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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 LausanneDeveloping a Quality culture Jacques èsJjjJacques LANARES
Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives
QualityCulture QualityAssurance
A bottom up project... 1994 1999-2000
Quality Culture • Fitness for Purpose • Responsibility • Participation • Reflexivity • Balance between Autonomy and Accountability
Fitness for Purpose • 4 Basic questions • Follow up of Action plans
To try to avoid paternalism • Involving Faculty in definition of priorities • Constructive feedback
To Encourage Participation • COVER • Faculty’s Committees
Autority Specificity Transparency Documentation Bureaucracy Confidentiality Uniformity Auto-gestion Balance between Autonomy & Accountability
Teacher’s priorities Expectationsprofessional fields Student’s Needs A process to regulate « tensions »
InvestigationsProfessional Bodies Teacher’s priorities Expectationsprofessional fields TeachingEvaluation Student’s Needs investigationsprevious students A process to regulate « tensions »
Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives
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
COVER • Develop and rules the process • 23 membersProfessorsIntermediate teachers (MER, assistants)StudentsPATVice Rector
Programs et curricula Organisation Of research Individualteachings Teachingdimensions Researchdimensions Pedagogy Research collaboration ReflexiveCanvas Communication & valorisation Of results Support To students Transversaldimensions Human Resources Logistique
“Individual teachings” • Objectives and priorities of teaching • Teaching methods • Evaluation of teaching • Assessment of students • Integration of research in teaching
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 ?
Report • Profile of the faculty • Answers to questions • Synthesis • Action plan
Expert’s profile • Experience of governance • Experience of evaluation • Knowledge Swiss HE system • Knowledge of the domain
Expert’s role : meta-evaluation • “Plausibility” of the report • Main questions addressed • Coherence of Action Plan • Open suggestions
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 .
Quality at • Context and Intentions • UNIL Quality Concept • Evaluation and Perspectives
Feedback from faculties • Stimulate global reflection, new discussions • Helps to identify priorities & actions • Difficult to get a large implication • Requires a “significant” investment
Perspectives • Improve tools & guidelines • Complete Evaluation of all faculties • Introduce simplifications • Re-enforce the culture