1. 29 November 2005 Educational quality at the K.U.Leuven Quality assurance and enhancement at the K.U.Leuven Veerle Hulpiau

2. 29 November 2005 Educational quality at the K.U.Leuven Legal framework Since 1991: universities responsible for the internal and external quality assurance involvement of students, alumni and external experts common and regular external assessment → each university organises its own system of IQA → the VL.I.R. coordinates EQA (peer review at the level of the discipline)

3. 29 November 2005 Educational quality at the K.U.Leuven decree 2003: introduction of a accreditation system –report of the visiting committees serve as input for accreditation (programme level) –collaboration with the Netherlands: dutch- flemish accrediting body –accreditation depends upon the presence of general quality standards

4. 29 November 2005 Educational quality at the K.U.Leuven Educational quality: general framework Implemen- tation -Curriculum developmentCurriculum development -… Educational concept: -GILGIL -Educational framework Quality assessmentQuality assessment: -evaluation courses -evaluation programmes Follow-up: -professional developmentprofessional development - Educational innovation Educational innovation Educat. quality

5. 29 November 2005 Educational quality at the K.U.Leuven Quality assessment Internal quality assurance External quality assurance External peer review + report External peer review + report Evaluation of curricula Evaluation of particular courses Ad hoc evaluations Self- eval. report Self- eval. report accountability Ad hoc evaluations Periodical evaluations Accreditation improvement 0

6. 29 November 2005 Educational quality at the K.U.Leuven Quality assessment Guiding principles Periodic evaluation of curricula Periodic evaluation of courses (what do staff members expect?)

7. 29 November 2005 Educational quality at the K.U.Leuven Guiding principles Quality assessment initiatives are embedded in the concept of GIL Responsibility lies at the level of the permanent curriculum committees and the staff members QA stands or falls with the actual follow-up of the evaluation initiatives

8. 29 November 2005 Educational quality at the K.U.Leuven Evaluation of curricula Every 8 years Permanent curriculum committee Accordance with external evaluations: –timing –content: internal ev. prepares for the external

9. 29 November 2005 Educational quality at the K.U.Leuven University wide procedure with room for local adjustments supported by the Educational support office Evaluation of curricula

10. 29 November 2005 Educational quality at the K.U.Leuven Broad consultation of the academic community –Goal: gain a clear understanding of the expectations of faculty members and students of the new evaluation system –How? Hearings Individual web-based questionnaire Questionning PCC’s Evaluation of courses a new approach – policy determination

11. 29 November 2005 Educational quality at the K.U.Leuven –Topics: goals (quality improvement and/or accountability) periodicity evaluation instruments submission of evaluation instruments (electronically/on paper; before/after exams, …) follow-up (de)centralization Evaluation of courses a new approach – policy determination

12. 29 November 2005 Educational quality at the K.U.Leuven –Results: what does the academic community expect? disconnection of quality improvement and accountability educational quality should be taken into account frequency: different opinions, not on a yearly basis; maybe more frequent in the case of accountability instruments: –improvement: flexible, up to the PCC to decide –accountability: certain degree of standardization, but at the level of the faculties/departments Evaluation of courses a new approach – policy determination

13. 29 November 2005 Educational quality at the K.U.Leuven more enthousiasm for electronic evaluation than before communication with regard to the results –Improvement: faculty member, PCC –Accountability: faculty member, PCC, dean, appraisal committees decentralization (esp. improvement) with central support Evaluation of courses a new approach – policy determination

14. 29 November 2005 Educational quality at the K.U.Leuven Decision? –Two tracks –Evaluations aiming at quality improvement every 4 years flexible PCC no direct link with tenure and promotion –Evaluations aiming at accountability every 4 years degree of standardisation Evaluation of courses a new approach – decision

15. 29 November 2005 Educational quality at the K.U.Leuven General reflections Tension: –Centralised vs. decentralised approach? Curricula: universitywide procedure Courses: –Accountability (certain degree of standardisation) –Improvement (up to the PCC) –External and internal QA IQA: or own system? Staff involvement in the design of IQA

16. 29 November 2005 Educational quality at the K.U.Leuven GIL: Characteristics Guided Independent Learning is a comprehensive concept -Defines goals for university teaching, roles and responsibilities of students and faculty membersgoals for university teaching -It is referred to in all decisions with educational consequences

17. 29 November 2005 Educational quality at the K.U.Leuven GIL: Characteristics (2) Guided Independent Learning is a comprehensive concept GIL does not reject particular instructional approaches Still there are guidelines: -education has to be functional - participation in research activities is highly valuable

18. 29 November 2005 Educational quality at the K.U.Leuven GIL: Goals of university teaching Critical scientific attitude: students should - assimilate discipline specific research findings and frameworks - acquire insight in the coming about of these findings - be able to acquire information independently - be able to contribute themselves to the development of knowledge - be able to use the knowledge acquired in solving new problems and in developing independent and articulated viewpoints Graduates should be able to take responsibility in society:  able to develop an articulated viewpoint in societal matters

19. 29 November 2005 Educational quality at the K.U.Leuven Professional development Varied offer and different ‘providers’ Voluntary participation Group sessions and instruments for individual teachers

20. 29 November 2005 Educational quality at the K.U.Leuven Educational innovation Ad hoc  university-wide policy 3 levels –individual staff member (competitive) –faculties (educational development plans) –central services Main focus –GIL –Internationalisation

21. 29 November 2005 Educational quality at the K.U.Leuven Curriculum development Responsability of PCC Last years: BaMa –Fase 1: proposels from all faculty members –Fase 2: proposels supported by dean –Fase 3: implementation = now

22. 29 November 2005 Educational quality at the K.U.Leuven Decision structures and support systems Executive Committee [Vice-President Educational Affairs] Academic Council Faculty Programmes Permanent Program Committee Council of Education Expert Center for Educational Support

23. 29 November 2005 Educational quality at the K.U.Leuven Until 1993: - IQA = permanent concern of PCC - ad hoc curriculum evaluations - ad hoc evaluations of subjects ad hoc PCC ad hoc faculty Improvement Evaluation of curricula Evaluation of subjects periodic PCC ad hoc PCC ad hoc faculty Improvement & accountability Improvement tenure and promotion external QA Evaluation of curricula Evaluation of subjects 1993-2000: - IQA = permanent concern of PCC - ad hoc: curriculum and subjects - 4-yearly curriculum and subjects tenure and promotion periodic PCC ad hoc PCC Improvement & accountability Improvement external QA Evaluation of curricula Evaluation of subjects periodic PCC ad hoc faculty 2003-2004: - IQA = permanent - concern of PCC - ad hoc: curriculum and subjects - yearly subjects - 8-yearly curriculum A shortcut to more than 10 years of IQA