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Quality Assurance and the Bologna Process

Quality Assurance and the Bologna Process. Candice Piercy PFP: Global Perspectives Cohort III May 27, 2008. London Communiqu é (2007)

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Quality Assurance and the Bologna Process

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  1. Quality Assurance and the Bologna Process Candice Piercy PFP: Global Perspectives Cohort III May 27, 2008

  2. London Communiqué (2007) “Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education systems.” “[Qualifications frameworks] help HEIs to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning.” Spellings Report (2006) “Colleges and universities must become more transparent about cost, price, and student success outcomes, and must willingly share this information with students and families.” “We recommend that America’s colleges and universities embrace a culture of continuous innovation and quality improvement. We urge these institutions to develop new pedagogies, curricula and technologies to improve learning, particularly in the areas of science and mathematics.” Defining qualifications and achieving quality assurance: EHEA versus US

  3. Quality Assurance Programmes within Bologna

  4. European Credit Transfer and Accumulation System • Credits defined by the student workload, learning outcomes and contact hours • Common grading scale • Each programme defines its own learning outcomes and competencies and dictates what areas the credit points can come from to earn the degree One credit ~ 25 - 30 working hours Full time ≥ 60 credits/year • Grading scale: • A best 10% • B next 25% • C next 30% • D next 25% • E next 10% • FX “fail - some more work required to pass” • F “fail – considerable further work required”. **Some inconsistencies have been cited on the number of credits assigned for equivalent courses across universities.**

  5. Diploma Supplement “The Diploma Supplement (DS) is a document attached to a higher education diploma aiming at improving international ‘transparency’ and at facilitating the academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value-judgements, equivalence statements or suggestions about recognition. It is a flexible non-prescriptive tool which is designed to save time, money and workload. It is capable of adaptation to local needs.” • DS Sections • holder of the qualification • the qualification • level of the qualification • contents and results gained • function of the qualification • additional information • certification of the Supplement • the national higher education system

  6. European Register of Quality Assurance Agencies • All agencies that use the European Standards and Guidelines in their reviews can apply to be on the list • If a university is assessed by an agency on the REHEQA then the course of study is considered quality assured • Ideally, the number of quality assurance agencies will reduce and consolidate over time.

  7. Quality Assurance through Plans of Study

  8. module module course course course course course course course course course course course course module module Development of plans of study: Universität Basel

  9. module module course course course course course course course course course course course course plan of study module module Development of plans of study: Universität Basel

  10. Column B Column C Column A course 2 course 3 course 4 course 3 course 5 course 1 course 2 course 3 course 3 course 5 course 4 course 2 course 1 course 1 course 3 course 4 course 3 course 2 course 1 course 2 course 3 course 3 course 3 course 3 course 2 course 3 course 3 Development of plans of study: Universität Zürich Degree Programme: choose 15 credits from Column A, 9 credits from Column B, and 12 credits from Column C

  11. Quality Assurance through Assessment

  12. Programmatic/institutional assessment: Swiss Federal Institute of Technology Zurich (ETH) research committee project evaluations student course evaluations alumni curriculum assessment quality assurance audit justify federal funding review by international experts

  13. Other measures of quality: professional qualification In Italy: engineers, architects, pharmacists, etc. must take a professional licensure exam to practice *administered by the professional society* In Switzerland: engineers and architects are considered qualified if they successfully obtain their degree *There is no large accreditation body such as ABET in Europe*

  14. How do attitudes towards quality assurance and assessment differ between the US and Europe? • How do attitudes towards QA differ across Europe and between disciplines? • Are the Bologna QA programmes enough to assure comparable degree quality across the diverse landscape of European universities? • Will bodies like ABET eventually emerge in Europe? • Does the demand for QA in European (and US) higher ed threaten the diversity and autonomy of European higher education institutions?

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