Workshop 8 Creation of Quality in HE Challenges & future trends in HE & their impact on an increasing orientation on quality in teachings Panel 1: Reflection on the demands on quality in HE Panel 2: Consequences by implementing quality standards in HE on teaching staff & organisational development

Workshop 8: Quality in Higher Education The starting point: Study on Trends in Higher Education (Hof Wittenberg) Some Conclusions of the worskhop –Whereas in the past HE institutions were considered to be per se quality institutions, we do or can no longer rely on this traditional consensus. –Quality management has become imperative and the need for QA was not questioned in the discussion. –Universities have to fulfil different functions and all are related to quality. Even if we concentrate on quality in teaching, QA in HE has to tackle a complex reality and different expectations. –QA in HE therefore does not have a single purpose, a single method or a single operational definition.

Workshop 8: Quality in Higher Education Defining quality in academic teaching becomes even more complicated if we consider the inherent tension between research and teaching. Perhaps we can agree on certain basic conditions which constitute quality in teaching –the importance of recruiting good teachers –the need to develop teaching skills within HE institutions –the need to develop a reward system for good teaching –etc How can we create quality in HE institutions? –the shift from QA and quality control to “creation of quality” –the underlying assumption that the primary responsibility for quality in HE lies within each institution itself

Workshop 8: Quality in Higher Education Bridging the gap between QA in HE and VET? Commonalities –Basic teaching skills and the importance of institutional support –Emphasis on employability and the need for lifelong learning Differences –Importance of research as quality standard for universities –Multiplicity of objectives and types of learners in VET