NUC Workshop

Concept of Institutional Accreditation

Abuja, 21st April 2009

D. Carolina Madeleine, University of Alicante

Concept of Institutional AccreditationAgenda

International and European framework on QA and Accreditation

Concept for Institutional Accreditation

The Spanish QA System: towards institutional accreditation

I- International and European framework on external quality assurance and accreditation

International context for QA in higher education

Increasing demand of higher education coupled with an increased concern about quality and effectiveness of educational offer

Increasing number of new providers (multiplication of on-line and for-profite institutions)

Increasing autonomy of HE institutions

Call for transparency and accountabilityLead to the development of QA Models: UNESCO-OECD, INQAHHE, ESG, EUA, National Models

European context for QA in HE

Quality (...) has proven to be at the heart of the EHEA

Berlin 2003Implementation of national quality assurance systemsEvaluation of programmes and institutions

London Conference 2007Consolidation and implementation of European Standards and Guidelines (ESG)Register of quality assurance agencies

National Agencies for Accreditation and Quality Assurance in Europe, 2008 Evaluations / Audits AccreditationsGeneral trend: from systematic programme accreditation to institutional accreditation

II-INSTITUTIONAL ACCREDITATION CONCEPTS

Institutional Accreditation ConceptAccreditation is the establishment of or re-statement of the status, legitimacy or appropriateness of an institution, programme or module of study (Prof. Lee Harvey)

Based on an evaluation of whether an institution meets specified minimum standards such as staff qualification, research activities, student learning programme and resources... uses a mixed system based on institutional accreditation and programme accreditation

Undertaken by governments departments or National QA and Accreditation Agencies that make a formal judgement on recognition

Institutional Accreditation characteristicsTo certify that a set of defined standards of quality in a HE institution are met

The standards can be minimal one or one of excellence

Standards can be used as benchmark

Review by a competent body

Traditionally is a binary decision: yes-no

Time limited

Institutional Accreditation Objectives To improve the quality of education To provide public informationTo ensure that a certain level of quality is met To examine if the requirements of a university are fulfilledPart of a National Quality Assurance systemInternational recognition

InstitutionalProgrammes

Programme Accreditation Strengths and Weaknesses

StrengthsFocus on "educational qualityUseful information for students/employersHigh involvement of academicNational recognition practicesDirect international comparison of qualifications possible

WeaknessesVery demanding in resourcesSensitive to programme changesRestricting autonomy of HEIs at programme levelLimited impact on institutional quality processes

Institutional Accreditation Strengths and WeaknessesStrengthsEnhancement of institutional quality mechanisms and facilitation of the development of a quality cultureSustainable effects at the level of institutional managementFocus on Strategic PrioritiesRespect of the autonomy of HEIs Nationally recognise institutionResources savingWeaknesses Limited information about educational provisionsNo direct international comparison of qualifications possible

III- THE SPANISH QA MODEL

Spanish Higher Education SystemUniversities73 universities all over Spain (50 public 23 private)Public universities 1.326.734Private universities 134.743Total number of students enrolled 1.461.477

New programmes for internal QAANECA- Spanish QAAUniversities are responsible for the quality of their offersA quality culture must be stimulated inside universities as well as some processes should be developed so that they can show their compromise

DOCENTIAAUDITEuropean Higher Education Area

The New Legal Framework

Spanish Science and Education MinistryGuidelines Quality assurance mechanisms already in place in universitiesEuropean Quality Assurance standards and guidelines

AUDIT Programme

Internal Quality Assurance Systems (IQAS)AUDIT

Providing orientation for the design of Internal Quality Assurance Systems in higher education schools and facultiesVerification of the Quality Assurance Systems design in university educationCertification of implemented systemsAUDIT: Goals

STAGES PRIOR TO THE DEFINING AND DOCUMENTING OF INTERNAL QUALITY ASSURANCE SYSTEMSThe design of systems by the universities will involve: Determining the needs and expectations of students and other interest groups, in relation to the programmes offered by HEIs.

Establishing the aims and scope of the internal quality assurance system.

Determining the standards for quality assurance.

How the HEI defines its quality policy and goals (AUDIT)(Policy and procedures for quality assurance-ESG) How the HEI ensures the quality of its programmes(Approval, monitoring and periodic review) How the HEI orientates its programmes towards the students (Assessment of students)

AUDIT: Guidelines

AUDIT: Guidelines How the HEI assures and enhances the quality of its academic staff(Quality assurance of teaching staff) How the HEI manages and improves its physical resources and services (Learning resources and student support) How the HEI analyses and takes into consideration the outcomes. (Information systems and Public information)

Tools/Diagnosis 1.-Flow diagrams of the different elements covered by the scope the system.

2.-Questionnaires to check the different elements covered by the scope the system

THE IMPACT OF THE QA AT THE UA

Quality Assurance Strategic PlanningEuropean HarmonizationPermanent teachers training

Secretariat of Strategic PlanningSecretariat of Quality StandardsQuality Assurance UnitEducation Sciences Institute Creation of an office of Vice President for Quality Standards & European HarmonizationCompetencesSecretariatThe impact of the QA at the UA

Design AUDIT programmeAssessment of study programmes Assessment of academic staff Assessment of services Update databases for quality assessmentImprovement actions

Implement the UA strategic planAdvice in the drafting of the Sectorial Strategic PlansFollow up activities for the SPCollecting of relevant data for the SP Promote and disseminate the SP to UA centres and departments

Office of Vice President for Quality Standards & European HarmonizationSecretariat of Quality Standards:Competences

Secretariat of Strategic Planning:Competences

QU - Organisation Chart

TECHNICAL QUALITY UNIT

ADMINISTRATION5 managers Q. Unit DirectorStatistics technicianQuality specialistAdministrativeSociologist specialistAdministrative

What can be learned from the Spanish experience?Successful integration of programme assessment within the institutional assessmentImplication of all the university stakeholders in the design of the QA system Internal QA systems verified and accredited by National AgencyANECA -Agency accredited by ENQA.Flexibility of the methodology: Autonomy and accountability

THANK YOU FOR YOUR ATTENTION

MUCHAS GRACIAS!

*************STAGE 1: COMMITMENT In this stage, the faculty (university school or college) and university must undertake to develop an internal quality assurance system that promotes the quality culture. This means that the institution must at least recognise the importance of quality and quality assurance in its activities. In this stage, the HEI should define:

The level of participation by the faculty/school and the university's governing body in quality assurance systems.

A statement that reflects the commitment to quality and willingness to take the role of leadership of the institution's governing and administrative bodies, and that guarantees the allocation of resources for development of the project.

The body, unit or group in charge of leading the system design process.

STAGE 2: PLANNING During this stage, the HEI must consider the support structures that will be necessary for the design and development of internal quality assurance systems. It is essentail for all staff involved to know about and share the goals for developing the system. In this stage, the HEI should define:

The main stakeholders involved in the development of the system and their responsibilities.

The basic support structures that will serve as the starting point for its development.

The planning of the different stages in the design of the internal quality assurance system, including costs.

The means used to involve staff and to transmit the goals and basic aspects of the system's design.

The process whereby the institution's bodies approve the design. STAGE 3: DIAGNOSIS In this stage, the HEI must carry out a diagnosis in order to obtain an overview of its current situation, which will serve as the starting point for designing the internal quality assurance system, according to the recommendations given in this Guide. For this, it will need to:

Identify the main elements to be taken into account in the diagnosis:

1. Laws, regulations, rules and standards that regulate higher education.

2. Organisational structure (functions and activities) that supports the design and development of university education.

3. Procedures and mechanisms associated with the enhancement of university education.

Establish the procedure to gather data on aspects included in the Guide associated with the prospective internal quality assurance system, and sources of information to be consulted.

Establish those responsible for the diagnosis, including those in the different units, teams, departments and courses.

Identify and prioritise detected requirements, bearing in mind the HEI's characteristics and their scope and importance.

This study should be internal and for guidance purposes, and considered as a working paper when the following design stage is begun. The guidelines for developing the contents of this Guide are given in document 02, Guidelines for designing internal quality assurance systems. This gives an overview of the aspects to be considered when defining and documenting the faculty or school's internal quality assurance system.

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