1. Teaching quality Francisco Javier Garc í a Marco Universidad de Zaragoza

2. Content What is quality?What is quality? Models for quality managementModels for quality management Landing quality in the teaching arena: The Tuning projectLanding quality in the teaching arena: The Tuning project Some conclusions and tipsSome conclusions and tips

3. What is quality? (1) The problem –What means quality and, therefore, teaching quality?

4. What is quality? (2) Some answers Etymology: qualitasEtymology: qualitas –The peculiar way of being of something –Qualitas in teaching means “ true teaching ” –Perhaps sometimes we are not teaching enough Oxford dictionary: excellenceOxford dictionary: excellence –the standard of something as measured against other things of a similar kin –Excellence in teaching means giving our best with outstanding results –Perhaps we can do better, we are not giving our best, Why? Which are the obstacles? What is required?Why? Which are the obstacles? What is required?

5. What is quality? (3) A clear definition Quality [ … ] meansQuality [ … ] means –doing the right thing, –at the right time, –in the right way, –for the right person –and having the best possible results Agency for Healthcare Research and Quality. AHCPR Publication #99-0012: A Quick Look at Quality. Your Guide to Choosing Quality Health Care. Last updated July 2001. (Online) http://www.ahrq.gov/consumer/qntascii/qntqlook.htm http://www.ahrq.gov/consumer/qntascii/qntqlook.htm

6. Models for quality management Deming ’ s principlesDeming ’ s principles International Standard Organization ISO 9000 seriesInternational Standard Organization ISO 9000 series European Foundation for Quality Management ModelEuropean Foundation for Quality Management Model

7. Quality management (1) Deming ’ s 14 principles Constancy of purpose toward improvement Adopt the philosophy of quality Minimize total cost Improve constantly and forever to improve quality and productivity, and thus constantly decrease costs. Institute leadership to help people and machines and gadgets to do a better job. Vigorous program of education and self-improvement. Institute training on the job. Put everybody to work to accomplish the transformation. The transformation is everybody's job. Cease dependence on inspection, concentrate in building quality into the product Drive out fear, so that everyone may work effectively for the company Break down barriers between departments Eliminate slogans, exhortations, targets, quotas, management by objective, numbers Remove barriers that rob the worker of his right to pride of workmanship. Equally so, people in management and in engineering +–

8. Quality management (2) ISO 9000 series

9. Quality management (3) The European Foundation for Quality Management Model

10. The Tuning quality model Quality definition in TuningQuality definition in Tuning The Tuning approachThe Tuning approach Key Tuning elements (1 and 2)Key Tuning elements (1 and 2) The Tuning Quality Development CycleThe Tuning Quality Development Cycle

11. Quality in Tuning The general objective of the entire higher education sector must be to create, enhance and guarantee the best and most appropriate experience of higher education possible for the student.The general objective of the entire higher education sector must be to create, enhance and guarantee the best and most appropriate experience of higher education possible for the student.

12. Tuning (1) The approach consists in … an identified and agreed need,an identified and agreed need, a well described profile,a well described profile, corresponding learning outcomes phrased in terms of competence,corresponding learning outcomes phrased in terms of competence, the correct allocation of ECTS credits to the units of the programme, and …the correct allocation of ECTS credits to the units of the programme, and … appropriate approaches to teaching, learning and assessment.appropriate approaches to teaching, learning and assessment.

13. Tuning (2) Key elements Necessary resources must be availableNecessary resources must be available A need must be demonstrated and be established through a consultation process of relevant stakeholdersA need must be demonstrated and be established through a consultation process of relevant stakeholders The degree profile must be well describedThe degree profile must be well described A set of desired learning outcomes have to be identified and expressed in terms of generic and subject specific competencesA set of desired learning outcomes have to be identified and expressed in terms of generic and subject specific competences

14. Tuning (3) Key elements (2) Academic content (knowledge, understanding, skills) and structure (modules and credits) must be established and describedAcademic content (knowledge, understanding, skills) and structure (modules and credits) must be established and described Appropriate teaching, learning and assessment strategies to achieve the desired learning outcomes must be identifiedAppropriate teaching, learning and assessment strategies to achieve the desired learning outcomes must be identified An appropriate evaluation and quality assurance and enhancement system focusing in particular on the consistency and implementation of the curriculum as a whole must be set up.An appropriate evaluation and quality assurance and enhancement system focusing in particular on the consistency and implementation of the curriculum as a whole must be set up.

15. Tuning (4) The Quality Development Circle

16. Conclusion Teaching quality meansTeaching quality means –Teaching with quality … [Teachers] DiagnosticsDiagnostics ContentContent MethodologiesMethodologies TimingTiming –to pursue and achieve quality [Students]

17. Tips (1) Previous diagnosticsPrevious diagnostics –Who are we teaching to? What they know and what the lack? –So, what and how should we teach? Active learningActive learning –The important thing is not the teacher to teach, but the student to learn.

18. Tips (2) Procedural learningProcedural learning –Teaching and learning to do, not only — but also, of course — to describe and explain Metacognitive learningMetacognitive learning –Teaching and learning to learn (generic and specific competences), not only contents

19. Tips (3) FlexibilityFlexibility –A student oriented conception of curriculum –Allowing different courses of education EvaluationEvaluation –With quality models –With educators –With all the stakeholders –Internal and external –Peer reviewed and hierarchical

20. Some repositories for further reading Tuning: educational structures in EuropeTuning: educational structures in EuropeTuning: educational structures in EuropeTuning: educational structures in Europe European Network for Quality Assurance in Higher EducationEuropean Network for Quality Assurance in Higher EducationEuropean Network for Quality Assurance in Higher EducationEuropean Network for Quality Assurance in Higher Education International Network for Quality Assurance Agencies in Higher Education (INQAAHE)International Network for Quality Assurance Agencies in Higher Education (INQAAHE)International Network for Quality Assurance Agencies in Higher Education (INQAAHE)International Network for Quality Assurance Agencies in Higher Education (INQAAHE)