1. Student Involvement in Quality Assurance in Higher Education
The case of Norway presented by Tove Blytt Holmen

2. The Higher Education Institutions (HEIs) in Norway
42 state-owned HEIs (6 full-scale universities, 5 specialized universities, 25 university colleges, 2 academies of fine art and 4 military colleges). 70% of the students attend state-owned universities.
20 private HEIs with financial support from the state (1 specialized university, 1 university college, 18 not accredited as institution) % of the students attend private institutions for higher education.

3. Governance at the Institutional Level
The Board of each state-owned HEI will consist of eleven members: four academic representatives, one representative from the technical and administrative staff, two student representatives, four external members appointed by the Ministry
Student representatives should have at lest 20% of the seats, two seats at the minimum, in all executive bodies of the institution
For a private institution the Board shall be composed by at least five members and have representatives from the students and staff. If the Board has more than ten members, the groups representing studients and staff shall have at least two members.

4. Overall responsibility for NOKUT’s activities and decisions
NOKUT’s Board
Overall responsibility for NOKUT’s activities and decisions
Eight members: one student, one staff, the other six are not defined
Appeals Board
Six members of which two are students

5. Institutional Autonomy
Universities
Specialised universities
Accredited university colleges
Non-accredited
PhD.
Master
Bachelor
Power to establish any study programme (BA, MA, PhD)
Power is limited. The institusjonen can not offer study programmes in the field without accreditation and a final decision by The Ministry of Education.

6. The Norwegian Model of Quality Assurance
Accreditation
HEIs and their
portefolio
QAS
Revision of
accreditation
Audit
Revision of
accreditation

7. Standards for institutional quality assurance systems
Satisfactorily documentation
Applicable to the whole process of teaching and learning
Capable of revealing poor quality
Includes routines to ensure continous improvement of the system

8. Programme accreditation; standards and criteria
Curriculum
Staff
Internationalisation
Infrastructure
Quality assurance
The criteria are fairly detailed, but gives the experts room for qualitative judgements
All criteria have to be met at a certain minimum level

9. Experts - Important competencies
High level of academic understanding
Regarding the institution as a whole (audit and institutional accreditation)
Regarding the specific programme (re-accreditation of programmes)
Experience on how to communicate on equal basis
Personal integrity

10. NOKUT will search for experts within it’s own network
Generally NOKUT will not ask for proposals from institutions on expert candidates
… other than from the student unions

11. Experts from society/employers and student are two of a kind
Training of experts
Training of experts will differ concerning standing committees for auditing and ad-hoc committees for accreditation of programmes
Experts from society/employers and student are two of a kind
Re-use of experts from one evaluation to another
We will try to engage former (student) experts to tell about their experience when a new panel meets for the first time

12. … something to think about?
Students are natural members of panels that evaluates quality assurance systems, study programmes and HEIs for accreditation purposes
Students act as board members of QAAs
If we believe in student value, involving students in external evaluation of higher education as well as of QAAs will be a proof of this
If we don’t believe in student value – why be afraid to try? (As long as we have such a profound belief in the other members’ capasity)