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Setting internal Quality Assurance systems Jadwiga Mirecka Jagiellonian University Medical College AMEE Executive Committee, Group of the Bologna Experts.

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Presentation on theme: "Setting internal Quality Assurance systems Jadwiga Mirecka Jagiellonian University Medical College AMEE Executive Committee, Group of the Bologna Experts."— Presentation transcript:

1 Setting internal Quality Assurance systems Jadwiga Mirecka Jagiellonian University Medical College AMEE Executive Committee, Group of the Bologna Experts AMSE 2008

2 External systems for quality assurance QA initially built around the Internal systems for quality assurance but now we face a switch towards

3 -direct responsibility of universities for the quality of education -fulfill demand for accountability towards stakeholders -better accommodate experiments and innovations Characteristics of the internal QA

4 Characteristics of the internal QA cont. -adapted to local needs -help to demonstrate effectiveness of the own programmes ­more focus on continuous quality improvement -allow more openness in revealing weaknesses

5 Autonomy Clearly defined mission and goals Proper leadership Sufficient facilities and competent staff Adequate financial resources Prerequisites for institutional QA are:

6 Quality in University embraces: -Education -Research -Management -Development and infrastructure -Leverage of funds -Marketing Woźnicki W-wa 2007

7 1. Policy and procedures for quality assurance 2. Approval, monitoring and periodic review of programmes and awards 3. Assessment of students 4. Quality assurance of teaching staff 5. Learning resources and student support 6. Information systems 7. Public information ENQA* Part 1. European standards and guidelines for internal quality assurance within higher education institutions * + EUA, ESU, EURASHE

8 1. Policy and procedures for quality assurance: The strategy, policy and procedures should have a formal status and be publicly available. They should also include a role for students and other stakeholders.

9 Strategy for QA: What– general goals, priorities, expected outcomes Why– prerequisites for change How– specific actions, budget Who– identify persons and groups (QA Unit) When– dead-lines for particular actions Plan: UCC The plan should be SMART: (Specific - Measurable - Accurate - Realistic –Timebound)

10 The role of students As clients of institution : Students satisfaction, evaluation of final outcomes As objects of the process : evaluation of teaching and teachers As partners sharing responsibility : participation in all decision taking bodies

11 2. Approval, monitoring and periodic review of programmes and awards: Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programmes and awards

12 Suggested actions… Monitor educational effectiveness: - outcomes achieved - feedback from graduates and employers Establish links with: - the National Qualification Frameworks - results of the Tuning project Re-structure curricula towards: - students centred, - outcome based

13 3.Assessment of students Student should be assessed using published criteria, regulations and procedures which are applied consistently

14 Suggested actions… Requirements for exams and passing criteria should be defined in advance Methods of assessment should reflect learning objectives, Assessment should be objective and standardized The entire process of students evaluation should be transparent

15 4.Quality assurance of teaching staff: Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so.

16 Policy for competitive hiring of staff Continuous feedback on quality of teachers Staff development programmes Unit for Medical Education Rewarding teaching excellence (career promotion) Suggested actions…

17 5.Learning resources and student support: Institutions should ensure that the resources available for the support of student learning are adequate and appropriate for each programme offered

18 Suggested actions… Optimal re-distribution and use of existing resources Transparency of financial decisions Provision of counseling and learning support Career office

19 6.Information systems: Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes of study and other activities

20 Suggested actions… Use of computer-based data collection systems Improvement of intra-institutional communication Current monitoring of educational effectiveness Current analysis of needs (of students and staff – Satisfaction tests) Comparison with other similar institutions

21 7.Public information: Institutions should regularly publish up to date, objective information, about the programmes and awards they are offering

22 Suggested actions… Make publicly available accreditation reports Publish data concerning university and faculty in form of reports not advertisements Print study catalogues in other languages Present programmes and study offers on web sites

23 SWOT analysis of the institution : strengths, weaknesses, opportunities, threads Where to start ? Define mid-term and long term goals………

24 ECTS as an accumulation system: - reflected in study rules - allowing recognition of achievements obtained elsewhere - used as a measure of workload for curriculum planning - linked to learning outcomes What else should be considered ?

25 The quality of leadership Functions of a leader To indicate goals To coordinate actions To built trust and support initiative To assure balance between the central management and collegial responsiveness Characteristics of a leader To have vision To be charismatic To have power

26 To preserve diversity To built on local tradition To avoid over bureaucratisation To involve all players To keep the process going on What should be remembered ?

27 Z External systems for quality assurance Internal systems for quality assurance Quality culture

28 But not implementing them might cost even more Implementation of the internal quality systems will cost


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