Kirsi Hiltunen 16 December 2015 Baku, Azerbaijan Introduction to the workshop Applying the ESG in the Azerbaijani higher education system and disseminating good practices Kirsi Hiltunen 16 December 2015 Baku, Azerbaijan

Some remarks on self-evaluation

Some remarks on self-evaluation

Self-evaluation Reflective self-evaluation is a prerequisite for the enhancement of operations. Audit manual for the quality systems of higher education institutions 2015-2018, Finnish Education Evaluation Centre Publications 2015:2): Self-evaluation primarily functions as a tool that the institution can use to develop its operations. Identifying the institution’s own strengths, and especially the ability to determine areas in need of development, are proof that the institution has a functioning quality system and an established quality culture.

Different forms of self-evaluation Continuous self-evaluation: Student feedback Teaching Development Teams Curriculum work Follow-up of performance indicators Feedback discussion seminars etc. Occasional self-evaluation: Internal evaluation projects Self-evaluation produced for external evaluations such as accreditation

Benefits of self-evaluation According to higher education institutions and programmes: Development work has been supported and systematised Results have been improved Identity and image of the institution/programme have been built and strenghtened Atmosphere and cooperation have been improved Areas in need of development have been identified -> directing future development activities Good practices have been identified and disseminated Quality culture has been enhanced

Workshop

Aims of the workshop To examine (i) the design and approval of programmes, (ii) information management, and (iii) review of programmes of the participants’ universities in relation to the European quality assurance principles (ESG) To disseminate good practices among programmes and institutions

Three main themes Design and approval of programmes: ESG Standard 1.2 Information management: ESG Standard 1.7 On-going monitoring and periodic review of programmes: ESG Standard 1.9

ESG Standard 1.2 Design and approval of programmes Institutions should have processes for the design and approval of their programmes. The programmes should be designed so that they meet the objectives set for them, including the intended learning outcomes. The qualification resulting from a programme should be clearly specified and communicated, and refer to the correct level of the national qualifications framework for higher education and, consequently, to the Framework for Qualifications of the European Higher Education Area.  

ESG Standard 1.7 Information management Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes and other activities. Guidelines: Reliable data is crucial for informed decision-making and for knowing what is working well and what needs attention. Effective processes to collect and analyse information about study programmes and other activities feed into the internal quality assurance system. The information gathered depends, to some extent, on the type and mission of the institution. It is important that students and staff are involved in providing and analysing information and planning follow-up activities.  

ESG Standard 1.9 On-going monitoring and periodic review of programmes Institutions should monitor and periodically review their programmes to ensure that they achieve the objectives set for them and respond to the needs of students and society. These reviews should lead to continuous improvement of the programme.

Phase I: Self-evaluation (30 min) (i) First assess how your study programme/institution fulfils specific aims laid out in the ESG by ticking in the columns (instructions sheet)

(ii) Summarise the key strengths and challenges

Phase II: Discussion with peers in the group (30 min) First discuss with peers in the group about the areas in need of development and try to find out solutions to challenges together Identify good practices, i.e. exemplary and innovative procedures that could be disseminated also in other programmes and higher education institutions

Phase III: Conclusions from the group work In the last phase of the workshop, each group presents core findings from the discussion in the group Each group selects a chair (who presents the results from the group work) once you’ve formed groups