Some challenges to the future of Quality Assurance in Higher Education Dr. Richard Lewis, UK International consultant, HEP2 Vinh Workshop Challenges to QA1

But QA is not distinct from HE so they are also challenges that have to be faced by Higher Education Vinh Workshop Challenges to QA2

Introduction This presentation will be made from an international perspective and it may be that not all aspects will be of immediate relevance to Vietnam - at least not yet! This presentation differs from that on emerging trends in that it focuses rather more on what may happen rather than those things that are starting to happen. Vinh Workshop Challenges to QA3

INQAAHE’s Members’ Forum, April in Melbourne - 1 Main theme – The future of external quality assurance (EQA). Initial proposition “There is a growing belief that the traditional approach to EQA (with each programme preparing a self-assessment report being visited by three to five experts, having a decision made programme by programme) is too expensive ….” Vinh Workshop Challenges to QA4

INQAAHE’s Members’ Forum, April in Melbourne - 2 “In many countries the proportion of HE credits earned by students studying full-time at university institutions is in decline and many of our members are dealing with both university and non-university institutions as well as having to consider the QA aspect of credits earned outside institutions.” In other words – increased diversity. Vinh Workshop Challenges to QA5

Other Aspects Vinh Workshop Challenges to QA6

Changes in the balance of power The Changing Balance of Power both within institutions (including the increased influence of students) and between institutions and the outside world in particular governments and the world of employment. Vinh Workshop Challenges to QA7

The shifting balance of power - 1 Different patterns in different country Traditional (continental) Europe Academic QA – appoint the right faculty and let him (sic) to get on with it. Administrative QA – do what the government tells you. Vinh Workshop Challenges to QA8

The shifting balance of power - 2 At first the introduction of E and I QA Internally shifted the balance of power to the department or faculty or the centre. Externally governments feel happier to delegate more power to the institutions But the future may see external control of especially academic matters (see later) Vinh Workshop Challenges to QA9

Impact of reduced resources (While overall resources might not be reduced resources per student almost certainly will be) Greater emphasis on on-going quality “monitoring” (see later discussion on institutional “quality culture”) Greater emphasis on results both objective and more subjective. EQA moves to an audit approach (i.e. testing the institution’s QA methodology rather than directly assessing its quality, Vinh Workshop Challenges to QA10

Challenges to the traditional view of the university Note. It may be that the effective challenge is to the view rather than the reality. There is now much more diversity in the way that students learn (or obtain their credits) – in particular a shift away from full time face to face study. Vinh Workshop Challenges to QA11

Greater diversity in institutions and modes of learning For profit institutions. Challenges to the traditional view (but not perhaps the reality) of the need to combine teaching and research being challenged. Students studying part-time or at a distance. Students earning credits outside HE institutions including in their place of employment. Moves away from the lecture/class room approach even for campus based full-time students Vinh Workshop Challenges to QA12

Eliminating the distinction between Academic and Vocational Qualifications The distinction has always in reality been fuzzy e.g. medical qualifications. There is now an strong movement in some parts of the world to break down the barriers. Universities may no longer have the right to assess their own students (externally set and marked examinations even !!) Vinh Workshop Challenges to QA13

HE and employment - 1 In many countries there are moves to increase the influence that the world of employment has on universities. But there are beginning to be concerns that this may be too strong –in particular whether it might diminish such aspects as academic enquiry and academic freedom. Vinh Workshop Challenges to QA14

HE and employment - 2 Would it mean that too much emphasis would be placed on preparing graduates for the immediate needs of the workplace rather than developing their abilities to deal with techniques still to be developed to deal with problems that have yet to arise? There is a need in many countries to give greater emphasise to the needs of the workplace especially in the development of graduates “soft skills” but there is a danger that this may go to far. Vinh Workshop Challenges to QA15

Conclusions and questions - 1 Cannot rely on traditional approaches to the basic model of HE – need to put greater emphasis on learning outcomes etc Vinh Workshop Challenges to QA16

Conclusions and questions - 2 What distinguishes Higher Education from other sectors of Education? Do these distinctions still exist? Does Higher Education have a future? Vinh Workshop Challenges to QA17