
QUALITY ENHANCEMENT (ACT)
QUALITY CONTROL (DO)
Self-evaluation
Audit
Benchmark
Peer review
Accreditation
QUALITY ASSURANCE(CHECK)

11. main characteristics of a product/service
Quality policy explains which actions are necessary to reach the quality standards set. The quality standards specify the expectations of quality. A quality policy document includes:
main characteristics of a product/service
relevant quality characteristics
levels of criteria or performance indicators

12. Quality control is a systematic continuous effort to reach the set quality criteria or to meet the requirements of the client or customer. Quality control is meant to ensure that the service delivered or product developed is in line with the scope envisaged. Quality assurance refers to planned and systematic processes that provide outside stakeholders with confidence in the quality of a service or product.

13. Quality enhancement means taking deliberate steps to bring about continuous improvement in the effectiveness of certain activities. Enhancement is about innovative improvement in which some risk is involved. This also makes quality enhancement relative, since what may be innovative today is the norm of tomorrow.

14. Several levels can be distinguished within higher education, each with a different view on quality assurance and internationalisation
Level
International subsidies and programmes
National policies
Higher education institutions
Educational programme
Teaching and learning
Students
Example of quality focus
Criteria within the Life Long Learning(LLL) programme
Criteria to apply fro funding
Accreditation/quality of processes
Learning outcomes
Quality of services

15. Each of these levels may have different objectives
Each of these levels may have different objectives. We will focus mainly on the institutional level.
At the institutional level, the quality of processes and accreditation are important focus points. Accreditation can be defined as a quality assessment, which results in a judgement.
Accreditation is a multi-step process,involving:
self-evaluation by the institution or programme undergoing accreditation;
External assessment by independent experts;
The accreditation decision made by the accreditation body;

16. Example of an accreditation process
Programme/
Institution
Internal evaluation
Self-evaluation
report B
Quality assurance agency
Quality assessment
by a panel
Quality assessment report C
Accreditation agency
Accreditation decision
Accreditation report
Not public
Public

17. The difference between quality assessment and accreditation can be established from the figure above.
Whereas assessment will answer the question of how good a programme or institution is, accreditation will answer the question of whether it is good enough.

18. Quality assurance and internationalisation.
Adding value to the quality of education itself , through international activities such as student and staff mobility or joint curriculum development, internationalisation is indeed a catalyst of quality. Many even say that internationalisation is a process of educational change aimed at improving the quality of education.

19. Motives and strategies for the internationalisation of higher education
Objectives of internationalisation
Instruments and strategies
Outcome/effects
Macro
International
World peace
Economic growth
Scholarships
Harmonising educational systems and their quality assurance
Social integration
Competitive higher education system on world market
National
High quality workforce
International recкuitment
Educating/attracting skilled workers
Meso
Institutional
Attracting more and higher quality students and staff
Agreements with international partners
Reputation building
Micro
Programme
Increasing the quality of education
Internationalisation at home
Student and industry satisfaction > increase in reputation and in student applications
Students
Having an interesting learning experience
Study abroad,international internships,etc
Personal enrichment and better job opportunities

20. How the internationalisation process should be shaped to lead to quality improvement of education is subject to much debate, mainly because proof of the positive influence of internationalisation on the quality of education is still fragmented. Considering a programme or institution to be of good quality will depend on the goal your institution is planning to achieve.

21. Quality assurance can secure funding, lead to improvement of processes or results and produce information for future students and employers. However, quality assurance is also a very complicated, never-ending process.

22. How do you establish quality assurance in internationalisation
The first step is to determine your goals, preferably in a policy plan, and set a strategy on how to reach these goals.
Why was it again that an institution wants to set up a quality assurance system?
To find out if it (the institution)offers quality
To show other the quality it offers
To retain the level of quality offered
To achieve quality or excellence
To increase the volume of internationalisation activities
To keep risks of innovation acceptable

23. Quality assuarance phases
Action
Content
Quality
Plan
Compability between
purpose and form
Say what you will do
Internationalisation
goals are explicit elements in your policy
plan
Policy Do
Commitment of
adequate resources,
clear dissemination and
exploitation plan
Do what you say
Key indicators have been set for these goals
Contol
Check
Evaluation, monitoring,
accreditation
Prove that you do what
you say
Achievement of these
goals is evaluated in a
structured process
Assessment
Act
Use of feedback,
improvement plans,
organisationl change
Take measures to
improve your policy
Information gained from
Evaluation is fed back in a structured process to
improve policy
Enhancement

24. Goals of internationalisation
Professionalising the internationalisation activities within your institution requires a new habit: starting with planning rather than doing.
PLANNING
A policy plan including explicit goals is essential in quality assurance.
A policy plan includes the basic criteria by which you intend to assess the quality delivered by your institution. The plan should therefore include:
Goals of internationalisation
Measurable objectives which will lead to the reaching of the goals
Organised activities derived from the measurable objectives
Facilities available to support the activities

25. Goals of Internationalisation
Goals on the institutional level could include:
Increasing the international and intercultural competences of students;
Improving the quality of education;
Supporting the continuity of the institution;
Increasing the institution’s service to society;
Improving the institution’s reputation;
Improving the quality of research;

26. Measurable objectives
To set measurable objectives you can use the SMART checklist:
Specific: the objectives is well defined and clear to any stakeholder.
Measurable: in what form will this objective be reached and under what (observable)conditions?
Agreed upon: do the stakeholders and staff accept this objective?
Realistic: within the availability of resources, knowledge and time.
Time-bound:when should the objective be reached?

27. Internationalisation activities
The next step is to decide on which activities to undertake in order to reach these goals. These could for instance be:
Offering education in a non-native language;
Student mobility/credit mobility;
Recruitment of international students/degree mobility;
Internationalisation of the curriculum;
International knowledge sharing;
International research activities;

28. Facilities & Services
Many internationalisation activities cannot be organised without support from certain facilities. These facilities could be grouped as:
Finances
(Internationalisation of) staff
Partner network
Academic services
Practical services
Social services

29. Implementation (Doing)
The more importance is attached to quality assurance of
Internationalisation, the more it seems to become
detached from the educational programmes.
Including international aspects into the learning objectives of a study programme;
Recruiting staff on the programme level with international experience;
Assigning an internationalisation staff member from a central office to each(cluster of) programme(s)

30. The central question that comes up now is: should we intergate quality assurance system or should we keep it separate? In Savonia University we use the integrated system.

31. For the quality assurance model Savonia UAS EFQM Excellence Model
Enablers
Results
Leadership
People
Processes
People Results
Key
Performance
Results
Policy & strategy
Customer Results
Partnerships
& Resources
Society Results
Innovation and Learning

32. The EFQM Excellence Model, a non-prescriptive framework based on nine criteria, can be used to assess an organisation’s progress towards excellence. Excellent results with respect to Performance, Customers, People and Society are achieved through Leadership driving Policy and Strategy, that is delivered through People, Partnerships and Resourses and Processes.

33. Evaluation (Checking)
Evaluation is one of the most important elements of quality assurance.
Evaluation of internationalisation activities is increasingly undertaken in higher education institutions because knowing where you are going requires knowing where you start from.
Key to setting up evaluations is determining beforehand what you want to measure. Additionally, a wide range of decisions need to be made on the way in which the assessment will be organised.

34. Some important decisions are:
The level of the evaluation:which quality will be assessed? That of an institution, programme or administrative unit,or rather the outcomes at student level?
The focus of the evaluation: will it be on input (staff,programmes,activities),output(graduates,publications) or outcome(learning outcomes,labor market entrance)?
Scope: what data do you need to improve your activities or policy. For each question you ask students, staff or stakeholders, think about what possible answer you could get and what the use of these answers would be.
The moment should be chosen carefully. Make sure you evaluate a goal after sufficient time has been invested to reach the goal.
Audience: to whom will the results of the quality assessment be made public? Is it for internal purpose only,for the government or will all stakeholders be informed?

35. The characteristics of the product delivered by the assessment will depend on the answer to the following questions: How are these stakeholders persuaded? Will the outcomes of the assessment be made available in the form of indicators and data, through reports or through ranking and league tables?And will these outcomes be made publicly available or to a selected group of readers only(ministry of education)?
The population could be any of the customer groups or stakeholders involved. Besides the obvious groups of students and staff (teachers,administrations and researchers),you could also consider alumni,employers,partners,peers and financers or government bodies.
The collection of data could take place through surveys (questionnaires or interviews),case studies,field research,observations,desk research, panel studies, tracer studies,etc.
The analysis could be quantitative , qualitative or both.
Authority: who will administer the quality assurance process? Is this a national,regional or local government agency, an independent body,a professional organisation or the institution?
The consequences of the assessment results can range from obtaining a license to award recognised degrees, to gaining access to certain resources.

36. Key to setting up evaluations is determining
beforehand what you want to measure.