Uddannelses- og Forskningsudvalget 2013-14
FIV Alm.del Bilag 103
Offentligt
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PursuingQualityinHigherEducationProfessorEllenHazelkornDirector,HigherEducationPolicyResearchUnit(HEPRU),DublinInstituteofTechnology,IrelandPolicyAdvisortotheHigherEducationAuthority“QualityandRelevanceinHigherEducation”,21January2014Copenhagen,Denmark
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“Withregardtothequalityofresearch,wetendtoevaluatefacultythewaytheMichelinguideevaluatesrestaurants.Weask,‘Howhighisthequalityofthiscuisinerelativetothegenreoffood?Howexcellentisit?’Withregardtoteaching,theevaluationisdonemoreinthestyleoftheboardofHealth.Thequestionis,‘Isitsafetoeathere?’”(ArumandRoksa,2010,121)“…higher education must do something at a scale never before realized:deliver a high‐quality postsecondary education—and at less cost—to morethan three‐quarters of an increasingly diverse and often academicallyunderprepared undergraduate population.”(Kuh et al,Change,2011)“Irrespective of college major or institutional selectivity, what matters tocareer success is students’ development of a broad set of cross‐cuttingcapacities…”(Carnevale, Georgetown University, Center on Education and the Workforce)
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PuttingQualityintoPerspective
WhattheLiteratureTellsUsMeasuringQualityRecommendationswww.dit.ie/researchandenterprise
1.PUTTINGQUALITYINTOPERSPECTIVEwww.dit.ie/researchandenterprise
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SettingtheContext•Globalisation is forcing very significant change across all knowledge‐intensive industries;•Investment in HE and R&D is recognised as vital for ensuring sufficienttalent & knowledge base for sustainable economic growth/recovery;•HEIs and nations are measured against each other according to indicatorsin which comparative and competitive advantages come into play;•Governance and management is a major policy issue and matter of publicconcern;•There is increasing emphasis on value‐for‐money and (public) investorconfidence;•Global economic crisis simply accelerating existing trends.
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MajorChallengesFacingHigherEducation•Sustaining funding at time of declining public budgets & increasingdemand from society and by students;•Balancing needs of post‐secondary system and institutional ambition;•Widening access/participation to new/diverse learners;•Developing appropriate QA, transparency tools and regulation of HE andresearch;•Requirement for greater responsiveness to societal/economic needs andregional accessibility;•International comparability and benchmarking – rise of global rankings;•Managing internationalisation and attracting talent;•New forms of provision (for‐profit, cross‐border, emerging economies);•New technologies, MOOCs and new learning environments.
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QualityisaKeyDriverQuality and excellence are key drivers impacting on and affecting highereducation, nationally and globally:•••••••Recognition of key role higher education plays within society and as economicdriver;Rising costs prompting concerns about graduation, job placement and debt/loanrepayment;Greater accountability for use of scarce public/national resources;Confidence for prospective students and employers, and society;Growing necessity to regulate the marketplace – greater number and diversity ofHEIs;Increasing internationalisation of higher education;Society has a right to know whether its institutions are capable of meeting itsexpectations.
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QualityisConcernforallStakeholders••••••••National geo‐politicalpositioning and pride;Beacon to attract/retaininvestment, business and talent;Institutionalreputation and status;Performanceassessment of scientific‐scholarly research;Graduatecapability and opportunities;Link between qualification andcareer opportunities and life‐style;Value‐for‐money and return‐on‐(public)investment;Growing importance ofglobal networks.
Political and societal support for HE can only be maintained byassurance ofquality which provides investor confidence.
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WHATTHELITERATURETELLSUS
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WhatHigherEducationDoes•Wider student experience seen as evidence of effective student learning:––Encompasses teaching and learning, curriculum, student life, advising andmentoring;Not only how HE aids human capital capacity/capability but how it enhancesability of individuals to make choices, have control over their lives andcontribute to society(Streeting, 2009; McInnis, 2003);
•“What institutions do is more important than who or what they are”(Ro, Yin& Terenzini, 2013).
– Amount of time/effort students put into studies and othereducationally purposeful activities;– How HEI deploys its resources and organizes curriculum and otherlearning opportunities to get students to participate in activities linkedto student learning.
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The“TotalStudentExperience”Allaspects of student engagement –insideandbeyond the classroom;“The student experience isn’t just aboutteaching and learning….Its about the sportsclubs and societies, it is about theinteractions and conversations, it is aboutmeeting people from entirely differentbackgrounds and circumstances to yourself,finding out something new about them andtheir background and, in doing so, findingout something new about yourself.”(Universityof Edinburgh, 2004)
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StudentEngagement•StudentLearning:–Timespentontaskandqualityoftheeffort(Tyler,1949);–Impactofcollegeexperience(Pascarella,1985;PascarellaandTerenzini,2005)
•Studentengagementmeasureseffectiveeducationalpractices:––––––––Faculty/studentcontact,Cooperationamongstudents,Activelearning/timeontask,Promptfeedback,Highexpectations,Qualityofteaching,Influentialinteractionswithotherstudents,andSupportivecampusenvironment(Kuhetal.,2006;Kuh,2008)
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GraduateSkillsandKnowledgeVery effectiveFairly effective
Supervisedinternship/community‐basedproject69%
83%
Seniorproject(e.g.,thesis,project)46%
79%
Essaytests35%
60%
Electronicportfolio&facultyassessments33%
56%
Multiple‐choicetests7%
32%www.dit.ie/researchandenterprise
EmployerExpectations%whoagreewitheachstatementOurcompanyisaskingemployeestotakeonmoreresponsibilities andtouseabroadersetofskillsthaninthepast91%
Employeesareexpectedtoworkhardertocoordinatewithotherdepartmentsthaninthepast90%
Thechallenges employeesfacewithinourcompanyaremorecomplextodaythantheywereinthepast88%
Tosucceedinourcompany,employeesneedhigherlevelsoflearningandknowledgetodaythantheydidinthepast88%www.dit.ie/researchandenterprise
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PedagogyandInnovationAcross most disciplines and countries, graduates are more likely to participatein innovation processes if studies involve/stress practical knowledge: groupassignments, participation in research projects, internships, work placements,project/problem‐based learning, oral presentations.•Creativity is a key skill that differentiates innovators from non‐innovators;•Innovation not specific to STEM disciplines, and 50% of innovativeprofessionals have a non‐STEM background.•Learning attributes most associated with student engagement are alsomost associated with innovation.•The learning environment is critical.(Avvisati, Jacotin, Vincent‐Lancrin, “Education HE Students for Innovative Economies: What International DataTells Us” 2013)www.dit.ie/researchandenterprise
LessonsfromBologna•Bologna challenges rankings byplacing quality within broader educationalframework•Big ideais the “accountability loop”:–Qualification frameworkfacilitates flexible learning pathsand sets out clearstatement of what students must demonstrate at each qualification level–“Tuning”aids (re‐)design, development, implementation, evaluation andenhancementof quality degree programmes within context–Formalized concept oflearning outcomes rather than measuring inputs(e.g.credit hours, classroom teaching, entry grades)–QA systems sets evaluation standards and guidelines forinstitutional self‐assessment and quality processes, and external monitoring–Diploma Supplement providesdescription of academic careerand thecompetencies acquired
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DegreeQualificationsProfile5primaryareasofcompetence:•SpecializedKnowledge,•Broad/IntegratedKnowledge,•AppliedLearning,•IntellectualSkills,•CivicLearningTheDegreeQualificationsProfile,LuminaFoundation,2011
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EmbeddingQualityCulture•Traditionally,academicstaffhiredonbasisofsubjectexpertise;•Today,emphasisincreasinglyonabilitytoteach–Valuingteaching
•Examplesofactionsbeingtaken:–TeachingandLearningqualificationcompulsory,includingaccreditedcoursesinteachingandlearning;–Staffdevelopmentandcontinuousup‐skillingviashortcourses,away‐days,etc.;–TeachingFellowships;–Teachingportfolioconsideredaspartofpromotioncriteria;
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International“National”Examples•Nationalco‐ordinatingorganisationsbeingestablishedto:– Ensurenationalstandardasperprimary/secondaryteachers– Improveperformanceandefficiency/effectiveness,andoverallquality– Respondtointernationalcompetitiveness.
•NationalForumforEnhancementofTeachingandLearning– Providingallstudentswiththehighestqualityteachingandlearningexperience;– Integratingresearchwithteachingandlearning;– Enhancingthefirst‐yearexperienceofstudentsthroughtheprovisionofmorebroad‐based,interdisciplinarycurricula;– Enhancingtheflexibilityofprogrammeprovision;and– Strengtheningthefocusonlearningoutcomestoensurethatallgraduatesacquirethekeytransferableskillsandcorecompetencesthatareneededintheeconomyandsocietyofthetwenty‐firstcentury.www.dit.ie/researchandenterprise
MEASURINGQUALITY
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WhatisQuality?•••Nointernationallyagreeddefinitionofeducationquality;Noobjectiveorvalue‐freesetofindicators;Contextisimportant:–Whichuniversityisbestdependsuponwhoisaskingthequestion,whatquestionisbeingaskedandthepurpose;–Differentsocietieshavedifferentpriorities;–Highereducationsystemsproducedifferentresultsdependinguponwhatismeasured,andthepurpose.
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QualityisComplexTerm•Educationalqualityisacomplextermbutbroadlyreferstothe“process”and“outputs”,inotherwordstoteachingandlearning:–Breadthanddepthofthecurriculum;–Pedagogicalmethodsincludingextentoffeedbacktostudentsandlevelofengagementandstudentperformance,retentionandemployability;–Linkstosocietalpracticeandworkinglifethroughinternshipsandwork‐basedlearningexperiences;–Students’abilitytosolveproblemsandeducationalgain:thedifferencebetweenperformanceonaparticularmeasurebeforeandafterthestudent’sexperienceofhighereducation;–Othermeasuresincludehowwellhighereducationinstitutionsorthesystem‐as‐a‐wholeismanaged,andthedegreeofequalityofopportunity.
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MeasuringQuality•Traditionally,qualitywasmeasuredininput(e.g.studententry,academicqualifications,budget/income,libraryresources)andreputation;•Today,focusonoutcomes,outputs,impact,benefitandrelevanceviaagreedexplicitperformancerequirements:– ShiftfromQAforenhancementtoQAforaccountability;– Shiftfromprogrammatictoinstitutionalassessment;– Shiftfromnationaltointernational/cross‐borderreviews;– Spectrumfromlight‐touchtoregulatoryandrisk‐based.•Aggregate of indicators assumed = quality, but:– Indicators (often) measure of wealth/socio‐economic advantage, andprivilege the most resource‐intensive institutions.
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Do wemeasure what we value?or Do wevalue what we measure?Not everything that can be counted counts, and not everything that countscan be counted.(Einstein)“Wise decisions are needed aboutwhatandhowto measure theproficiencies demanded by the 21stcentury”.(Kuh, 2013)
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QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicatorsLearningOutcomesSurveys
Reputation
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QualityInstrumentsQualityAssurance
Ratings
Rankings
PerformanceIndicatorsLearningOutcomesSurveys
Reputation
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QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicators
Reputation
LearningOutcomesSurveys
www.dit.ie/researchandenterprise
QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicators
Reputation
LearningOutcomesSurveys
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QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicatorsLearningOutcomes
Reputation
Surveys
www.dit.ie/researchandenterprise
QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicatorsLearningOutcomesSurveys
Reputation
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QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicatorsLearningOutcomesSurveys
Reputation
www.dit.ie/researchandenterprise
QualityInstruments
Ratings
QualityAssurance
Rankings
PerformanceIndicatorsLearningOutcomesSurveys
Reputation
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RECOMMENDATIONS
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EURecommendations•EveryHEIshoulddevelop/implementastrategyforsupportandon‐goingimprovementofqualityofT&L,withdueparitywithresearch;•HEIsshouldencourage,welcome,andtakeaccountofstudentfeedback;•By2020,allstaffteachingshouldhavecertifiedpedagogicaltraining;CPDshouldbecomerequirement;•Recruitment,progressionandpromotionshouldtakerecognise/rewardHEteachersforT&L;•HEIs should establish counselling, guidance, mentoring and trackingsystems to support students;•HEIs should support teachers to develop skills for online/other forms ofT&L opened up by digital era;•EU should establish European Academy for Teaching and Learning.
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ChecklistforInstitutionalLeaders(1)Teachingandlearningaspartoftheinstitutionalprofile••Whatstrategiesorbenchmarksusedtoenhancequalityofteachinginmyinstitution?Howtoincorporateintoinstitution’sprofileandmissiontobestaffirmimportanceofteachinganddevelopingitsquality?Whatstepstoensurethatindividualteacherfeelsempoweredandsupportedindevelopingteachingskills?Isthereanin‐houseforumforenrichingtheT&Lexperience?Howdoesinstitutionsupportteachingstafftocaterfordiversestudentneeds?
Supporttoteachingstaff•••
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ChecklistforInstitutionalLeaders(2)Supporttostudents••••Howmuchtransparentinformationtostudentstohelpthemchoosethelearningoffermostappropriatetothem?Howandthroughwhichstructuresdoesmyinstitutionsupportstudentsduringtheentirestudentlifecycle?Howdoesmyinstitutionmonitorstudentsuccess?Howandwhatdatashouldbecollected,evaluatedandused?Howdoesmyinstitutionprovideforandrespondtoreal‐timestudentfeedback?
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HigherEducationPolicyResearchUnit(HEPRU)DublinInstituteofTechnology[email protected]http://www.dit.ie/hepru/
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