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Using institutional renewal to build a culture of accountability and evidence-based decisions. MSCHE IN LATIN AMERICA Moises Silva, Ph.D. Director of Institutional.

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Presentation on theme: "Using institutional renewal to build a culture of accountability and evidence-based decisions. MSCHE IN LATIN AMERICA Moises Silva, Ph.D. Director of Institutional."— Presentation transcript:

1 Using institutional renewal to build a culture of accountability and evidence-based decisions. MSCHE IN LATIN AMERICA Moises Silva, Ph.D. Director of Institutional Research and Quality Assurance Accreditation Liaison Officer Universidad Mayor (Chile) Soledad Ramirez, Ed.D. Executive Director for Academic Affairs Universidad Mayor (Chile)

2 A Glimpse of Universidad Mayor Private and non-profit institution, founded in 1988 Located in two cities (Santiago + Temuco) Organized in 10 Colleges 39 Professional Schools Conservatory of Music About 15,000 students Over 6,000 Graduates

3 Over 60 Undergraduate Programs (Professional Degrees) 35 Master Degree Programs 43 Other Postgraduate Programs Granted Full Autonomy status in 1996 (Chilean Licensing System) Granted Accreditation in 2005 (National System) Granted Candidate status in 2006 (MSCHE) Invited to initiate Self-Study process in 2006 (MSCHE)

4 4 Higher Education in Chile Heterogeneous institutions Increasing demand for effectiveness, efficiency and social relevance Increasing demand for integrity (accountability) Competition for resources International education

5 5 Quality Assurance in Latin America Accreditation initiatives are rather new Institutional research capability is growing Trans-national experiences And in Chile Licensing Eventual Full Autonomy Accreditation: Self Study - Site Visit - Effects State-controlled National Commissions Universidad Mayor: Autonomy in 1996 Accredited in 2005

6 6 Why International Accreditation? Consolidate a place, obtain a distinctive seal of quality in the Chilean environment Assure continuous improvement Facilitate student mobility and increase academic exchange Establish a new point of reference for the State-controlled National Accreditation System Become a member of a special club Why MSCHE?

7 7 Additional Elements of the Challenge Faced Meet 21 Eligibility Requirements and 14 Standards (more demanding than the national system) Invest 5 years on an initial phase that can turn into nothing (uncertainty; longer than the national system) A cycle of internal reviews and external evaluations (continuous work) Demands from a different language and uncomfortable calendar

8 8 Formal Results as Today Candidacy status granted in June 2006 Invitation to Self Study in June 2008 Some Massive Effects so Far A transformational change - Organizational structure - Planning and budgeting - Institutional research - Human and physical resources development - Institutional curriculum (CurriculumMayor) - Information system and technology - Institutional and student learning assessment But mainly a cultural change

9 9 Planning and Budgeting: A Sensitive Area Resistance to change From central decision-making to proper campus involvement Educating Faculty and staff (and empowering) Administration and Faculty talking to one another Money and heart fly together Institutional Mission: Mission Impossible?

10 10 Initial CMYDiscipline CMY Professional CMY Graduate or Specialized CMY Bachelor Licentiate Professional Master Specialization Professional Education Basic Education Management and Entrepreneurship Education General Education Degrees CurrículumMayor (CMY) C u rr i c u l u m B l o c k s Educational Areas Years Optional

11 11 Curriculum Revision to Integrate UM General Competences and MSCHE Standard 12 PHASE 1 –Task force to study the integration of both components –Proposal for policies and 7 basic objectives –Feedback from faculty and Schools chairs (over one semester of work)

12 12 PHASE 2 School chairs and faculty perform thorough analysis of all courses across the curricula to determine level of tribute to 7 objectives: –Teaching methods –Evaluation strategies –Course content

13 13 Phase 3 Analysis and needs assessment to identify weak objectives performed by Schools assisted by Academic Office (AO) Phase 4 Reformulation of General Ed Area of CMY New course structure for 2009 academic year, starting next March with participation of all Schools assisted by AO

14 14 Phase 5 Generating General Education Teachers profile and docent selection Phase 6 January 2009 :General Ed Instructors Training Program; and General Ed Learning Outcomes Assessment Plan to be developed by instructors assisted by AO

15 15 Assessment Procedures in the CurriculumMayor (CMY) and Design of the Educational Effectiveness Assessment System: Organizing Facts and Experience

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17 17 Review of assessment procedures in the CurriculumMayor (CMY) and Design of the Educational Effectiveness Assessment System At each stage or block of the CMY two elements were identified: - students main activities - assessment procedures performed Some examples

18 18 Initial Stage Activities –Freshmen induction –Classes –Seminars –Field work –Laboratories –Beginning stage completion –Teachers roundtable –Students web work Assessment procedures –Students opinion –Tests –Exams –Likert scales –Students reports –Competence evaluation –Outcomes analysis –Teachers evaluation

19 19 Discipline Stage Activities Classes, seminars and workshops Laboratory work Practicum Study trips Assessment procedures Tests, exams, reports Portfolios, rubrics Students reports Supervisor evaluation Portfolios and reports

20 20 Professional Stage Activities Professional Practicum Internships Integrated seminar Dissertation Assessment procedures External evaluation and supervisors report Students report and supervisors report Exam Written research project with external evaluation

21 21 The Systems Main Features All elements are linked There are summative evaluation events after each stage or curricular block There are faculty group analysis of students learning outcomes, and actions are taken There are quantitative and qualitative methods Alumni follow up activities are included It is a dynamic on going cycle of events

22 22 Some closing remarks UM is fully understanding that student learning is the University business Organizational learning is taking place A move towards an evidence and accountability culture is in progress Assistance of MSCHE workshops, officers and consultants and other organizations is important MSCHE role in QA may be extended MSCHE action in Latin America is being noticed Has been a highly beneficial experience

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