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Realizing continuous quality through educational development

Realizing continuous quality through educational development. Huyghe Steven Creten Hilde Totté Nicole Verhagen Alexandra. 31st Annual EAIR Forum - Vilnius, Lithuania – 23 to 26 August 2009. 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009. Introduction.

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Realizing continuous quality through educational development

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  1. Realizing continuous quality through educational development Huyghe Steven Creten Hilde Totté Nicole Verhagen Alexandra 31st Annual EAIR Forum - Vilnius, Lithuania – 23 to 26 August 2009 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  2. Introduction • QA systems  QD ? • stimulate quality culture to promote QD ? • Classification of issues, opportunities and challenges related to promotion of QD and QC • (Inter)national • Institutional • Faculty/department • Programme • Staff • Educational development initiatives considering these challenges and opportunities 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 2

  3. 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 3

  4. 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 4

  5. Faculty level issues • Institutional and (inter)national claims on quality • Limited time and manpower for QD • Communities of practice not obvious • Taking position in handling QA  quality culture (Gordon, 2002) • Agreements on purposes, means, outcomes opportunities 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 5

  6. Faculty level challenges • Faculty as “learning organisation” (Yorke, 2000) • Shared vision and strategy • Communication, support and shared commitment • Long- and short term plan at the level of the Faculty • Consolidation and transfer 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 6

  7. 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 7

  8. Programme level issues • Validity of QA outcomes for discipline, context,... (Gosling & d’Andrea, 2001) • Priorities, expertise and appreciation of QD by programme coordinators (Verhagen et al., 2006) • Tuning QD to the specificity of the programme (Verhagen et al., 2006) • Developing expertise of process leaders in curri-culum design, QD, leadership (Verhagen et al., 2006) opportunities 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 8

  9. Programme level challenges • Investment in culture: characterisation of quality cultures(Harvey & Stensaker, 2008) embedded in daily practice inducing a sense of ownership • Tailor-made design of QD processes 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 9

  10. Integrated and aligned educational development • Opportunities and challenges fine-tuning support of QD at K.U.Leuven 4 approaches • Integration between central and decentral educational development • Educational development covering different domains • Conceptual frameworks for educational development • Alignment between instructional, curriculum and organisational development 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 10

  11. Faculties LED Course Study Programme • 1. Integration between central and decentral educational development at K.U.Leuven Integrated model 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 11

  12. LED • 2. Educational development covering different domains Different domains curriculum development organisational development instructional development 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 12

  13. 3. Conceptual frameworks for educational development curriculum development instructional development organisational development 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 13

  14. 3. Conceptual frameworks for educational development curriculum development instructional development organisational development Alignment Alignment Alignment • Professional development initiatives for staff, programme coordinators and local educational developers • Development of supporting tools (scenario’s, exercises) Step forward in making “process leaders” independent 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 14

  15. LED • 4. Alignment between instructional, curriculum and organisational development Alignment between domains curriculum development organisational development instructional development 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 15

  16. 4. Alignment between instructional, curriculum and organisational development • communication of experiences, plans and ideas within CED and with partners • creation of an integrated and aligned plan for building teaching and learning capacity in each Faculty • creation of a shared vision and strategy • advocate for harmonization of different domains of educational development 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009 16

  17. Integrated model 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  18. Integrated model Different domains 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  19. Integrated model Different domains Conceptual frameworks 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  20. Integrated model Different domains Conceptual frameworks Alignment between domains 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  21. Conclusions • Tailor-made quality development • integration and alignment of initiatives in different domains on central and decentral level • complexity (context, discipline) • “quality culture” via approach of ownership and empowerment • Classification was difficult • Actions on (inter)national level ? • Partnership with QA agencies • QD initiatives  win-win-situation for QA 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

  22. Questions and suggestions ? 31st Annual EAIR Forum in Vilnius, Lithuania – 23 to 26 August 2009

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