Quality Assurance System at Azerbaijan University of Languages Jala Garibova Baku

1. Quality Assurance System at Azerbaijan University of LanguagesJala GaribovaBaku

3. Quality Assurance and Control Center at Azerbaijan University of Languages Established: November 2008 under TEMPUS SCM project “Establishing Quality Control Systems at Azerbaijan Universities” Project partners: Winchester University (UK) Warsaw University (Poland) Carlos III University of Madrid (Spain) Baku State University Khazar University Azerbaijan University of Languages

4. QA Predecessor at AUL: Center of Evaluation of Education and Social Research Established: May 2005 Responsibilities: Provision of expertise on quality of higher education

5. Activity Outcomes Information about education process at the University (to be used by top management) Close observation of the development of new curricula, new examination and grading methods Understanding problems encountered by students and staff Facilitated decision making

6. QA CENTER STAFF

7. Quality Assurance: Mission Envisioned Creating quality culture Development vs. disciplining Publicity Corporate culture Social responsibility Regional and international integration Enhanced research and academic standards Promoting civil society

8. Quality Assurance via International Projects Curricular reforms Research Standards Structural Changes and Institutional Reforms Assessment Criteria Resources Infrastructure Bologna requirements Local and regional outreach School reforms

9. International Partnerships and QA procedures (1) Haccettepe University ( Turkey ) • Curriculum modernization (focus on learning outcomes) • Structural changes • Joint degrees Marc Bloch University ( France ) • Curriculum reforms (focus on learning outcomes) • 3-cycle system: transfer of degrees (doctoral programs) • Mobility of students and staff • Joint degrees • Structural changes

10. International Partnerships and QA procedures (2) Oslo University and Agder University (Norway) Staff mobility Student mobility Improved academic standards and focus on learning outcomes ECTS implementation Country- wide reforms Essex University Program audit (new tradition in QA in Azerbaijan) Student mobility Joint degrees

11. QA Tools (1)

12. QA Tools (2)

13. QA Tools (3)

14. QA Tools (4)

15. QA Tools (5)

16. QATools (6)

17. Performance Evaluation Academia: Hiring Promotion Criteria revised (higher level of skills required, student feedback) Non- academic staff: New requirements Adopting international standards of hiring Units: Peer review New self-assessment tools (reporting on Why? How? What for? instead of What? Where? When?) Top management: Upward ( 360° ) feedback Programs: Internal ( upward and downward ) External ( local and international ) University: Accreditation (local or international) Upward evaluation

18. Assessment of Academic Staff Criteria Required knowledge and skills Research Motivation Corporate input Procedures Certification of required knowledge and skills (internationally recognized language tests etc.) Motivation letter Student assessment reports of previous periods (if available) Research profile (sources of publication) Proof of input in overall reform process at AUL and/or countrywide Interview (interview process revised)

19. Structure of Unit Self-Evaluation Presentation of the mission and strategy List of staff Teaching matters Students’ matters Research activities Educational management issues Intra-university, interuniveristy and international cooperation The most important achievements The weakest points (real or potential) problems Plans for the near future Graduate profiles and intended learning outcomes

20. Program evaluation • Education objectives and intended qualifications of • graduates • Compliance of the curriculum with the educational profile of graduates • Employability of graduates • Compatibility with ECTS • Compatibility with learning outcomes descriptors • Assessment criteria • Resources involved • International compatibility • Sustainability report

21. ACTIONS TO BE PERFORMED (1)Modernization of Curricula Students- centered approach Interactive teaching Defining learning outcomes Flexibility of delivery Critical teaching Team work Grading and assessment Student choice (electives) Transparency Student work-load Boosting Bologna

22. ACTIONS TO BE PERFORMED (2)Research Measuring on quality, not on quantity Reach-out through international partnerships Integrating research into education International standards

23. ACTIONS TO BE PERFORMED (3)Structural changes New units established Changes in functions Changes in structural responsibilities Changes in the work-load Restructuring HR Department

24. HR Procedures Revised Increased responsibility of HR staff Communication techniques Increased language skills Interview “know-how” Strategic communication Project-based approach

25. IMPACT(1) Legal Framework Education law Revised legislative documents Financing patterns Infrastructure

26. IMPACT(2) Promoting civil society and expanding a political space for educational reforms Student involvement International expertise Regional growth of projects through follow-up initiatives Transnational HE policy Competition and merit-based reward

27. Values Obtained: Improved academic standards and modernized curricula Improved Educational management Marketability of research Horizontal (not vertical) management Concreteness of functions Linkage among positions and functions Dynamic activity within a stable structure Consistency and stability Balanced approach (think globally, act locally) Autonomy Transparency Boosting reforms Regional effect