Presentation on theme: "Quality management implementation at University"— Presentation transcript:
1Quality management implementation at University Dr. Juan Viñas SalasRector Lleida UniversityAMSE ANNUAL CONFERENCEBARCELONA 5-7- JUNE 2008
2The Legitimacy of Quality Assurance in Higher Education One of the basic elements of EHEA is the quality in HE and the development of QA systems for HEIs;The standards and guidelines for QA adopted by European ministers in Bergen in 2005;The progress of implementation was reviewed again in London in 2007.
3Diversity exists:Ministers agreement in Berlin 2003: national QAsystems should include a ”system of accreditation,certification or comparable procedures”.The HE systems in Europe vary, maintlyfor historical reasons alone:old - new universitiespublic - private- comprehensive - special HEIsetc.
4EHEA with the recognition of titles and studies within European Universities makes necessary to implement a Quality Assurance program to assess similarities in teaching outcomesMedical training has health care implications that makes it specific and different to others
5AGENCIES HIERARQUIE ENQA NATIONAL AGENCY EVALUATION QUALITYEVALUATIONUNIVERSITY SETTINGS
6Evaluation Standards in Medical Education There is a real need to:EvaluateEnhanceAccountabilityConfront- the methods and results of all University Higher Education in Europe for the EHEAQuality AssuranceIn Medical Education this need is worldwidefor its health care implications
7MEDICAL SCHOOL COMPLEXITY undergraduate medical educationpostgraduate training:SpecializationContinuous Medical EducationResearch:BasicAppliedinteraction with the clinical service
8Types of University Settings Evaluation Institutional Evaluation:GovernanceGeneral organize aspectsSpecific EvaluationsQuality of Teaching: - curricula- methodology- outputsHealth Care Quality Assurance
9QUALITY ASSURANCE Quality Circle Q.A. focused on: Continuum of Quality StructureProcessResultsContinuum of QualityUndergraduatePostgraduateAccreditation or improvementQuality of:Medical School andHealth Care System
10Rector’s Challenges Differences between Centres and Studies Different Staff opinionsNeed of more ResourcesNeed of European standards and guidelines
11Staff vision of Q.A. Evaluations A mandatory extra-work that takes extra-timeA bureaucratic extra-work that have little positive effects of their own professional workA rectorate office imposition because of no trust in staff and need of university marketingA necessary complementary work for increasing quality in teaching, research and health care providingNeed of university transparency and accountability for generating society complicity and help
12Actions to be implemented Continuous information-education about the need of life-long learning in all professional aspects, not only technical:TeachingSelf growingResearchManagementImplication of Staff in the processImplication of Students in the processMake Staff leave the QA evaluation as a “enjoying process”
13PITFALLS TO AVOID IN QUALITY ASSURANCE Excess bureaucracyReceived as a “police inspection”Excess of extra workFew related to outcomesNot accepted as a improvement toolConforming with the assessmentsNon integrated in staff normal work
14Need of University Social Implication It is a mistake to ask for more University financing just for social reasons: we are not priorities as:1- health care2- social settings3-Education non universityWe must combine it with social needs for producing moneyefficiency: to gain/gainincrease of general economy: I+D+IIncreased value: - quality, prestige, better health care
15Justification of Quality Assurance Quality assurance and quality improvement are two necessary objectives that all organization must assume and work towards it. There is no other option.Personal ethics. To work with the maximal quality as possible is a challenge that every human being must have as a value. It is one of the different items that help one to be happy in his/here own life. The selfish increases if one works with quality.Social ethics. There is a need of security in health care for every citizen
16The audit criteria must be based on European standards and guidelines:- the more detailed criteria can be set in consultation withthe HEIs, and they are public- the audit process involves partly a peer review, butincludes also student and labour market representatives;the audit report must be published, and be public;It is worthwhile that the Quality agency gives aquality certificate to the HEI that has passed the criteria
17The leadership and governance of each HEI plays an important role in the implementation of itsQA system. (But still every university already has’quality’.)A system that is based on a quality culture thatembraces everybody in the institution.The leadership has to be the initiator of the strategicquality improvement in the institution, and its role isfurther enhanced in the dissemination of good practicesthrough national and international networks.
18Really exists a ”Common European language” in what is quality terminology in different culturaland historical contexts and its interpretation?- can the standards be applied consistently?- how about legal documents?ENQA Workshop on ’Language of the EuropeanQuality Assurance’, in June 2006
19Different approaches for Q.A. Assessment Each Medical School, according with the HEI can decide itself which type of quality system it is following (ISO, EFQM, etc.) or developed their own that fits best their very strategy and tasks;Every Medical School should be willing to go through the audit. Their motivation based largely on enhanced national and international competitiveness and visibility.Each audit based on a specific contract between the Medical School and the Agency, and thus must not been seen as limiting its the autonomy.
21The way ahead:Internal quality assurance processes need to be sufficiently financed on a continuous basisdecisions about course and program design, monitoring and approval should be informed with employers’ views - Health care Responsibles -.quality management bodies inside the HEIs should involve students on a more systematic basisinvolvement of international reviewers has to be financially supported by the government
22SummaryMedical School is different as teaching implies health care system and patient’s care; its cost is very high.Many people implicated in medical students training are not linked with University Staff: Hospital and Primary Care physicians, nurses and other Health Care Professionals, etc.Q.A. of Medical Schools must be closely related to results, to outcomesThere are different specific models of Q.A. evaluation of Medical Schools. ENQA should agree a common European Standard Model.
23SummaryUniversities must give high autonomy governance to Medical SchoolsHealth Care providers must be linked with Medical School responsiblesUniversities Quality Assurance Offices must help medical Dean’s Office work