The 17 th Networkconference in University Pedagogics H øgskolen i Lillehammer

1. Making the Search for Quality a Meaningful ExerciseProfessor Vaneeta D’Andrea Central Saint Martins, London, UK The 17th Networkconference in University Pedagogics Høgskolen i Lillehammer 24.-25. oktober 2007

2. Definitions of Quality in Higher Education • elusive as pervasive --- self contradictory • political --- linked to far-reaching policies • sensitive --- requires look at strengths & weaknesses • multi-dimensional & subjective --- overvalued measurable indicators • good systems are linked to higher education's two major qualities • intrinsic --- related to ideals to seek knowledge & truth • extrinsic --- services to society Source: van Vught (1994)

3. Types of Quality • Quality as the outstanding ('excellence') • Quality as realisation of specific • standards ('zero errors) • Quality as relevance ('fitness for purpose') • Quality in relation to inputs ('value for money') • Quality as change ('transformation') Source: Harvey & Green (1993)

4. Types of Higher Education Quality Reviews • Quality accreditation • Quality assessment • Quality assurance • Quality audit • Quality control • Quality development • Quality enhancement • Quality improvement • Quality monitoring Source: Lauvås, 2000

5. Definitions I Use quality assurance: any regulatory process of quality review quality assessment: any summative quality review process quality enhancement: a formative quality review process quality development: one type of quality enhancement

6. Quality Development Focus on transformation and educational development: • quality as dynamic process • emphasis on curriculum, learning and teaching • effective action & appropriate change at teaching/learning interface • process non-burdensome Sources: Horsburgh, 1999; Lauvås, 2000

7. Features of Quality Development Model • emphasis on educational experience, not documentation • emphasis on outcomes, not scores • driven by scholarly reflection, not a methodology • replaces trust in academics • potential to achieve fundamental changes

8. Benefits of Quality Development Model • provides support for departments to enhance learning experience • less duplication of effort • a more holistic understanding of relationship between quality assurance and quality enhancement • more effective dissemination of educational policies • greater consistency of standards across the institution • increases student support • encourages scholarly reflection on learning and teaching

9. Quality Development Model: Example 1 Peer Observation Based on following principles: feedback is confidential, process separated from institution’s evaluation of performance, universal application, underpinned by observers educated in appropriate methods

10. Quality Development Model: Example 2 Student Evaluations Based on following principles: students views used as basis of dialogue about curriculum, focused on outcomes rather than academic's performance, promotes approaches to learning

11. Quality Development Model: Example 3 Outcomes-Based Curriculum Design Based on following principles: greater transparency, used for valid educational reasons, part of a larger repertoire of curriculum design approaches

12. Summary Quality Development Model promotes: • continuous quality improvement and development • replaces shame and blame with name and claim • value for time as well as money

13. Building on Quality Development Model • learning is a transformative process (Harvey, 2002) • quality reviews in higher education are more useful when premised on theories of teaching and learning • a potential outcome of quality reviews is the transformation of teaching and learning (D’Andrea & Gosling, 2005)

14. Quality Review Theories: 1 Two dominant theoretical frameworks: 1) the regulatory assurance function 2) the enhancement improvement function Competing or overlapping?

15. Quality Review Theories: 2 Where does learning theory fit into this analysis? Major Categories of Learning Theory: • Behaviourist • Cognitivist • Humanist • Social and situational

16. Quality Development Model & Humanist Learning Theory Examples: • Shift from teaching to learning: student centredness (Barr & Tagg, 1995)

17. Quality Development and Social & Situational Learning Theory Examples: • appreciative inquiry (Cooperrider & Srivastra 1987, Cooperrider & Whitney 1999, Bushe 2005) • communities of practice (Wenger 2004)

18. Quality Development and the overlap of behaviourist & humanist learning theories Examples: • student evaluations as a summative process (behaviourist) • student evaluations as a formative process (humanist)

19. Summary of Learning Theory Applied to Quality Reviews Examples Considered: Humanistic Theory Learning paradigms Assessment theory Behaviourist Theory Assessment theory Social & Situational Appreciative inquiry Communities of practice

20. Remaining Questions Can learning theory also inform the: • quality assessment approach? • quality assurance approach?  Will applying learning theory to quality reviews make them a more meaningful exercise?

21. Contact Details Professor Vaneeta-marie D’Andrea Central Saint Martins College of Art & Design University of the Arts Southampton Row London, England WC1B 4AP Email: v.d-andrea@csm.arts.ac.uk T: 44+ (0)20 7514 7059