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					   UNIVERSITY OF MOSTAR

IMPLEMENTATING BOLOGNA PROCESS
  AT THE UNIVERSITY OF MOSTAR
         -University report-

              Snježana Rezić
              Dražena Tomić
             Vojo Višekruna


       Mostar, 26.-28. September, 2007.
               STUDYING AT UNIVERSITY OF MOSTAR



The Senate of the University in Mostar has decided to follow the changes
taking place in the high education around Europe, in order to avoid the
isolation. The result of such a decision are the modern teaching plans and
programmes of our studies, based on the ECTS (European Credit
Transfer System) (Decision - 2000 year.)

Today, studies at the University of Mostar are adapted to Bologne
process and to value students’ work in accordance to ECTS.
                            OUR APPROACH




Promotion of the ECTS principles and philosophy
Comprehensive guide to ECTS
Open Forum on University level for promotion of institutional,
national and international experiences
Cooperation with student organizations
Participation in European networks and TEMPUS projects
Analysis of current programmes based on ECTS principles
Regional cooperation in ECTS
Establishment of Total Quality Management System at University
                                 OUR APPROACH


             Infrastructure of the institution – Learning Space

                  Human resource management - Staff
Support
                  Learning Technology development
activities
                                      Procurement

                         Operations                  Marketing    Service
             Inbound                                 and sales
                                      Outbound
             Logistics   Teaching     logistics                   Longlife
                                                     Employ-      Learning
             Recruitin    and                        ment
                                      Exams
             g                                       support
             Students    Learning


                                Primary activities
           RESTRUCTURING UNIVERSITY DEGREES
                ACCORDING TO BOLOGNA


The studies are composed of following levels:

                                         3 YEARS        Ph.D
             DOCTORAL STUDY              180 ECTS

                                         1-2 YEARS
              MASTER STUDY               60-120 ECTS    Master



             UNDERGRADUATE              3-4 YEARS
                 STUDY                                 Bachelor
                                        180-240 ECTS
                             DEGREE STRUCTURE


It should be pointed out that starting with the academic year
2005/2006 teaching process was organised according to the
Bologna Declaration as follows:
–(3+2+3) Faculty of Agronomy, Faculty of Civil Engineering, Faculty
of Philosophy and Humanity, Faculty of Mechanical Engineering and
Computing (Computer studies), Faculty of Science and Education
(except Music education (4 +0) and Primary education (5+0) )
–(4 + 1+3) Faculty of Mechanical Engineering and Computing
(Mechanical Engineering), Faculty of Economics
–(5+0+3) Academy of Fine Arts, Faculty of Law
–(6+0+3) Faculty of Medicine
–(3) Medical college
                                          DEGREE STRUCTURE
                                                         Example
                                            Obligatory               Elective                Human     Total
                                             courses                 courses                 Courses    %


                                                 %                       %                      %

S
T       Undergraduate study of
U
                                               77,7                     10                     12,3    100
        mechanical engineering
D       240 ECTS - 4 Year
Y
        Graduate study of ME                   60,4                    31,2                    8,4     100
        (60 ECTS – 1 Year
P       Master of ME
R       Undergraduate study of                 77,7                    10,8                    11,5    100
O       computing 180 ECTS –3 Y
G       Bachelor of Computing
R
A       Graduate study of                       72,8                   19,4                      7,8   100
M       Computing
M       120 ECTS –2Years of.C.
E   Obligatory courses: basic (natural science, electrical engineering…) field related, advanced
    Elective course: field related, advanced courses
    Human courses: technology and society, economics, management, language….
                     QUALIFICATION FRAMEWORK


Bachelors degrees
* knowledge and critical understanding of the well-established
principles of their area of study, and of the way in which those principles
have developed;
* ability to apply underlying concepts and principles outside the context
in which they were first studied, including, where appropriate, the
application of those principles in an employment context;
* knowledge of the main methods of enquiry in their subjects, and ability
to evaluate critically the appropriateness of different approaches to
solving problems in the field of study;
* an understanding of the limits of their knowledge, and how this
influences analyses and interpretations based on that knowledge.
                     QUALIFICATION FRAMEWORK

Masters degrees
* a systematic understanding of knowledge, and a critical awareness of
current problems and/or new insights, much of which is at, or informed
by, the forefront of their academic discipline, field of study, or area of
professional practice;
* a comprehensive understanding of techniques applicable to their own
research or advanced scholarship;
* originality in the application of knowledge, together with a practical
understanding of how established techniques of research and enquiry are
used to create and interpret knowledge in the discipline;
* conceptual understanding that enables the student:
   •to evaluate critically current research and advanced scholarship in
   the discipline; and
   •to evaluate methodologies and develop critiques of them and, where
   appropriate, to propose new hypotheses.
                      QUALIFICATION FRAMEWORK

Doctoral degree
* the creation and interpretation of new knowledge, through original
research or other advanced scholarship, of a quality to satisfy peer
review, extend the forefront of the discipline, and merit publication;
* a systematic acquisition and understanding of a substantial body of
knowledge which is at the forefront of an academic discipline or area of
professional practice;
* the general ability to conceptualise, design and implement a project for
the generation of new knowledge, applications or understanding at the
forefront of the discipline, and to adjust the project design in the light of
unforeseen problems;
* a detailed understanding of applicable techniques for research and
advanced academic enquiry.
               IMPLEMENTATION OF THE ECTS
                     METHODOLOGY

                      Curriculum development process


1. Define the basic function of the education to be offered
2. Define competencies and overall goals
3. Define the curriculum model
4. Work out the course formats, workload, and course and module
   content
5. Determine how the curriculum will be evaluated and developed
6. Criteria for accreditation
                 IMPLEMENTATION OF THE ECTS _
                       METHODOLOGY

                 Goals of the curriculum restructuring


 Studies at the University of Mostar are made with the aim to fulfil the
following goals:

to equalize stated and effective length of study;

to rationalize students’ obligations concerning lectures and exams;

to adjust to market requirements at home and abroad;

to make the study attractive for new students.
             IMPLEMENTATION OF THE ECTS _
                   METHODOLOGY

            Basic Parameters for curriculum development

 The year is ~ 1600 hours of work on the part of the student
 800 hours per term
 Students should not have more than 25 term classes (lectures,
workshops, seminars etc.).
The student’s work week is ~ 40 hours,
 One year is 60, each semester 30 ECTS
Students can have the most 9 exams per an academic year
Curriculum courses can be basic, specialized or elective. Number
of certain courses depends on the type of study.
                IMPLEMENTATION OF THE ECTS _
              METHODOLOGY COURSE DESCRIPTIONS
                      Course description

Expected learning outcomes/competences
Credits as measure of student workload or notional learning time
required to achieve the expected learning outcomes
Content
Type of course/educational activity
Level of course/activity
Teaching/learning and assessment methods
Literature
The teacher studies the subject matter of his/her course in respect of
scientific aspects and professional aspects.
Outlining policies and procedures for the course as well as a week by
week description
                   IMPLEMENTATION OF THE ECTS
                         METHODOLOGY

                             Course analysis
  Teacher sorts the components of the subject to the core categories

                             Supplementary              Specialised
   Core knowledge
                                 knowledge               knowledge
 80 % (teaching time)
                                  15 %                     5%
• vital knowledge        • adds theoretical        • deepens of a
  which one must           details and clarifies     specific area.
  possess in order to be   less common
  able to acquire more     applications
  knowledge (theories,
  models..) .
               IMPLEMENTATION OF THE ECTS
                     METHODOLOGY
         New teaching methods
From lectures to more diverse teaching methods
      Tutorials
      Group work
      Class rooms presentations
      Role plays
      Classroom discussions and debates
      Papers, case studies
   Resources
      Exams (evaluation documentation)
      Technological implementation expensive
      Retraining of staff to learn about new working methods
                   IMPLEMENTATION OF THE ECTS
                         METHODOLOGY

                         Student workload
The process of defining student workload is not trivial because it has
repercussions on the work of the student in relation to such issues as the
number of hours in class, the preparation that students need before and
after the class, the work done independently by the student or the
professor’s method of teaching.
To determine a student’s workload measured in 5 day weeks
(One week = 40 h of a student’s work)
Different modes of studying (student’s Learning methods)
    – reading literature
    – preparing for exams
    –contact teaching
    –working on his/her own
    –doing written assignments, etc.
                    IMPLEMENTATION OF THE ECTS
                          METHODOLOGY

                           Student workload
The implementation of ECTS in this study has consisted of collecting data from
students and teachers about the workload.
The Work group for implementation of ECTS a form was sent to every teacher
responsible of subject, requesting these two data sets with respect to their
subject area.
A survey was distributed among every registered student who had passed their
examinations in the subjects in question in the previous year, asking for these
data for each subject.
The data collected as a consequence of the process previously described have
been analyzed on two levels. At one level, data grouped in years was analyzed
by ECTS coordinator. At another level, data obtained on every single subject
was sent to the teachers in charge of the subject, so that they could analyse them
individually and make their own decisions.
                              IMPLEMENTATION OF THE ECTS
                                    METHODOLOGY

                                                       The course workload analysis
FORM FOR CHECKING WORKLOAD OF AN COURSE
(to be completed by the student and teachers)

Programme of Studies:………………………………………………….
Name of the course:……………………………………………………...
Target group:…………………………………………………………….
Level of the unit:…………………………………………………………
Entrance requirements:…………………………………………………..
Number of ECTS credits:………………………………………………..
Competences to be developed:…………………………………………..
1………………………………………………………………………….
2………………………………………………………………………….
3………………………………………………………………………….
4………………………………………………………………………….
Learning outcomes             Educational activities    Assessment     Estimated
                                                                       student work time in hours
                 IMPLEMENTATION OF THE ECTS
                       METHODOLOGY
             Challenges

Transfer regulations (including admission regulations, education abroad
and transcripts)
Technical issues
Information about new degree structure, and transfer from old ones.
Recruitment to new degree structure.
ECTS documents
Information Package/Course Catalogue
    ECTS Student Application Form

    ECTS Learning Agreement

    ECTS Transcript of Records
    Diploma Supplement
                          IMPLEMENTATION OF THE ECTS
                                METHODOLOGY
                      ECTS Grading

The ECTS grading system was not designed to replace the national grading systems,
but to enhance the understanding of them in other countries.
Use of the statistical data to define students into large groups to more easily make a
ranking.
Government decision to implement it nationally.
Grades   Description     Percent   National Grade

A        Excellent       10%              5         High level of knowledge. Good analytical ability.
                                                    Independent use of knowledge.
B        Very good       25%              4         Good overview of the field of study. Independent use of
                                                    knowledge.
C        Good            30%              3         Able to explain the most important elements in the field of
                                                    study. Some independent use of knowledge.
D        Adequate        25%              3         Overview of the most important elements are lacking. Can
                                                    not use the knowledge independently.
E        Poor, but       10%              2         Satisfies the minimum standard, but no more. Not able to
         sufficient                                 use the knowledge independently,
F        Failed                           1         Lacking both detailed knowledge and overview.
                                 ECTS MANAGEMENT


    Who              What                            How
Pro-rector for   Leads all the   Making Action Plan of Activities (APA)
Teaching         process         including Common Guidelines (CG) for the
Process
                                 curriculum design and unified ‘skill’ courses
                                 for proceeding and drafting the outcomes in
                                 the unique forms for reporting to the Rector
                                 and at the University’s bodies (Council,
                                 Senate, Board) that are responsible for
                                 decisions.
Dean             Implements;     Implements the APA and CG organizing and
                 Lead Faculty    leading the activities in the faculty level.
                 Activities
                           ECTS MANAGEMENT


   Who          What                         How
ECTS Teams   Workshops    ECTS Teams including external
             and debate   stakeholders leads the process of designing
             on Learning
             Outcomes
                          program Learning Outcomes (LO) in terms
                          of: Knowledge and understanding;
                          Competences and skills; Attitudes and
                          Concepts; and defining the Job
                          Opportunities.
Faculty      Curriculum   Drafting the curriculum architecture for the
Council      architecture ECTS Accumulation: ex. Core/Elective
             and modules
                          ratio, Free electives, Advanced Electives,
                          Internship.
                                ECTS MANAGEMENT


    Who            What                             How
Academic        The LO;         Based on the Program Learning Outcomes,
staff           Syllabus; and   Curriculum Architecture, Common
                ECTS for the
                courses
                                Guidelines on the University Level academic
                                staff appointed will propose Syllabuses,
                                Learning Outcomes; including all aspects and
                                requirement for allocation of the ECTS.
University      Taking the      Process will end with discussing draft of
Council,        Decision        curriculum at the University’s bodies:
Senate, Board
                                - The Council: regulatory aspects;
                                - The Senate: academic aspect;
                                - The Board: strategic aspects.
                     ECTS MANAGEMENT



• University (Institutional) ECTS Coordinator ensures the
  commitment of the institution to implementation of ECTS
  principles and supervises the mechanism for the correct
  use of ECTS tools.
• Faculty ECTS Coordinator is the contact person for
  students and academic staff within the faculty and deals
  with the practical and academic aspects of ECTS.
                    DIPLOMA SUPPLEMENT



Every student
Every type of degree
Upon graduation
Together with official diploma
Free of charge
ENGLISH language
             MOBILITY AND INTERNATIONALISATION


Main prerequisites for ensuring mobility and internationalisation:
 A common currency for measuring workload (ECTS)
 A standardised format for the description of curricula , including
  desired learning outcomes, teaching/learning approaches and
  assessment methods
 A standardised format for the description of students curricular
  choices and achievements (ECTS Transcript of records)
 Greater international visibility
 Comparable study programme
 More reliable partners for student/teacher exchanges and joint
  programmes of study
            QUALITY MANAGEMENT SYSTEM AT
                     UNIVERSITY
    ORGANIZATIONAL STRUCTURE OF QMS AT UNIVERSITY
                                                                                           Planning and development
                                                                                           of evaluation methods
                                               Quality management system                  Defining documents,
                                               Strategic planning and decision            guidelines and protocol
                                               Process assurance                          Research and development
                                                                                         Organizing and coordination of
                                                                                               evaluation method
                             PLANNING
                                                       Senate
Public benefit economy,
education, culture,                                    Quality
                                                                                           DEVELOPMENT
Healt, local and state                                Committee
government…
Check of study objectivity
Use experience of external
customers
                              External users                                     Quality office

                                                                                                     Quality assurance
    PRACTICE                                   COMMUNICATION                                            at faculties
                                                                                                    Planning of institution
 Fasters of users                                                                                       development
 eficcacy                       Students                                         Quality Teams
 Experience of students         Teachers                                               at                   Self
 and teachers                                                                                           assesment
                              Administration                                       Faculty
 Students and teychers
 questinare
 Causes of succes or                                   Agency for
 failure in study                                     Accreditation
 Treining, seminars,
 etc…
                                                                                       ASSESMENT
             APPLICATION                               External
                                                      evaluation
QUALITY ASSURANCE INFRASTRUCTURE



              Rector/Senate

      QMS Board at University Level


     Faculty Level

                         DEAN’S OFFICE (Pro-Deans)


                        Representative of Academic Staff


                          Representative of Students


                             External Stakeholder


                              Administrative staff
                 QUALITY ASSURANCE OF CURRICULA

Construction of curricula that can be completed in time
Greater emphasis on competences to be developed and employability
of graduates
Greater attention to the learning process
                 Study programme                   Quality?


       •Set up quality indicators        •Evaluation of the administrative support
        •Student questionnaires                      •Documentation
        •Teacher questionnaires                    •Information system
       •Teacher self evaluations                     •Staff portfolio
         •Evaluation of exams                    •Enhancement measures
  •Evaluation of programme flexibility             •Public availability
        •Evaluation of resources
                           QUALITY ASSURANCE


On-line students’ rating of teachers’ performance
To set the system of regular teaching quality assessment (started during
the academic year 2004/05).
Student’s evaluation of individual courses
Teachers’ perspective on quality in education at the Faculty
To collect information on teaching quality from teachers’ perspective.
All teachers should fill in the self-evaluation questionnaire compatible
with the students’ one.
Student perspective on quality in higher education at the Faculty
To analyse the quality of student engagement and their learning
experience.
              RELATIONSHIP BETWEEN UNIVERSITY
                     AND ENVIRONMENT
            Present situation
The university is involved in the economic and social development of the
surrounding region.
The university is flexible, uses the existing resources in a creative way,
reassign its staff according to the environment request.
The university performs an independent activity, based on its own risk.

University of Mostar establish cooperation with
Universities and colleges in the region and EU (Croatia, Slovenia,
Germany, Italy, Austria….)
Industry in region (Focused on Individual Firms )
Public institution
Other institution and company
             RELATIONSHIP BETWEEN UNIVERSITY
                    AND ENVIRONMENT
Cooperation between university and the environment is developed on
three major fields:
Students education and training: by developing cooperation in practical
placement, graduation / dissertation theses with subjects proposed by the
economic environment; identifying the needs of the economic
environment and changing the academic curricula in terms of these
needs;
Research and development: scientific research and technological
transfer
Training in alternative systems: life-long education, open distance
learning, low frequency, by launching the university offer into the
economic environment, on one hand, and by identification the needs of
the environment and their tuning to the university offer, on the other
hand.
              RELATIONSHIP BETWEEN UNIVERSITY
                     AND ENVIRONMENT
              Governments
The representative of government are included in management of University.

The university advisory board
Members:4 members from University (represents from scientific staff from
different faculties) 4 members from public institution (government) The term of
office of the Board is two years.
The external members taken together must have insight into matters relating to
research, education, knowledge dissemination and knowledge exchange as well as
experience in management, organization, and finance, including evaluation of
budgets and accounts and must furthermore comply with the requirements of the
University
 Tasks
The University Board is the highest authority of University of Mostar. The Board is
responsible for the university’s interests as an institution of education and research
and as such lays down the directions for its organization, long-term activities, and
development.
                        FURTHER ACTIVITIES



Computerized management system

-Degree programs structural description
-Interface for signing up to courses at the beginning of the semester
-Interface for signing up to exams at the end of the semester
-Database of all the grades and other learning activities of students
-Background of the automatic creation of diploma supplements
-Serves as a communication surface (email, sms)
-Connected with student bank account serves as financial
  management surface
- Background of the e-learning system
                           FURTHER ACTIVITIES



•IT support of the processes at University
•Formulate local, out-put oriented objectives in addition to national /
regional ones
•Focus on continuous development
•Develop a system of indicators based on quantitative data and
questionnaires
•Make regular assessments using international teams
•Internationalisation of faculty and student exchanges
•Total quality approach
    UNIVERSITY OF MOSTAR



THANK YOU FOR YOUR
    ATENTION

				
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