The quality assurance system in Sweden

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The quality assurance system in Sweden Powered By Docstoc
					The quality assurance
 system in Sweden
Håkan Hult Linköping University
   Gdansk March 13, 2009
     The Swedish Higher
      Education System
• HE 48 institutions
• 15 universities
• Appr 300 000 students
    The previous systems
1 When quality was taken for granted
  (until app 1990)
2 The political context from the 90’s:
     Neoliberalism
     New public management
     Decentralisation
     National/international competition
     The purpose of quality
          assurance
• Individual students have the right to demand
  that their course is of a high standard
• Employers have a need for highly trained
  graduates
• The general public is entitled to be assured
  that high levels of taxation result in high
  standards
• In a global world Swedish HE must retain a
  high standard
  The quality system -2008
• The focus was on the evaluation of
  subjects and programmes, and
  assessment of entitlement to award
  degrees. The aim was mainly to assure
  fundamental quality.
             The result
• Nearly all the recommendations have
  been taken into account and the quality
  has improved
• The universities are now much better
  equipped to assume the responsibility
  for their own quality assurance and
  quality development
 Points of departure for the
        new system
• Greater emphasis on the quality procedures
  of the higher education institutions
  themselves
• External quality appraisal based on risk
  assessment
• A greater degree of international participation
  in the evaluations
• Distinction to centres of excellent quality in
  higher education
 The new quality assurance
          system
• Audits of the quality procedures at the higher
  education institutions
• Programme evaluations
• Appraisal of entitlement to award degrees
• Thematic evaluations and thematic studies
• Distinction to centres of excellent quality in
  higher education
International approaches in
the quality assurance of HE
• HE institutions take greater responsibility for
  assuring the quality of their offerings through
  their own quality assurance procedures
• Accreditation and organisations for
  accreditation
• The Swedish model contains elements of
  both (audits with focus on quality procedures
  of the HE institution and the right to withdraw
  entitlement to award degrees)
Audits of quality procedures
• Central functions, faculties and departments
• 2-6 areas for in-depth study at each university
• Self-evaluations, quality procedure plans,
  evaluations and material requested by the
  panel of assessors
• The assessment will be based on the 7
  aspects recommended by ENQA
• The audits will focus on the outcomes of the
  quality assurance procedures
 The methodology used for
          audits
• Every university will be audited once
  during a six-year cycle
• Universities where circumstances are
  similar will be audited in the same year
• A panel of external assessors, self-
  evaluations, site visits and written
  reports
      Evaluation of quality
     assurance procedures
• Continuous quality assurance
• Systematic monitoring & revision
• Assessment & examination of students
• Qualifications of staff & opportunities for their
  enhancement
• Learning environment & student support
• Collecting & use of key data
• Information for the general public
 The University Chancellors
        judgement
The Swedish national Agency for Higher
  Education
- has confidence
- has limited confidence
- has no confidence in quality assurance
  procedures at university X
   Programme evaluations
• The National Agency will compile an
  overall national survey of the major
  subject areas that describes the
  programmes to be evaluated
• A selection of programmes will be made
  on the basis of these surveys
• The programmes selected will undergo
  in-depth appraisals
    Aim and methodology
• The programme evaluations will take place in
  accordance with a six-year plan
• The evaluations will cover all major areas and
  programmes that lead to the award of at least
  a bachelor’s degree
• The aims are:
  - to provide information about the
  educational
    areas evaluated
  - to provide the basis for the in-depth
    evaluations
     Aspects & criteria for
    programme evaluations
• Circumstantial factors (teaching resources,
  educational setting, infrastructure)
• Organisation of the programme (regulatory
  documents, teaching, reading lists and
  examinations)
• Outcomes (attainment of degree outcomes,
  quality assurance of the programme)
 Appraisal of entitlement to
      award degrees
• Appraisal of entitlement to award degrees is
  an important element in the quality assurance
  system
• The method used will resemble an in-depth
  programme evaluation with a panel of
  external assessors, a site visit, expert opinion
  and a decision by the University Chancellor
• The same aspects & criteria as for the
  programme evaluations
    Thematic evaluations &
       thematic studies
• The aim is to provide a national overview of
  how certain aspects of quality are being dealt
  with, and examples of good practice to be
  highlighted. Focus on probing, analysing and
  explaining rather than just describing
• Important themes to evaluate are gender
  equality, student influence, examinations,
  internationalisation, and the working
  conditions of academic teachers
     Centres of excellence
• An incentive for educational organisations
  that already maintain high standards to seek
  further improvement
• Offering examples of good practice
• Applications are voluntary and universities
  themselves decide which educational
  organisations they want to nominate
• Evaluations by a panels of international
  experts
• 2 of 7 centres at Linköping University!
The application for Centres
of excellence must indicate:
• That there is an educational setting &
  organisational structure that function
  exceptionally well
• That there is a competent management &
  committed teachers with relevant knowledge,
  experience & skills
• That the organisation is underpinned by an
  explicit & robust scientific foundation
• That student learning is fostered in an
  eminent manner
• That the students attain exceptional results