july 20-21, 2015 iec_2015 more autonomy in higher education institutions can improve quality– an...
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July 20-21, 2015IEC_2015
More Autonomy in Higher Education Institutions Can Improve Quality–
An American Perspective
Kuldeep Nagi, PhD
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
Born in India, US citizen Lived in Seattle, WA, USA for +25 Years Fulbright Fellowship Award – 2006 to work at
Assumption University Dan Evans Award for Excellence in Teaching
About Me
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
About Assumption University- Bangkok
CAMPUS
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
1. INTRODUCTION2. UNIVERSITY RANKINGS ARE NOT LIKE
LIPSTICKS3. ACCREDITATION OF UNIVERSITIES IN U.S.A.4. VALUES AND BELIEFS OF ACCREDITATION
PROCESS IN U.S.A.5. PITFALLS OF REGULATIONS IN HIGHER
EDUCATION MARKET6. RESHAPING THAI UNIVERSITIES FOR ASEAN
ECONMIC COMMUNITY (AEC)7. CONCLUSIONS
Agenda
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
What is Autonomy ?1. INTRODUCTION
Freedom
Desire
Ability
From constrai
nts
To excel
To succe
ed
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
1. INTRODUCTION
When do we need Autonomy?
No Yes
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
1. INTRODUCTION
When do universities need Autonomy?
YesNo
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
University Autonomy in USA?1. INTRODUCTION Broadly speaking,
autonomy is the degree of freedom given to a Higher Education Institution (HEI) to steer itself to achieve its goals.
In operational terms, it is the authority delegated to take decisions in 5 functional areas.
1. Dealing with Government2. Dealing with Faculty3. Dealing with Students4. Dealing with Business
sector needs5. Dealing with
Internationalization issues
Figure 1: 5- Interfaces of Autonomy
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
In U.S.A colleges and universities are under constant pressure to strive for better quality. Although many Thai universities are very keen to declare their programs as “International” but they tend to show very little respect for benchmarks such as international “University Rankings.”
How can a program claim its reputation without meeting international standards? International ranking are not the perfect measure of quality but they do rely on certain benchmarks, criteria and indicators to support their findings.
National Education Standards and Quality Assessment (ONESQA) have been trying to attain similar goals for Thai universities. Other ASEAN countries are also adopting similar models for enhancing quality of higher education.
2. UNIVERSITY RANKINGS ARE NOT LIKE LIPSTICKS
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
2. UNIVERSITY RANKINGS ARE NOT LIKE LIPSTICKS
RankTop-10 Universities in the World
1 California Institute of Technology, USA
2 Harvard University, USA
3 University of Oxford, UK
4 Stanford University, USA
5 University of Cambridge, UK
6 MIT, USA
7 Princeton University, USA
8 University of California, Berklay, USA
9 Imperial College, London, UK
10 Yale University, USA
How many of them
are private universitie
s?
Table-1 Top-10 World University Rankings (2014-2015)(Source: Timeshighereducation.co.uk)
6/7
3
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
In Times HE Asia Rankings of 2015 (Table-1) Japan is at the top but the balance of power is gradually shifting as China increases research funding. More Chinese universities have now entered Times HE Asia Ranking 2015.
From ASEAN only two university-National University of Singapore (NUS) and Nanyong Technological University, Singapore are ranked second and tenth. Other countries among Top-10 include South Korea and Hong Kong.
Among the Top-100 in Asia only two Thai universities have found their place in the rankings- King Monkut’s University of Technology (KMUT) is ranked 55 and Mahidol University is ranked 91. Both of the Thai universities have dropped more than 5 places from their 2014 rankings.
2. UNIVERSITY RANKINGS ARE NOT LIKE LIPSTICKS
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
2. UNIVERSITY RANKINGS ARE NOT LIKE LIPSTICKS
Table-2 Top-10 Asia University Rankings (2014-2015)(Source: Timeshighereducation.co.uk)
# Institution
1 The University of Tokyo, Japan
2 National University of Singapore (NUS), Singapore
3 The University of Hong Kong
4 Peking University, China
5 Tsinghua University, China
6 Seoul National University, S. Korea
7 Hong Kong University of Science and Technology
8 Korea Advance Institute of Science & Technology (KAIST)
9 Kyoto University, Japan
10 Nanyong Technological University, Singapore
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
Accreditation of colleges and universities in U.S.A is carried out by private, nonprofit organizations designed for this specific purpose.
External quality review of higher education is a nongovernmental enterprise.
The accreditation structure is decentralized and complex, mirroring the decentralization and complexity of American higher education.
Figure-1 briefly describes the 5-Step operation of accreditation. It consists of i. Self Study, ii. Peer Review, iii. Site Visit, iv. Judgment by AO, v. Periodic External Review
Figure 2: 5-Step US Accreditation Process
3. ACCREDITATION OF UNIVERSITIES IN U.S.A.
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
The U.S. Department of Education does not accredit educational institutions and/or programs.
However, the Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies that the Secretary determines to be reliable authorities as to the quality of education or training provided by the institutions of higher education and the higher education programs they accredit.
The U.S. Secretary of Education also recognizes State agencies for the approval of public postsecondary vocational education and nurse education.
3. ACCREDITATION OF UNIVERSITIES IN U.S.A.
http://www.chea.org/public_info/video_accreditation_types.asp
3.1) Types of University Accreditors in U.S.A.
Over the years, two types of accreditors have evolved in U.S.A – 1. First category consists of institutional
accreditors 2. The second category of specialized or
programmatic accreditors evaluates a particular school, department, or program typically related to a given profession or vocation,
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
There are accrediting organizations which will accredit particular degrees or departments in a university. These agencies are called as ‘ACCREDITATION AGENCIES’.
Academic programs that have national accreditation will meet minimum requirements, such as lab facilities, enough research funds, infrastructure, set by the Agency.
For example: The Accreditation Board for Engineering & Technology (ABET) will accredit degrees in Engineering field.
Few National Accreditation Agencies that will accredit degrees areABET-CAC – Will accredit computer Science Programs.ABET – Will accredit engineering degrees.LCME – Will give Accreditations for Medical Institutions.ACS – Will accredit Chemistry degrees.
All the agencies listed in this slide are recognized by US Department of Education.
3. ACCREDITATION OF UNIVERSITIES IN U.S.A. US Dept of EducationRegional
Accreditation Agencies
MIDDLE STATENEW
ENGLANDNORTH
CENTRALNORTHWESTSOUTHERNWESTERN
National Accreditation
AgenciesABET - Accreditation Board for Engineering and TechnologyACS - American Chemical SocietyABA - American Bar AssociationLCME -The Liaison Committee on Medical Education AAMC - Association of American Medical Colleges
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
Accrediting organizations derive their legitimacy from the colleges, universities and programs that created accreditation, not the government. In 2010‒2014, accrediting organizations employed more than 1000 paid full- and part-time staff and worked with more than 20,000 volunteers.
Accreditation bodies in U.S.A carry out the following 4 roles:
i. Assuring quality ii. Increasing access to federal and state funds iii. Enhancing private sector confidence, andiv. Easing transfer. Important differences between Accreditation
process in USA Vs. Thailand (TQFs) are shown in Table-3.
3. ACCREDITATION OF UNIVERSITIES IN U.S.A. THAILAND U.S.A.Mandatory OptionalGovernment Policy Driven
Market Driven
Top Down CollaborativeAudit based Assessment based
Perceived as a Beaurocratic burden Transparent & Open
Hinders self determination, autonomy and Innovation
Promotes self determination, autonomy and Innovation
Table 3: Differences in Accreditation Process
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
In USA, a clear set of quality indicators are used within each QA category and they do not signify rank of importance. They are usually provided in random order. They are usually scored with on a simple 4 point scale: (0=Deficient, 1=Developing, 2=Accomplished, 3=Exemplary).
For examples, under Institutional Support an indicator such as “The institution has a governance structure to enable clear, effective, and comprehensive decision making related to its programs” would be rated or quantified between 0-3.
3. ACCREDITATION OF UNIVERSITIES IN U.S.A.
Figure 3:: Key Criteria (9) used for QA in USA
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
U.S. Department of Education Database of Accredited Postsecondary Institutions and Programs
Accreditation_Date_TypeIndicator for actual or estimated initial date of accreditation/pre–accreditationPeriodsPeriod of accreditation in form (initial date – end date)Last Action1. Accredited – an institution or program which was pre–accredited and was granted full accredited status.2. Denied Full Accreditation – an institution or program which was pre–accredited and was not granted full accredited status.3. Resigned – an institution or program which has voluntarily withdrew its recognition as an accredited institution or program.4. Expired – an institution or program which has allowed its recognition as an accredited institution or program to expire.5. Resigned Under Show Cause – an institution or program which has voluntarily withdrew its recognition as an accredited institution or program while under a Show Cause status.6. Terminated – an institution or program that an agency no longer accredits.7. Closed by Institution – a program which has been closed by the institution. 8. No Longer Recognized – an institution or program type that an agency is no longer recognized to accredit.
3. ACCREDITATION OF UNIVERSITIES IN U.S.A.
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
The accreditation and QA process adopted for American universities is built upon a core set of traditional academic values and beliefs. These are highlighted in following statements:
1. Higher education institutions have primary responsibility for academic quality; colleges and universities are the leaders and the key sources of authority in academic matters.
2. Institutional mission is central to judgments of academic quality.3. Institutional autonomy is essential to sustaining and enhancing academic quality.4. Academic freedom flourishes in an environment of academic leadership of
institutions. The higher education enterprise and American society thrives on decentralization
and diversity of institutional purposes and missions. On the other hand, values and beliefs in Thai higher education are largely determined and driven by ONESQA, not by institutions themselves. Hence Thai system appears to be centralized.
4. VALUES AND BELIEVES OF ACCREDITATION PROCESS IN USA
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
5. PITFALLS OF REGULATIONS IN HIGHER EDUCATION MARKET
Figure 4: Current QA practices in HEIs
Each public university in Thailand was created by special legislation, and is considered to be an extension of the government. As a result university employees are under government regulations and civil service rules, and bureaucratic red tape still dominates daily operations.
However, in this new century a vast majority of academics believe that time has come to pay attention to the growing “relevance gap” in HEIs in Thailand and elsewhere in ASEAN.
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
Although there are many differences among universities in ASEAN a common MOI help in harmonizing the region’s higher education.
In comparison to U.S.A and Europe the diversity in educational systems across ASEAN presents many more difficult challenges.
There is still hope that universities will realize that English language can become a common language and act as glue that can bind the region together.
It is very clear that English language is already playing a major role in harmonizing ASEAN
Academic Calendar, Credit Transfer Systems, Equivalence of Degrees & Regional Markets
6. RESHAPING HIGHER EDUCATION FOR QA
Figure 5: ASEAN Community
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
7. CONCLUSIONS
With increasing emphasis on international programs the least the universities in the region can do is to benchmark themselves against its peers, and yet it seems that majority of Thai universities don’t care about any regional or international benchmarks or rankings.
With respect to QA much more can be learned from successful institutions, organizations, and industries in other countries. It seems that the primary obstacle to providing more autonomy to HEIs is not a lack of resources, technology challenges or any other external pressure.
The biggest blockade to change is ineffective mental models. Trying to operate within a new regional context or economic environment by applying the same assumptions and approaches will not produce the kind of dramatic changes needed.
Higher education leaders and policy makers in Thailand and elsewhere in the region don’t lack new ideas, but they too often tend to extend new ideas along traditional ideologies.
It is high time that agencies such as ONESQA challenge its own QA Models and Assumptions? As we approach AEC in 2016 the process of creating and enforcing common QA standards by
enhancing autonomy for HEIs is the only way forward. American accreditation model may not be perfect but it provides enough evidence that more
autonomy leads to more success.
More Autonomy in Higher Education Institutions Can Improve Quality– An American perspective
Thank YouGraduate School of eLearning
(GSeL)Assumption University
Thailand, Bangkok