Aspects of Social Dimension: Quality Agency Perspective

8/13/2019 Aspects of Social Dimension: Quality Agency Perspective

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Aurelija Valeikien,

Deputy Director , Centre for Qual ity A ssessment in

Higher Educ ation (SKVC)

Aspects of Social Dimension:

Quality Agency Perspective


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In this presentation social dimension aspects will cover

Starting point: definitions

Purposes of institutions and the state

Provisions of SKVC methodologies

Some considerations instead of conclusions


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def in i t ions

Fitness for purposeeffectiveness of the processes at work in the

institution or program in fulfilling its objectives and mission:

a value for m oney approach(implicit) focus on how the

inputs are effectively and efficiently used by the processes and

mechanisms involved

the value-added approachresults are evaluated in terms of

changes obtained through various educational processes (e.g.

teaching and learning processes).

qual i ty as transform ationquality as a process of change,

adding value to students through their learning experience(learner-centeredness).

(Vlsceanu, Grnberg, Prlea; 2007)


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def in i t ions

Fitness of purposeadequacy of quality-related intention of a higher

education institution:

qual i ty as threshold, e.g. for obtaining accreditation

qual ity as cons umer sat is fact ion: quality perceived as closelylinked to the growing importance of the external expectations of

consumers (students, families, society at large) and other

stakeholders (employers, governments).

(Vlsceanu, Grnberg, Prlea; 2007)


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Where do purposes come from?

HEI themselves (autonomous self-definition)

Consider

1. that at the approaching end of this millennium the future of mankind depends

largely on cultural, scientific and technical development; and that this is builtup in centres of culture, knowledge and research as represented by trueuniversities;

2. that the universities task of spreading knowledge among the youngergenerations implies that, in todays world, they must also serve society as awhole ; and that the cultural, social and economic future of society requires,in particular, a considerable investment in continuing education;

3. that universities must give future generations education and training that willteach them, and through them others, to respect the great harmonies oftheir natural environment and of life itself.

(Magna Charta Universitatum, 1988)


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Where do purposes come from?

The State

To achieve critical mass of secondary school and university teachers, whoreflect upon their work, are constantly improving, and working effectively

To create the education culture, based upon data analysis and self-

analysis, assuring balance between self-regulation, social partnership andleadership

While ensuring equity and equal opportunities, maximizing the outreach ofchildren and youth education, to create enabling conditions for pupils,students and youth to uncover individual potential and to provide conditionsfor special learning needs. To provide effective pedagogical andpsychological support for pupils facing difficulties

While ensuring effectiveness of education system, to create the system ofmotivation and equal conditions for life-long learning based on effectivesupport in self-reflection and choice of ones way in the professional world.To coordinate personal choices with state planning.

(Lithuanias State Education Strategy for 2013-2022)


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6% of GDP financing to educational purposes (currently4.67%)

By 2017- at least 1 world class university (in the 500 of ARWU)

Youth aged 30-34 with HE or equivalent educationcurrently48.7%, long term goalthe same

Percentage of study programs accredited for the maximum term47% in 2011, the goal for 2017- 60%, for 202280%.

(State education strategy for 2013-2022)


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External QA

Does external quality assurance agency generate purposes?

not so sure

An institutional reviewof a higher education institution shall assessthe operation of the institution according to the following areas:

strategic management;

academic studies and life-long learning;

research and/or art activities;

impact on regional and national development.


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External QAinstitutional level

The self-evaluation and review of a high education institution shall bebased on the following principles:

autonomy and accountabilityaccount shall be taken of thebalance between the autonomy and social responsibility of theinstitution of higher education;

contextualityaccount shall be taken of the qualities of theinstitutions mission, strategy and operating conditions;

holistic approachaccount shall be taken of the interaction andcompatibility of the areas being reviewed;

stakeholder involvementrepresentatives of the study systemstakeholders (students, graduates, academics, employers and other

social partners) shall be involved in the procedures of self-evaluationand evaluation;


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External QAinstitutional level

Institutional review principles continued

unity of internal and external quality assurancethe internalquality assurance system and the external review must be based onmutually harmonised principles and public criteria, which also lie atthe basis of the quantitative and qualitative indicators set by theinstitution for itself;

continuitywhile conducting an institutional review of a highereducation institution, account shall be taken of the previousevaluation and the follow-up performance.


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External QAprogram level

Within assessment criteria for study programmes:

Programme aims and learning outcomes

58.2. the programme aims and learning outcomes are based on theacademic and/or professional requirements, public needs and the

needs of the labour market;

Curriculum design

59.1. the curriculum design meets legal requirements;

59.3. the content of the subjects and/or modules is consistent withthe type and level of the studies;

59.4. the content and methods of the subjects/modules areappropriate for the achievement of the intended learning outcomes;


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Teaching staff

60.5. the higher education institution creates conditions for the

professional development of the teaching staff necessary for the

provision of the programme;

60.6. the teaching staff of the programme is involved in research

(art) directly related to the study programme being reviewed

Facilities and learning resources (facilities, equipment, learning

materials)

61.1. the premises for studies are adequate both in their size and

quality


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Study process and students' performance assessment (studentselection, performance assessment, support)

62.1. the admission requirements are well-founded;

62.2. the organisation of the study process ensures an adequate provision ofthe programme and the achievement of the learning outcomes;

62.3. students are encouraged to participate in research, artistic and appliedresearch activities;

62.4. students have opportunities to participate in student mobility programmes;

62.5. the higher education institution ensures an adequate level of academicand social support;

62.6. the assessment system of students performance is clear, adequate and

publicly available;62.7. professional activities of the majority of graduates meets the programme

providers expectations.


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Programme management (administration of the programme,

internal quality assurance)

63.3. the outcomes of internal and external evaluations of the

programme are used for the improvement of the programme;63.4. the evaluation and improvement processes involve

stakeholders;

63.5. the internal quality assurance measures are effective and

efficient.


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Instead of conclusions

It would be nice if all of the data which sociologists require could be

enumerated because then we could run them through IBM machines

and draw charts as the economists do. However, not everything that

can be counted counts, and not everything that counts can be

counted.

William Bruce Cameron (1963) Informal Sociology: A Casual Introduction

to Sociological Thinking

It is a matter of stakeholder dialogue to decidewhat is important to us


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Sources

Quality Assurance and Accreditation: A Glossary of Basic Terms andDefinitions compiled by Lazr Vlsceanu, Laura Grnberg, And Dan Prlea.Bucharest, 2007.

Magna Charta Universitatum. Bologna, 18 September 1988 .http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}

State Education Strategy 2013-2022. Issued by the Parliament of theRepublic of Lithuania. Official Gazette, 2013-12-30, No. 140-7095

Methodology for Conducting an Institutional Review in Higher Education.Approvedby Order No 1-01-135 of 25 October 2010 of the Director of theCentre for Quality Assessment in Higher Education.

Methodology for Evaluation of Higher Education Study Programmes.Approvedby by Order No 1-01-162 of 20 December 2010 of the Director ofthe Centre for Quality Assessment in Higher Education.
http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}http://www.magna-charta.org/cms/cmspage.aspx?pageUid={d4bd2cba-e26b-499e-80d5-b7a2973d5d97}


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Aspects of Social Dimension: Quality Agency Perspective