1. Quality Assurance Systems in Higher Education and the Trend Towards International Standardisation Maysoon Al-Haideri, Ph.D. Director of Directorate of Quality Assurance Hawler Medical University quality.assurance @hmu.edu.iq

2. What is Quality Assurance (QA): Quality Assurance is the planned and systematic review process of an institution or program to determine whether or not acceptable standards of education, scholarship and infrastructure are being met, maintained and enhanced. Quality Assurance provide tools and processes to enable us to meet our goals. 2

3. Quality assurance Quality assurance The term 'quality assurance' refers to: the totality of systems, resources and information devoted to maintaining and improving the quality and standards of: - teaching; - scholarship; - research; - students' learning experience; and - suitability for professional life

4. The Quality Assurance Directorate at Hawler Medical University was established in 2008- 2009, under the administration of the Vice President of Scientific Affair and Postgraduate Studies to: overlook issues related to quality assurance and accreditation in the educational system, develop an overall strategic plan for quality assurance and accreditation, and assist in improving the quality of the academic programs and that of their graduates. Overview 4

5. The Structure and Mechanisms of the Quality Assurance Management The Ministry of Higher Education, is responsible for the overall education system, which took the initiative steps to develop an overall strategic plan for quality assurance and accreditation to assist Higher Education Institutions to improve the quality of their academic programs and that of their graduates. 5

6. Board of Quality Assurance and Accreditation: This board was established by the Ministry of Higher education and Scientific Research in to assess and to work with the Directors of Quality Assurance at Universities that monitor the process of quality assurance. The process of the quality assurance is supervised by the Board of Quality Assurance and Accreditation in both public and private institutes of the higher education. 6

7. Board members of Quality Assurance and Accreditation Minister Advisor – President General Director of the Quality Assurance and Research at the Ministry Director of the Quality Assurance and Accreditation at the Ministry Director of the Quality Assurance of the Private Universities Four University Vice President for Scientific Affairs One Institute Vice President 7

8. The main role of this Board is to: Introduce quality management procedures. Review and manage the instructions which are released by the ministry of higher education Develop instructions and measurements of the process of quality assurance and accreditation. Assure the management of the quality assurance is in the best way. 8

9. Assess and approve the admission plan for each department, college, and faculty of the public and private universities. - Decide on the accreditation and permission of opening a new department or college at the university, - Introduce corrective action procedures, and - without reviewing of the board no related proposal will be accepted by the ministry. The main role of the Board is to, cont. 9

10. The Directorate of Quality Assurance (DQA) has been established within the University and is headed by the Vice-President of the Scientific Affairs who is responsible for: strategic direction, leadership of teaching and learning across the university, managing and supervising Teaching Quality Assurance (TQA) team, planning, maintenance of academic standards, and enhancement of the academic profile of the university The Directorate of Quality Assurance and Curriculum Development at the University 10

11. For the purposes of this initiative, a Quality Assurance Committee was established in each college to monitor and ensure that the process and achievement of quality are within the standard and that the quality of learning and research are appropriate. The committees have important roles in developing, approving, monitoring and reviewing academic policies and guidelines. 11

12. Quality Assurance Processes and Tools The process of quality assurance is created to assess teachers and to protect student rights and this include different program such as:  Teaching Quality Assurance (TQA), and  the Continues Academic Development (CAD). Both of the mentioned programs have instructions issued by the General Directorate of the Quality Assurance and Accreditation at the Ministry of Higher Education and Scientific Research (MHESR). 12

13. Teaching Quality Assurance (TQA) The TQA program was announced by the Ministry of Higher education and Scientific research (MHESR) to pursue the goals set by the Ministry which are: Introduce confidence in the value of the certificates awarded to students by the universities and Institutes of the Kurdistan Region; Assure the public that the quality of education and lectures offered by our universities and Institutes are up to the level of those offered by international universities; 13

14. Support students during their courses of study; Writing reports, reviewing, following up, observing, filing, decision-making, and Sometimes examining the lecture contents and methodology. Teaching Quality Assurance (TQA), cont. 14

15. In summary, one may say that quality assurance should answer the following questions: Is the higher education institution doing the right things? Is it doing the right things in the right way? Does it achieve what it wants to achieve? Teaching Quality Assurance (TQA), cont. 15

16. Continuous Academic Development (CAD) In order to establish and implement CAD in the universities and colleges, the Scientific Committees of these institutes will lay down a program periodically for the academic seminars. A list of seminars schedule must be submitted to the College Council at the beginning of each semester for approval. A copy of the list should be sent to the Directorate of Quality Assurance at the university presidency for review. 16

17. Quality Assurance Elements Course Syllabus Student’s Feedback Continuing Education Elements of Quality Assurance process Teacher Portfolio 17 External Assessor

18. Course Syllabus The course Syllabus is a sort of summary of the subject that the student will be taking during the semester, or during the whole academic year. It should be provided to the student at the beginning of the semester or academic year. The course book should includes the main course topics, the number of hours for each topic, samples of question, list of text books and references, and the personal contact information of the teacher and the coordinator to help eases the connection between the teacher and the students. 18

19. Student ’ s feedback Collecting feedback during the course provides information that can be useful right away, while teachers are still working with students that semester. Asking for student feedback during the course can: Identify features of the course that students find helpful, as well as students’ perception of obstacles to learning. Give you a more informed basis for making decisions while you are still teaching the course. Open lines of communication with students who might not otherwise volunteer their comments. 19

20. Responding to Student Feedback: It is important to acknowledge and respond to students’ feedback, but responding does not mean simply fulfilling student requests. Rather, being responsive means considering student input and finding ways to help align student expectations with your teaching and course goals. For example you might choose to make a change recommended by students, but you might also address student perceptions by helping them see the value or purpose of something that they identified as unhelpful. 20

21. Your response to the feedback can also create opportunities to clarify your expectations for the class, and open doors for further dialogue with students about their learning. After collecting and analyzing the feedbacks, a copy of the report should be submitted to the Quality Assurance Committee at the college which will therefore be submitted to the Directorate of Quality Assurance at the University. Responding to Student Feedback:, cont. 21

22. External Assessor An external examiner is normally a senior academic person from another institution or organization who is specialists in the fields reviewed and knowledgeable about higher education in general. He/ she review and monitor the assessment process of an institution for fairness and academic standards. 22

23. Every course has to have an external examiner who is appointed for a period of time. The external examiner reads and approves the course contents and the examination papers, may read some or all of the examination scripts, and generally monitors standards and reports formally on his/her findings. External Assessor, cont. 23

24. Main purposes of having External Examiner are: to verify that academic standards are appropriate for the award or part thereof which the external examiner has been appointed to examine; to help institutions to assure and maintain academic standards across higher education awards; to help institutions to ensure that their assessment processes are sound, fairly operated and in line with the institution's policies and regulations. 24

25. Teacher Portfolio Teacher Portfolio is a description of an instructor’s major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of an instructor’s teaching proficiency. 25

26. The goal of teacher portfolio Is to present your teaching skills, experiences and credentials in a meaningful positive package. Teaching portfolios vary considerably depending on numerous factors, including personal preference. In fact, the items that an educator elects to place in a teaching portfolio often communicate much about that individual’s values with respect to teaching and learning. 26

27. Teacher Portfolio contain two basic elements: evidence of teaching, and reflections on that evidence. The evidence begins with what is normally listed on curriculum vitae, lists of courses, lists of responsibilities, etc.; however, it extends beyond to include a variety of activities which have had an impact on your teaching. The addition of these other documents adds depth to your teaching curriculum vitae. 27

28. Under QA programme each and every academic, regardless of his/her degree, is required to collect points by seeking knowledge and participate in various academic activities such as: publications in scientific/ academic journals whether local or international, participation in conferences, workshops, symposiums, and training courses, supervision on different proposals, thesis and dissertations, with additional activities to enhance the teachers’ skills. 28

29. Quality Assurance Model: A model of assuring quality is by: Sets of regulations and guidelines formulated; A self evaluation prepared by the institution; The appointment of a peer group whose review of the institution or programme would start with a review of the self evaluation Site visits by the peer group. 29

30. Quality Assurance is a Continuous Process (1) Audit and Implement (2) Monitor and Review (3) Amend and Improve

31. Concluding Remarks  Quality Assurance is the responsibility of HEI itself  Overnight results not possible. So be patient but consistent in pursuing the agenda  Full support of the administration and cooperation of faculty essential to achieve the positive results 31

32. Concluding Remarks Self assessment will provide feedback from employers and Alumni and will enable Universities to improve quality and respond effectively to market needs. Assessment will require dedication from faculty members and commitment from University Administration.

33. Conclusion Achieving Quality and Enhancing it by Continuous Improvement Through Self Assessment Which Forms The Basic for External Assessment.

34. Functions and Responsibilities In order to develop a system to monitor and review the effectiveness of the College’s quality assurance policies and procedures consider the following: The annual review of study programs The validation and approval of a new study programs through the academic board Student feedback Assessment procedures

35. Functions and Responsibilities cont. Prepare an annual report of quality assurance Advise and assist academic units in carrying out self- assessment procedures To ensure the effective implementation of University systems for the comparability of the standards of programs of study - with reference to standards across and within disciplines

36. No.Focus AreasFrequency/TimeResponsibilityRemarks 1 Course objective/Evaluation survey report Every semester Head of Dept. (HODs) Through Questionnaire 2Students’ satisfaction survey Annually(end of spring semester) Quality Assurance Unit (QAU) Through Questionnaire 3Examination monitoringFor all examinationsHODs & Exams Committee 4Examination ReportAfter every examination Chair-Examination Committee 5Students’ feedback about facultyEvery Semester QAU Through Questionnaire 6 Peer Review/observation of teaching Every semester HODs 7Staff Evaluation/AppraisalAnnuallyHODs and Dean 8HOD EvaluationAnnuallyDean 9Administrative staff EvaluationAnnually Director (Administration & Finance) 10All committees annual reportsAnnuallyCommittee Chair 11 Minutes of Academic Council Meeting For every meetingDean’s Office 12 Reports on number of students intake, withdrawn, on probation, students transferred from other institutions etc. Annually College Councils, Admission and Registration Department. 13 Student Affairs activities(Cultural week, job fair etc.) and annual report On regular basis Dean and Student Affair committee 14Health, Safety (with survey results) Every SemesterHealth Safety Dept. HS Dept. the following is the quality yearly plan which is being followed, and all departments submit their reports accordingly to the Quality Assurance Office.

41. Title & Degree CMEStudent's ScorePortfolio Score Legend(5)Legend(5)Legend(5) Assist.Prof.50A3.5A3.75C Assist.Prof.45B3.5A4.06B Assist.Prof.44B3.7A4.37B Lecturer88A*3.9A4.81A Lecturer35A*2.4B4.37B Lecturer39A3.6A4.5A Lecturer42A3.16A3.56C Lecturer79A*3.9A4.87A Assist.Lecturer73A*4.1A4.75A Assist.Lecturer70A*4.45A4.75A Assist.Lecturer38A4A4.7A Assist.Lecturer47A*4A4.75A Quality Assurance Report / 2014 – 2015

42. CME Legend100 A*178 A*156.5 A*130 A*112 A*111 A*94.5 A*93 A*86.5 A75.5 A75 A74 B53 B49 Student's Feedback 5Legend 4.19A 3.96A 3.7A 3.58A 3.57A Portfolio ScoreLegend 4.7A 4.62A 4.5A 4.43B 4.37B

43. سةرؤكايةتى زانكؤى هةوليَرى ثزيشكى ليستى ناوى مامؤستايان لة ئةنجامى ثرؤسةى دلَنيايى جؤري كةوتوون Title & Degree CMEStudent's ScorePortfolio Score Legend100 Legend (5)Legend(5) Assistant Professor A 69.5 B 2.2 D 2.7 Assistant Professor D 8 A 3.5 D 2.6 Lecturer C 19 A 4 D 2.9 Lecturer D 9.5 A 3.1 C 3.5 Lecturer C 22 A 3.9 D 2.8 Lecturer C 17 A 3.9 D 2.7 Lecturer D 14 A 4.2 E 1 Lecturer D 10 A 3.7 D 2.7 Lecturer B 31 A 4 D 2.6 Assistant Lecturer D 8.5 A 2.8 E 1.8

44. سةرؤكايةتى زانكؤى هةوليَرى ثزيشكى ليستى ناوى مامؤستايان كة ثرؤسةى دلَنيايى جؤريان تةواو نية Title & Degree CMEStudent's ScorePortfolio Score Legend100 Legend (5)Legend(5) Assistant ProfessorXX A 3.8XX LecturerXX A 3.2XX LecturerXX A 3.1XX LecturerXX A 4XX XX A 3.7XX LecturerA48N.A D2.8 LecturerA40N.A LecturerXX A 4.2XX LecturerXXA4XX C 21 N.A Lecturer X X A 4 X X

45. Questions ? / Comments 45