ESG 2015: Linking external and internal QA Involving stakeholders Tia Loukkola Director for Institutional Development 22 January 2016

The ESG basics (1) 2005: the first version of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) adopted in by the Ministers for higher education Developed by the E4 Group (EUA, EURASHE, ESU and ENQA) Had major impact on the quality assurance (QA) developments in Europe 2015 ESG adopted by the Ministers in May in Yerevan Developed by the E4 Group, EI, BUSINESSEUROPE and EQAR Takes into account of the changes in the past decade and looks forward Focus on quality assurance, not quality as such …2…

The ESG basics (2) Three parts covering Internal QA within HEIs External QA carried by QAAs Internal QA within QAAs Focus on learning and teaching in HE, including Learning environment Links to research and innovation The ESG are applicable to all types of HE; irrespective of mode of provision or place of delivery The standards: agreed and accepted practice – Should be taken account of and adhered to The guidelines explain why the standard is important and describe how standards might be implemented. …3…

Part 1: Internal QA 1.1 Policy for quality assurance 1.2 Design and approval of programmes 1.3 Student-centred learning, teaching and assessment 1.4 Student admission, progression, recognition and certification 1.5 Teaching staff 1.6 Learning resources and student support 1.7 Information management 1.8 Public information 1.9 On-going monitoring and periodic review of programmes 1.10 Cyclical external quality assurance …4…

Part 2: External QA 2.1 Consideration of internal quality assurance 2.2 Designing methodologies fit for purpose 2.3 Implementing processes 2.4 Peer-review experts 2.5 Criteria for formal outcomes 2.6 Reporting 2.7 Complaints and appeals …5…

Part 3: QA of QA agencies 3.1 Activities, policy and processes for quality assurance 3.2 Official status 3.3 Independence 3.4 Thematic analysis 3.5 Resources 3.6 Internal quality assurance and professional conduct 3.7 Cyclical external review of agencies …6…

State of play Different approaches when creating national QA systems Trend towards institutional approach, yet often combined with programme level Accreditation, evaluation or audit Aligned with the ESG, but national characteristics and criteria on top Institutional policies and systems mostly in place Development of past 10 years How developed or efficient are they? QA identified among the most influential reforms/trends by HEIs …7…

…8… The principles for QA in the EHEA HEIs have primary responsibility for the quality of their provision and its assurance QA responds to the diversity of higher education systems, institutions, programmes and students QA supports the development of a quality culture QA takes into account the needs and expectations of students, all other stakeholders and society

On the link between internal and external QA External QA is based on internal QA However, experience shows that the external QA also acts as a driver for internal QA developments Therefore, Seek synergies between internal and external QA Develop context-sensitive QA approaches Ensure participation of all stakeholders …9…

Stakeholder participation in QA (1) Internal QA 1.1. “Internal stakeholders should develop and implement [the institutional QA] policy through appropriate structures and processes, while involving external stakeholders.” External QA 2.2. “Stakeholders should be involved in [the] design and continuous improvement [of external QA].” 2.4. “External quality assurance should be carried out by groups of external experts that include (a) student member(s).” Also the principle of QA promoting quality culture drives towards stakeholder participation …10…

…11… Quality culture?

Stakeholder participation in QA (2) Employer participation – either in internal and external QA – not widespread In external QA the student participation becoming a norm More in expert panels than in the decision-making bodies In internal QA how to involve all stakeholders remains a challenge How to motivate the academic staff? Student participation varies from one system to another. Trends2010: 83% of HEIs: students participate actively in QA committees etc 72% of HEIs: students have voting rights in faculty or departmental bodies …12…

Solutions to increase the ownership Adapting to the context Balancing formal and structural approaches with informal and cultural elements Investing in follow-up actions …13…

Conclusions Themes of the ESG 2015 are familiar to all, but the level of implementation varies greatly National implementation and interpretation: impact of the context Aim for improved quality levels in higher education, not mere compliance with the ESG …14…

Some links ESG EUA publications The European Higher Education Area in 2015: Bologna Process Implementation Report …15…