2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DEVELOPING A FRAMEWORK FOR MANAGING ACADEMIC STANDARDS, QUALITY AND ENHANCEMENT: ADDRESSING CONCERNS AND EMBEDDING GOOD PRACTICE

A comparative analysis of the findings of institutional reviews conducted by NAQQAET (2008-2012) and institutional audits conducted by the Quality Assurance Agency for Higher Education (QAA) in the UK (2002-2009)

AGENDA

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

IntroductionLearning from institutional review and auditEmergence of the ‘overarching framework’MethodologyOutcomes… from NAQQAET institutional reviewsDeveloping an overarching frameworkConclusions

– 3 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

INTRODUCTION

Excellence in Higher Education – British Council (with QAA)The ‘logic of co-operation’Spirit and outline of the study

– 4 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

LEARNING FROM INSTITUTIONAL REVIEW/AUDIT

QAA’s Outcomes from institutional audit (Outcomes)… papersA mini-Outcomes… paper for the NAQQAET 2nd Conference

– 5 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

EMERGENCE OF THE ‘OVERARCHING FRAMEWORK’

Shared NAQQAET/QAA expectation that HEIs would make comprehensive and coherent arrangementsGradual emergence of the concept of ‘the single overarching framework’ in UK

– 6 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

METHODOLOGY

Analysis of HERU reports modelled on analysis of QAA reports in Outcomes… papersCoding based on selected HERU review indicators and expectations (within themes of mission planning and governance; academic standards; quality assurance and enhancement; and quality of teaching)

– 7 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

OUTCOMES… FROM NAQQAET INSTITUTIONAL REVIEWS (1)

GOOD PRACTICEComprehensiveness and inclusivity of strategic and operational plansComprehensiveness and effectiveness of policies and proceduresAutonomy of the academic operationRigour of admissions criteriaRobustness of partnership arrangementsComprehensiveness and pervasiveness of quality cultureRigour of programme approval and review processes

– 8 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

OUTCOMES… FROM NAQQAET INSTITUTIONAL REVIEWS (2)

CONCERNSMissing strategic plans and supporting plans and strategiesFailure to implement policies or uneven implementationSector struggling to make rapid adjustment to learning outcomes approachComponents of framework operating sub-optimally

– 9 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

OUTCOMES… FROM NAQQAET INSTITUTIONAL REVIEWS (3)

CONCERNS (CONTINUED)Autonomy of the academic operationStudent representationGathering and responding to student feedback

– 10 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DEVELOPING AN OVERARCHING FRAMEWORK (1)

CHARACTERISTICS OF A SOUND FRAMEWORK (HERU)Fit for purposeLocated in clearly articulated structure for decision makingEmbedded in pervasive and inclusive culture of qualityWidely understoodConsistently appliedFully documentedInformed by systematic data analysis

– 11 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DEVELOPING AN OVERARCHING FRAMEWORK (2)

CHARACTERISTICS OF A SOUND FRAMEWORK (QAA)Centre’s links to local operationLocal ownership of policies and proceduresClarity and appropriateness of responsibilitiesEffectiveness of committee structuresConsistency of student experienceExternalityDevelopment and evaluation of quality management systems

– 12 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DEVELOPING AN OVERARCHING FRAMEWORK (3)

OUR EXPERIENCE IN UNIVERSITY XArticulated central design principle of ‘gatekeepers’ and ‘gateways’Senate/Academic Board ensured essential components were in placeIdentified tiers of operation in relation to academic standards, quality and enhancementPopulated grid with gatekeepers, gateways and reporting linesDeveloped supporting documentationDeveloped evidence base

– 13 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: AIMS

Clarity: of terminology and of what is required, by whom and by whenSimplicity: actions are more important than paperManagement: staff in senior roles have to manage or ensure that the process is managedComparability: of processes across the university and between partnersTransparency: audit trailsOutcomes: processes will not assure or improve quality or safeguard standards – only staff will do this!

– 14 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: STRUCTURE

Procedures

Procedures for Course Approval (including modifications) Procedures for Course Review & Re-validation Procedures for Annual Monitoring Procedures for the Approval and Re-approval of Collaborative Partners Procedures for the Recognised Teacher Status (RTS) Scheme Flexible Learning Framework

PART C:Research Provision

PART B:Collaborative 

Provision

THE FRAMEWORK

PART A:Taught 

Provision

– 15 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: ROLES & RESPONSIBILITIES (1)

Four tiers of operationModuleCourseFaculty/PartnerUniversity

Concepts of ‘Gatekeeper’ and ‘Gateway’ at each tier

– 16 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

ROLES & RESPONSIBILITIES (2)

– 17 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: ROLES & RESPONSIBILITIES (3)

Assuring academic standards requires that YOU:

Know what provision you deliver on campus and with collaborative partnersKnow objectively whether it is any good (external reference points)Do something about it when it is not good and measure the improvementTell the people and organisations (that pay for the provision and for you) about the above three points

– 18 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: ROLES & RESPONSIBILITIES (4)

Quality Management PracticesAccountability: at all levels and must be SEEN as well as DONEReporting: documentation and data are core responsibilities for academic staff as well as administrative staffStaff need to MANAGE quality so that the University can ASSURE qualityWe need to be able to justify the provision to external peers and students

– 19 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

KEY FEATURES OF THE NEW FRAMEWORK: ROLES AND RESPONSIBILITIES (5)

Quality EnhancementDefinition: ‘taking deliberate steps at institutional level to improve the quality of learning opportunities’The point is to ensure that students have a good quality educationWhen you’ve ‘cracked’ QA and QM you can enhanceNot just about us being content with what we do: funding bodies and the public need reassurance that their efforts are worthwhile

– 20 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

CONCLUSIONS

HERU – dominant themesComprehensive and fully integrated quality management systems Continuous quality improvement not mere compliance

Bahrain higher education sector and the future

– 21 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

QUESTIONS?