Introduction University of Limerick Participants in The Pilot Programme and QUIP The purpose of this session… -share the benefits of our experience through participating in :  The Pilot Programme for Standards of Good Practice for Education Abroad.  The Quality Improvement Programme (QUIP)

Session Objective Objective for this portion of the session is: -to outline and define what expectations you may have in engaging in this process -explain how QUIP process interacts with domestic legislative requirements -to brief you on benefits, successes and obstacles arising out of conducting a Self-Study Report from the perspective of a host institution

Irish Universities Association IUA activities include: Quality Assurance IUA is committed to assisting the universities in developing and implementing procedures and programmes for quality assurance and quality improvement. The Irish Universities Quality Board (IUQB) has been established on the initiative of the IUA. International Affairs including international student recruitment, marketing of the university sector internationally, joint participation at student fairs and exhibitions Strategic Development Higher education has had a transformative effect on Ireland. -supported the continuing upgrading of our enterprise base -expanded Foreign Direct investment -innovative indigenous start-ups and international services.

Quality Assurance The IUA is responsible for assisting the universities in developing and implementing procedures and programmes for quality assurance and quality improvement. The autonomy of each university to determine its own quality assurance procedures is provided for under the Universities Act (1997) which encourages an emphasis on quality improvement. IUA facilitated the establishment of : Irish Universities Quality Board [IUQB] Irish Universities Quality Board [IUQB] and the development of a sectoral quality improvement programme of projects across a range of areas. Published: A Framework for Quality in Irish Universities A Framework for Quality in Irish Universities (2nd edition, Oct 2007).

Quality Assurance With the welcome emphasis on Quality the 7 universities in Ireland are making many significant and fundamental changes in their: cultures and structures, management, use of resources, relationships with students and society and in how they approach their core functions of learning, teaching, research and service to the community. In the enlightened context of the Universities Act 1997, Quality Assurance in the European Higher Education Area and further reforms and developments as part of the Bologna Process; the Irish universities have developed an approach to quality based on:  sound policies and principles  best international practice

The Forum on Education Abroad “I highly recommend the Quality Improvement Program to any institution that is serious about offering study abroad programs. As a host of US study abroad students, our university is committed to following best practices as understood by our partners in the US. We were also able to utilize materials and outcomes from our Irish quality reviews and have the full participation of our Quality Assessment office to make the QUIP process dovetail with our institutional (and National) needs (and requirements).” Liam Ó Dochartaigh, Director International Education Division University of Limerick

The Forum’s Standards & Queries The Forum on Education Abroad’s Standards and Queries and accompanying guidelines for QUIP are entirely and gratifyingly consistent with the quality assurance provisions of the Irish Universities Act (1997) and the IUQB Framework. "Since Ireland and its universities must now compete at European and global levels, it might be useful for units under review to use the opportunity to benchmark themselves against a wider variety of universities and higher education systems, and to select peer reviewers on that basis." EUA ‘Review of Quality Assurance in Irish Universities – Sectoral Report’ (HEA/IUQB, 2005)

Stakeholders to benefactors… UL Core Review Team included representation from: International Education, Executive/Senior Administration, Student Academic Administration, Faculty, Human Resources, Accommodation, Campus Facilities, Security, Quality. An unforeseen consequence of participation in the Pilot Programme and QUIP provided a valuable ‘practice run’ and prepared significant groundwork for their own Peer Reviews!

The Next Step In this 21 st Century knowledge based society educational institutions carry significant responsibility to deal with the challenges of the future world  need for recognisable global standards for best practice in education abroad  important to consider the benefits of participating in this exercise  determine the implications and consequences of taking part- or not The Forum on Education Abroad’s frameworks for quality assurance may be one of the most valuable tools available to help us achieve what it is that we claim…and aim to do.

UL’s Benefits of Participation…  Leverage to instigate change  Transparency, improved systems, increased efficiency  Increased profile, understanding, respect and recognition for the International Education Division and staff (internally and externally)  Institutional cooperation amongst support services and facilities increased  Increased Study Abroad student, partner and agency satisfaction

Questions & Answers

Managing the Self-Study The key steps and timing of implementation required for the successful accomplishment of this exercise Determine whether, and how achievable, this exercise is for you Outline the commitment that such an undertaking requires.

 Use of an electronic template  Site Visit template  Core Review Team membership  Engaging the institution at executive level  Maintaining the momentum Getting off on the right foot…

 Preparing for the Site Visit  Hosting the Site Visit  The Site Reviewers Report  Corrective Action  Final Determination Key Steps of Involvement

Institutional suggestions... Agree Site Review date early stage -ensure availability of administration, faculty and executive. -ensure appropriate executive institutional engagement is secured. Use ‘Template’ document outlining the schedule for Peer Review which outlines expectations of reviewers in terms of who they expect to meet with and duration of meetings. Adequate time should be scheduled for Peer Reviewers to commence writing their report at review destination in order to provide initial feedback to the institution under review and provide framework for their overall report.

Core Review Team Core Review Team should include representation from the following areas: International Education Executive/Senior Administration Student Academic Administration Faculty Human Resources Accommodation Campus Facilities Security Quality Appoint one editor of the Master document with responsibility for incorporating/collating all entries into the Master document.

The Standards and Queries uElectronic ‘Template’ document of the Standards questionnaire allowing space for answers uReference column for supporting reference materials and webpage addresses uInclude index, list of appendices and preface  Compilation of an appendices CD of reference materials –allowing to search by keywords etc which aids the reviewer in testing the responses in the Standards document uCore Review Team Workshop and external facilitator

The Site Visit and Review  Pre-arrival preparation  Importance of identifying the institutional members most involved with delivering the education abroad program  Articulating the goals of the review  Itinerary for the site visit  Adequate time to prepare for the Site Visit and commence compilation of the Site Review Report