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Challenges in Implementing European Standards for Quality Assurance at Eötvös Loránd University (ELTE)

This presentation discusses the key challenges faced by ELTE in implementing European standards and guidelines for quality assurance, both externally and internally. It highlights the issues related to competition for students, unstable legal environment, financial constraints, and the need to align with the demands of the labor market. Additionally, it outlines the institutionalization of a quality development framework at ELTE and provides examples of current priorities.

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Challenges in Implementing European Standards for Quality Assurance at Eötvös Loránd University (ELTE)

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  1. Key challenges for Eötvös Loránd University (ELTE) in implementingEuropean Standards and Guidelines for Quality Assurance 3rd UNICA EduLAB Meeting 15-16 December 2016, Rome Prof. Éva Orosz Vice-Rector for Education, ELTE, Budapest

  2. Overview • External context of quality development • Internal context of quality development at ELTE • Institutionalisation of a quality-development framework • Examples for current quality-development priorities (goals vs hindering factors) at ELTE concerning: • ESG 1.1 Policy for quality assurance • ESG 1.3 Student-centred learning, teaching and assessment • ESG 1.5 Teaching staff • ESG 1.6 Learning resources and student support • ESG 1.7 Information management • ESG 1.9 On-going monitoring and periodic review of programmes

  3. External context of quality development (1) Challenges How to reverse the trend of worsening position of ELTE in international rankings Competition for talented Hungarian students Competition for attracting foreign students Conditions Serious cut of financial resources of the Hungarian higher-education since 2008 Financing system of Hungarian HEIs does not reward quality Unstable legal environment Act on HE passed in 2005 was modified 42-times Act on HE passed in 2011 was modified 20-times Regulation on quality assurance changed considerably in 2011 3

  4. Challenges To reconcile the short-term demands of the labour-market and the role of HEIs to turn out graduates capable to meet long-term needs of social development Conditions Current rigid national regulatory framework is an obstacle for educational innovation (e.g., launching new MA programmes) Short-term view of key actors of labour-market Decreasing prestige and relative income of the profession of university lecturers External context of quality development (2)

  5. Radical changes in regulation concerning quality assurance

  6. Worsening financial position of the Hungarian education (1) Forrás:(OECD,2016) 7

  7. Worsening financial position of the Hungarian education (2) Forrás:(OECD,2016) 8

  8. Internal context of quality development at ELTE (1) Challenges How to develop excellence programmes under the circumstances of mass education To decrease drop-out rate To tackle the conflicts between teaching and research obligations Conditions Inadequate infrastructural conditions Lack of internal system of incentives 9

  9. Challenges To ensure good carrier opportunities for the best teachers and researchers To develop adequate tools for quality assurance (transparency, self-evaluation, etc.) Conditions Great differences across faculties in terms of leaders’ and lecturers’ attitudes towards QA informal and informal requirements Internal context of quality development at ELTE (2)

  10. Institualisation of a quality-development framework (processes) ESG QualtyManual* AnnualQualiyGoals (ELTE and allfaculties)** Quality-development Programme (2016-2020 IDP (2016-2020) AnnualQualiyReport (ELTE and allfaculties) ** IDP: Institutional Development Plan */ approved by the Senate in 2016; **/annual cycle since 2015

  11. RECTOR SENATE VICE RECTOR FOR EDUCATION QUALITY- DEVELOPMENT COMMITTEE RECTOR’SCABINET FACULTY COUNCIL DEANS QUALITY ASSURANCE OFFICE FACULTY COMMISSIONER FOR QUALITY AFFAIRS FACULTY QUALITY DEVELOPMENT COMMITTEE HEADS of BA/BSc and MA/MSc PROGRAMMES DEPARTMENTS/INSTITUTES Institutions of ELTE’s quality-development framework

  12. Goals / expectations Contribute to change the dominant attitude (administrative requirements vs quality culture) Form a cycle for continuous improvement (through self-evaluation) Current levels: ELTE and faculties; Plan: programmes-level (BA / MA /PhD) Hindering factors Lack of common view on the role of quality assurance activities Lack of experts in quality assurance activities ESG 1.1 Policy for quality assuranceELTE: Annual cycle of setting and evaluating quality goals institutionalized in 2015

  13. Goals / expectations Stimulating students’ motivation, self-reflection and engagement in the learning process Actions (starting in 2015): Implementing ELTE-level LMS (Canvas, Moodle) and related internal education Offering centrally organized short courses in innovative teaching methods to the teaching staff Hindering factors High number of contact-hours per a teacher Tradition of theoretical focus and frontal style of teaching Differing support by the deans to the idea of internal further-education for the teaching staff ESG 1.3 Student-centred learning, teaching and assessment A priority of ELTE: wider application of innovative learning and teaching methods and digital technologies

  14. Goals / expectations Acknowledge the good performance in teaching, research and „third mission” A step towards „performance-culture” Hindering factors Uncertainty around the future of the system Criticism due to shortcomings ofthe methodology applied ESG 1.5 Teaching staff ELTE implemented an application for „Rector’s award for excellent performance”in 2016

  15. Goals / expectations Special introductory courses helping the transition in learning methods from secondary school to university Development of human support in the form of tutors, counsellors and other advisers Development of libraries, study facilities and IT infrastructure Hindering factors Lack of resources High number of contact-hours per a teacher Lack of incentives for the teaching staffforstudent-centred („personalized”) teaching ESG 1.6 Learning resources and student support A priority of ELTE: reducing students’ drop-out

  16. Goals / expectations Contribute to informed decision-making increasing transparency for our stakeholders Hindering factors for developing performance indicators at faculty and programme levels: „blaming and shaming”attitude outside and inside ELTE Shortcomings of methodologies ESG 1.7 Information managementELTE: development a system of performance indicators at university level started in 2016

  17. Goals / expectations Application of the results of course evaluation as a feedback for course development as an element of extra-rewards for teaching staff Hindering factors: great differences in the views and attitude of teaching staff concerning the reliability of course evaluation in the views and attitude of students concerning the importance of course evaluation ESG 1.9 On-going monitoring and periodic review of programmesELTE: a project for renewal of the system of course evaluation by students started in 2015

  18. ELTE’s leadership is committed to ESG • „The key goal of QA at ELTE is to develop regulated and transparent processes that • involve and make employees and students of ELTE interested in continuous development of quality of learning and teaching, reseach and related services; • protect the values declared in the mission statement of ELTE; • make the operation of ELTE transparent; • regularly evaluate the performance of ELTE; and • protect students and employees of ELTE against any intolerance and discrimination.” • (Quality Manual of ELTE)

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