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Tempus project UM JEP 16015-2001 “QUASYS” University of Zagreb Prof. Helena Jasna Mencer, Ph. D. Coordinator “Development of Quality Assurance System in.

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Presentation on theme: "Tempus project UM JEP 16015-2001 “QUASYS” University of Zagreb Prof. Helena Jasna Mencer, Ph. D. Coordinator “Development of Quality Assurance System in."— Presentation transcript:

1 Tempus project UM JEP 16015-2001 “QUASYS” University of Zagreb Prof. Helena Jasna Mencer, Ph. D. Coordinator “Development of Quality Assurance System in Higher Education” Approach towards higher quality

2 Evaluation includes following procedures:  Accreditation of higher education institution  Preparing, accepting and developing curricula  (External and internal) evaluation of institution - organisational structure, teaching process, scientific research, management  Criteria for promotion, election and re- election  Evaluation of professors and students

3 What are special indicators of quality in higher education?  Level of existing quality assurance system which ensures quality  Working results  European and world trends in higher education (to raise the culture level which contributes to the quality)  Integration into the University and the University itself into European Higher Education Area

4 Current state 1. Legislation Law1993 Amendments1995 2000 New law2003 2. University Statute 3. Rules, regulations and provisions

5 Important criticisms and objections to the current state  Insufficiently defined procedures of accreditation and evaluation of institution  Resistance of the academic community towards change  Enrolment policy does not receive due attention  Lack of student and teacher mobility (the way towards integrated University is long-lasting and difficult)

6 Important criticisms and objections to the current state  Slow curricula change, insufficient reviewing culture  Teaching and professional activity is not adequately evaluated in relation to scientific activity  Constant quality monitoring didn’t start operating (quality indicators have not been systematically gathered and correctly interpreted)  Excellence and quality is not rewarded

7 Developmental goals  Development and implementation of an all-encompassing and effective quality assurance system (from national, university and faculty level, to students, teachers and scientists)  High standards and criteria

8 Development of quality assurance system focuses on:  Adequate organisation and management  Adequate financing  Sustainable personnel policy  Enrolment policy (market and society needs)  Teaching process (increasing mobility – Bologna process, curricula development, new learning and teaching methods)  Relations with surroundings

9 Expected outcomes  Change of rules, recommendations, criteria and even the Law on Higher Education  Definition of institutional quality indicators and criteria for programme, teachers’, students’ and scientific and research activity  More rightful and sufficient financing  Encouragement of the competitiveness spirit

10 Expected outcomes  Increasing involvement of the University into domestic and international multidisciplinary and interdisciplinary projects  Achieved qualifications and knowledge of students and teachers which is suitable to the demands of the market and society

11 Monitoring of expected indicators of progress, taking into account self-evaluation and annual reports  Higher graduation and lower drop out  Number of students abandoning their studies  Students’ and teachers’ mobility  Projects with European universities (especially joint studies)  Projects with the market  Employability  Co-operation with alumni  Co-operation with the market

12 Conditions, obstacles and risks  Resistance to the change  how to lose resistance - providing improved information by explaining the need for change and benefits that changes bring - political support (Ministry of Higher Education, National Council for Higher Education, Parliament) - University support (rector, Senate)

13 Strategic steps  Self-evaluation of quality indicators, students’ evaluation of the teachers, ways of evaluating students etc. are fundamental for development of corrective procedures, as well as rewarding procedures  Redefining the roles and tasks in the quality assurance system at the national, university and faculty level (subsidiarity in management)

14 Strategic steps  Distributing competencies, activities and responsibilities to the corresponding levels (University, faculty)  Setting up a sustainable enrolment policy  Redefining criteria for further promotion of university teachers  Redefining competencies of the electing institutions - commissions, faculty councils (leadership)

15 Strategic steps  Redefining the role of science classification  Development of internal institutional model of evaluation  Development of scientific criticism and reviewing culture

16 Measures  Engagement of the academic community (decrease of resistance to changes)  Changes in Law and its underlying acts  Changing the enrolment policy (financing of students, discussions on higher education as a public vs. private good)

17 Measures  Redefining of evaluation protocol  Recognition and awarding of excellence, abandoning “levelling”  After implemented evaluations, continuous comparison and optimisation of all the university activities in teaching and learning processes should be based on quality indicators


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