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QA at University of Lausanne Developing a Quality culture

QA at University of Lausanne Developing a Quality culture. Jacques èsJjj Jacques LANARES. Quality at . Context and Intentions UNIL Quality Concept Evaluation and Perspectives. Quality Culture. Quality Assurance. A bottom up project . 1994. 1999-2000. Quality Culture.

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QA at University of Lausanne Developing a Quality culture

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  1. QA at University of LausanneDeveloping a Quality culture Jacques èsJjjJacques LANARES

  2. Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives

  3. QualityCulture QualityAssurance

  4. A bottom up project... 1994 1999-2000

  5. Quality Culture • Fitness for Purpose • Responsibility • Participation • Reflexivity • Balance between Autonomy and Accountability

  6. Fitness for Purpose • 4 Basic questions • Follow up of Action plans

  7. To try to avoid paternalism • Involving Faculty in definition of priorities • Constructive feedback

  8. To Encourage Participation • COVER • Faculty’s Committees

  9. Autority Specificity Transparency Documentation Bureaucracy Confidentiality Uniformity Auto-gestion Balance between Autonomy & Accountability

  10. Teacher’s priorities Expectationsprofessional fields Student’s Needs A process to regulate « tensions »

  11. InvestigationsProfessional Bodies Teacher’s priorities Expectationsprofessional fields TeachingEvaluation Student’s Needs investigationsprevious students A process to regulate « tensions »

  12. Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives

  13. Quality at • A committee to implement : Cover • Self evaluation of faculties / 4ans • Self evaluation report • External point of view : Experts • Articulation with global strategy Document a reflexive process

  14. COVER • Develop and rules the process • 23 membersProfessorsIntermediate teachers (MER, assistants)StudentsPATVice Rector

  15. Programs et curricula Organisation Of research Individualteachings Teachingdimensions Researchdimensions Pedagogy Research collaboration ReflexiveCanvas Communication & valorisation Of results Support To students Transversaldimensions Human Resources Logistique

  16. “Individual teachings” • Objectives and priorities of teaching • Teaching methods • Evaluation of teaching • Assessment of students • Integration of research in teaching

  17. 4 Levels - 4 questions • What are the objectives in the dimension? • How do you know where you are ? • What are the results ? • What are the next steps to improve ?

  18. Report • Profile of the faculty • Answers to questions • Synthesis • Action plan

  19. Expert’s profile • Experience of governance • Experience of evaluation • Knowledge Swiss HE system • Knowledge of the domain

  20. Expert’s role : meta-evaluation • “Plausibility” of the report • Main questions addressed • Coherence of Action Plan • Open suggestions

  21. I. SELF EVALUATION II. EXTERNAL EXPERTISE III. FOLLOW UP Dean Experts Dean Direction Dean  External evaluation report (1 version)       External evaluation report (finalisé) Validation of reports and action plan Self evaluationReport & action plan Action Plan (finalised) Reaction on expertise  COVER .

  22. Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives

  23. Feedback from faculties • Stimulate global reflection, new discussions • Helps to identify priorities & actions • Difficult to get a large implication • Requires a “significant” investment

  24. Global satisfaction AE

  25. Perspectives • Improve tools & guidelines • Complete Evaluation of all faculties • Introduce simplifications • Re-enforce the culture

  26. “Pertinence is more importantthan conformity”

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