1. 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

2. Some remarks on self-evaluation

3. Some remarks on self-evaluation

4. Self-evaluation
Reflective self-evaluation is a prerequisite for the enhancement of operations.
Audit manual for the quality systems of higher education institutions , 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.

5. 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

6. 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

7. Workshop

8. 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

9. 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

10. 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.

11. 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.

12. 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.

13. 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)

14. (ii) Summarise the key strengths and challenges

15. 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

17. 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