www.hse.rudata201012141208239914Quality_20Te by dffhrtcv3

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									Quality teaching
in higher education,
an OECD approach

Fabrice Hénard,
December 2010
      Overview of quality teaching initiatives

• Institutional and Quality Assurance Policy
  – Institution-wide policy (strategy)
  – Dedicated body, Quality Assurance Systems


• Programme Level Policy
  – Programme design
  – Programme evaluation


• Teaching and Learning-focused activities
  –   Support to pedagogy
  –   Support to teaching and learning environment
  –   Continuing education for teachers
  –   Student support
  –   Support to student learning
 External incentives to quality teaching
– A favourable climate for change
  • Direct State incentives or regulations
  • International influence

– Competition amongst institutions
  • The need for institutions to be recognized as a regular
    higher education provider
  • Quality teaching “because Teaching is our mission so
    we must demonstrate we are performing in that field”
  • Rebalancing Teaching-Research nexus

– QT, a future element of choice for students?
                Does Quality assurance
               enhance quality teaching?
             Yes                              No
• QA stimulates the awareness    • QA hardly embraces the
  on quality teaching              complexity of teaching

• Ever higher level of           • How to measure QT?
  standards to improve quality   • How to grasp the entire
  teaching                         learning process?
• QA Agencies advise more        • Irrelevant criteria in
  than control                     some cases?
          Global aims of the HEIs
        engaged in Quality Teaching

– To upgrade teachers’ knowledge of pedagogical
  skills

– The need to have an institution-wide overview

– QT: a distinctive feature for (some) institutions
  The implementation of
quality teaching initiatives
  & their related actors


      CBS
                    3 main approaches to operate
                         in quality teaching
   Operational /           Conceptual / Strategic         A learning-focused
    technical                                                   model




                           What the action of teaching
                            means for the academic
To help teachers operate     community and what
                            added-value is gained by     The function of teaching in
                                   students?                the learning process
From scattered initiatives to a QT Policy




                               Quality
                            A ssurance
          Making teaching explicit
   Are the teachers aware of         Do we have the skilled teachers?
the outcomes of their teaching?        Are students ready to gain
                                            such teaching?


                                                 How the
                                       curricula should be refined
                                       to match with the expected
    Teaching                              learning outcomes?


                                  What pedagogy would be appropriate
                                       to the expected learning?




                                     How can the institution support
                                    teachers to achieve their mission?
Who are the players?




•   McGill University
      Mission                                Composition


-To help on practicalities
                                          -From 1 to 30
-To collect / process data
                                          -QA staff
-To provides training                     -Project manager
         -Practical
         -Theoretical                     -Faculty of Education
                                Quality
                                 office
     Implicit role                          Good practice



-To preach!                                -Staffing
 -A bridge between Top & Down              -To combine research
                                            with in-service training

                                            -Political support
                           Organisational structure

Quality Office                   Rector




                                                                           Support services
        Head                       Head                 Head

      Faculty of science         Faculty of law   Faculty of linguistics




                                                                           (HR, finance…)
      Teachers                   Teachers             Teachers

      Students                   Students             Students


                 New functions

                 New Roles
Evaluation and impacts




               Free
               University
               Berlin
    The evaluation of quality teaching:
          accepted in principle,
           challenged in reality

• A clear awareness of the need for evaluation
  in teaching

• The institutions appraise the progress of
  quality teaching support, but not so much the
  quality of teaching as such.
  Outputs, outcomes and impacts

Inputs     Outputs      Immediate       Intermediate    Ultimate
                        outcomes          outcomes     outcomes




Hours of   Knowledge  Inclusion in         Teaching      Learning
training      gain   current practice    improvement   improvement
           Why are Learning Outcomes
               weakly measured?
• The logical route from teaching input to learning
  outcome is unknown or only experimentally
  scrutinized

• The teaching-learning interconnection is
  overlooked by the traditional evaluation and
  accreditation systems.

• Unlike primary /secondary education, the higher
  learning results from a wider array of factors
  external to the education provided by the
  institution
        Options to make up for the lack of
         reliable evaluation instruments
• More qualitative measurement tools
      • Opinion surveys
      • Descriptors
• Triangulation of information sources
• Clarifying the aims of quality teaching initiatives
• A dedicated evaluation on the overall impact of
  quality teaching
• Interpreting the subjective results of the evaluation
• Defining quality and teaching
      • before or along with any quality teaching initiatives
               Likely impacts due to
             institution-wide synergy
                                   Human
                                  Resources




             IT
                       Quality
                      Teaching
Facilities




                                   Learning support
    The impacts of quality teaching(1)

• Awareness of the teachers' role beyond their
  discipline


• Discernible impact on pedagogy


• Curriculum development (aims / contents of
  programmes


• Work environment
    The impacts of quality teaching (2)


• Research feeds the theoretical background of
  quality teaching


• Research, a promising development for QT
    The impacts of quality teaching (3)


• When QT boosts quality culture


• When QT promotes the institution’s identity


• QT is a promotional tool to attract and retain
  teachers
                     Main conclusions (1)

 Definitions and conceptions of QT that are highly
  varied and in constant flux

 QT initiatives are empirical and address the
  institutions’ particular needs
    The university’s local environment shapes the extent of its
     commitment to QT

 QT must be thought of dynamically

 An effective institutional policy for the QT involves
  harnessing synergy between external and internal
  institutional factors
                  Main conclusions (2)


 Long-term, non-linear effort subject to multiple constraints

 Commitment on the part of all university stakeholders

 Balance between technical aspects of quality support and
  the fundamental issues raised

 Innovative evaluative approaches are needed to better
  understand the correlation QT support/Learning outcomes
Report
        Thank you
fabrice.henard@oecd.org

								
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