Enhancing Quality Assurance

Transcription

1 Enhancing Quality Assurance Management in Jordanian Universities Experience from Yarmouk University Dr. Khaled Gharaibeh Faculty of Engineering 28/2/2013

2 Yarmouk University Second largest university in Jordan students 4000 foreign students 5000 graduate students 960 faculty members 14 faculties Humanities Sciences Engineering Med School-will start this year 60 B.S (undergraduate) programs. 72 Master programs. 18 PhD programs

3 Yarmouk University 18 Research Centers 124 Research labs 9 Incubators More than 15 Million of external funding EU (FP7, Tempus, Erasmus Mundus.) UNESCO Scientific Research Support Fund -Jordan. Higher Council for Science & Technology (HCST). Shoman Foundation. DFG World Bank Others

4 Internal Quality Assurance at YU Arrangements Strategic plan in place since 2008 Compatible with QA criteria set by HEAC New internal QA arrangements have been taken beginning of last year 2012: Establishment of the QA center in 2012 Quality Assurance Committee (University level) Quality Assurance Committees (College level) Quality Assurance Committees (Department level) Involvement in externally funded projects on QA EQuAM Slowly but surely towards QA!

5 Internal Quality Assurance at YU Programmes Curriculum Committees conduct QA of curricula at Department level Faculty level Deanship of Graduate Studies University level (Board of deans) Role is still traditional and far from international practice: Focus on curricula, staff numbers, resources No check of learning outcomes, stakeholder needs, qualification of graduates Need international expertise and clear vision The lack of a Qualifications Framework in Jordan (Reference standard for QA)

6 Quality Assurance Center Originally a Faculty Development Center (FDC) QA functions added in 2012 A plan for internal QA arrangements has been drafted and awaiting approval by the board of deans: Internal QA structure Administer and liaise accreditation processes with HEAC Enforce QA processes on academic programs Help achieve the goals set out in the strategic plan Still in structuring process Lack of experienced personnel Lack of resources Lack of a clear vision

7 Quality Assurance-Drivers for Change Requirements of the external QA (mainly HEAC) International requirements through internationally funded projects Regional requirements: Arab initiatives to reform HE Need to attract students from the region C0mpetition with other universities in Jordan and the region

8 Difficulties High number of entrants exceeding the normal capacity Inadequacy of Financial resources Social responsibility Not enough expertise in implementing IQA processes Specially internationally recognized QA measures

9 3 years curre 3 Years DRIVER(S) for any changes in ago nt ahead priorities R R R Will keep being a requirement by the university Education Resources Program Design D D E Projects for supporting reform of HE programs either externally funded or initiated by local institutions Program Delivery Program Outcomes Change in HEAC requirements for accreditation of programs. D D H Change in HEAC requirements for accreditation of programs with regard to teaching and learning stakeholders (employers of graduates) influence on the teaching and learning process. Educational programs need to adapt to new teaching and learning technologies. N N D Change in HEAC requirements for accreditation of programs.

10 2 Educational Programs Effectiveness General Requirements. Planning and Evaluation in the Educational Programs. Bachelor Degree Program (Initial Degree). Post Graduate Programs. The Faculty Members and the Relevant Resources in the Post-Graduate Programs. D D H Change in Accreditation requirements Market requirements with regard to qualifications of graduates Regional and global considerations (international accreditation) N D H Change in Accreditation requirements Market requirements with regard to qualifications of graduates Regional and global considerations (international accreditation) N D H Change in Accreditation requirements Market requirements with regard to qualifications of graduates Regional and global considerations (international accreditation) N D H Change in market requirements, e.g. the increase in R&D centres and companies D R R Regional and global considerations (international accreditation)

11 3 year s ago curr ent Situation plannin g for 3 years ahead DRIVER(S) for any changes in priorities National (HEAC or earlier legal requirements) * N D R Professional practice requirements ** N D D Market/industry change to more focus on R&D Arab Regional (geographical) considerations 1 Academic *** D D H Arab initiatives for unifying educational system and qualification Arab Regional (geographical) considerations 2 (student) mobility / employment / etc Other Regional considerations (identify) Global considerations 1 Academic(e.g. staff employment / mobility policies / other ) Global QA considerations (most obvious might be e.g. EQUIS.ACCSB, ABET, etc etc.. standards D D H Arab initiatives for increasing student exchange D D D D D D

12 A Different Experience in IQA QC Unit at the Engineering Faculty To be established as part of a Tempus project activities: Industry Oriented MSc Program in Telecommunications Engineering- Towards an EU Approach Awarded to YU in 2010 Establishment of three Masters programs using the Outcome-Based Approach Focus on internal QA of programs

13 Experience at YU in Outcome Based Program Development and QA (Through Tempus Funding) Reference Standard Outcomes (IET/ABET/EI) Workshop on Market Needs Review of Existing Programs Demand and Competition Analyses Formulate Outcomes of programs Drafting Curricula: Program Components, List of Courses, Course Outcomes, Workload, QA processes Evaluation Stage: Pilot Program QC Unit Approval & Accreditation Lab Equipment New Programs Professional Masters in Telecom Technology and Telecom Management

14 QC Unit at Engineering Faculty QC guidelines Annual + Periodic Programme Review Periodic Faculty/School/Department Review Programme and/or module External Examiners Module Coordinator Use principles of Teaching Quality Evaluation (TQE) Extensive and structured examination of the inputs and outcomes of the teaching process Student Evaluation of Teaching (SET) External Examiner comments (on assessment and results) Peer or Mentor Observation Reflective Practice, for example self-assessment through portfolio

15 Information System for QC An online tool for implementation and operation of QC guidelines Consists of four subsystems: Program Statistics (admission rates, retention rates) Module Statistics (Analysis of student grades: scatter plots, general statistics, ) Course Builder: Course syllabi, database of ILO and ALO, approval levels of course outcomes, contents and assessment by coordinator, dept. head, dean) Course/instructor/ student Evaluation (Online Surveys) Still under construction

16 Information System for QC

17 Module Statistics Program statistics

18 Course Builder-Online Tool Online tool with database Used to prepare course descriptors with different levels of approval Data is extracted to a database and used to assess the ILO vs. assessment and contents Assessment results along with ILO for each course are used to measure the achievement of Program outcomes

19 Measurement of ALO Contribution of Ass to LO (output) Assign. Labwork Exam 1 Project Exam 2 LO LO LO LO LO LO LO LO LO LO LO LO Contribution of Assesment to PO (output) Poa Pob Poc Pod Poe Pof Pog LO LO LO LO LO LO LO LO LO LO LO LO Assessed Contribution Expected Contribution Tab Assessed Contribution Expected Contribution Tab Error Error^ Mean Square Error (MSE)

20 Thank you Questions??