Hans-Ulrich Heiss EQANIE 12/5/2011 1

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1 Hans-Ulrich Heiss EQANIE 12/5/2011 1

2 What is EQANIE? European Quality Assurance Network for Informatics Education Founded 2009 as a non-profit organisation with strong support from Informatics Europe Purpose: The enhancement of evaluation and quality assurance of informatics study programmes and education in Europe. 12/5/2011 2

3 Activities Development of criteria and procedures for QA in informatics higher education. Development and maintenance of a system for awarding a European quality-seal for informatics degree programmes Provision of information. Maintenance of contacts and relations to other European or non- European organisations important for the goals of the Association. Promotion of the development of regional, national and international accreditation bodies. Organisation of events, seminars, workshops and conferences in the field of its activities. 12/5/2011 3

4 Members SPECIF CODDI GRIN BCS CEPIS HEQEC ASIIN FBTI GI FTI INFORM. EUROPE 11 members, thereof 6 national academic associations 2 (3) accreditation agencies 1 national professional society 2 European umbrella organisations In total represented in more than 30 different countries

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6 Organisational Structure Executive Board 7 members Board of Appeals Accreditation Committee (at least 7 members) Secretariat Supports all committees Audit Team (at least 3 members) General Assembly Expert Pool supports elects, nominates, appoints Secretary General: Janna Wessels proposes 12/5/2011 6

7 EQANIE Executive Board ( ) Executive Board 7 members U. Bühler (FBTI) Chr. Choppy (SPECIF) Secretariat Supports all committees H.-U. Heiss (INFORMATICS EUROPE, Audit President) Team (at least 3 members) R. Ibbett (BCS) General Assembly E. Nardelli (GRIN) E. Vendrell (CODDI) supports elects, nominates, appoints I. Wasser (ASIIN, Vice-President) proposes Board of Appeals Accreditation Committee (at least 7 members) Expert Pool 12/5/2011 7

8 Euro-Inf Requests e.g.: BA/MA Comp. Systems, Technical Univ. of Riga, LV MA RWTH Aachen / U Bonn BA Informatics, Univ. degli Studi di Milano Expert Pool, 60 int. auditors Selection Request Accred. Committee R. Ibbett (UK, Chair) M. Nagl (D, V-Chair) L. Bacon (UK) J. Borzovs (LV) Chr. Choppy (F) R. Scateni (I) T. Wildvank (NL) 12/5/2011 8

9 Two Business Models direct accreditation awarding label HEI degree programmes Accreditation Agency indirect accreditation 12/5/2011 9

10 performs program accreditation uses a threshold approach (defined standard) is outcome oriented is based rather on the judgement of experienced auditors than on checklists takes into account the variety of educational approaches uses own international pool of experts from academia and business 10

11 Field-specific: Outcome statements allow for: specific profile individual approach new ideas Generic: 5 areas of assessment Needs, objectives Educational process Resources Assessment Management

12 Euro-Inf Qualification framework (field-specific) Underlying Conceptual Basis Level indicator (6 and 7 wrt EQF) Field-specific Competency Analysis, Design and Implementation Technological, Methodological and Transferable Skills Personal Competency Other Professional Competencies Developed independently of EQF Influenced by EUR-ACE Developed for accreditation practice 12

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15 an important new way for curriculum design a shift from a teaching-centered to a learning-centered approach a tool for adjusting different phases of an educational process a means for fine-tuning modules as components of a study programme a guide for designing assessment methods a way to place a degree program into a formal qualification framework. 15

16 15 Labels already awarded (B+M) More than 20 label requests in the pipeline 1 accreditation agency authorized Own pool of 60 international experts Several workshops and conferences organized Close relations and intensive networking with scientific and professional organisations and similar organisations in adjacent fields (e.g. engineering) Memberships INQAAHE (World-wide QA umbrella organisation) EASPA (European field-specific QA networks) EQAR (request planned for 2012) 5 December

17 Thank you for your attention 17

18 Intended Learning Outcomes Assessment Methods Learning and Teaching Methods 18

19 Additional slides 12/5/

20 University EQANIE on-site visit 20

21 Qualification means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards. Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process and are defined in terms of knowledge, skills and competence. 21

22 Knowledge Skills Competence Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 The learning outcomes relevant to Level 1 are The learning outcomes relevant to Level 2 are The learning outcomes relevant to Level 3 are The learning outcomes relevant to Level 4 are The learning outcomes relevant to Level 5 are In the context of EQF, knowledge is described as theoretical and/or factual. basic general knowledge basic factual knowledge of a field of work or study knowledge of facts, principles, processes and general concepts, in a field of work or study factual and theoretical knowledge in broad contexts within a field of work or study comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge The learning advanced knowledge of a field of work or outcomes Bachelor relevant to study, involving a critical understanding of Level 6 are theories and principles The learning highly specialised knowledge, some of outcomes relevant to which is at the forefront of knowledge in a Level Master 7 are field of work or study, as the basis for original thinking and/or research critical awareness of knowledge issues in a field and at the interface between different fields The learning outcomes relevant to Level 8 are knowledge at the most advanced frontier of a field of work or study and at the interface between fields In the context of EQF, skills are described as cognitive and practical. basic skills required to carry out simple tasks basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice In the context of EQF, competence is described in terms of responsibility and autonomy. work or study under direct supervision in a structured context work or study under supervision with some autonomy take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research PhD 22

23 European Qualification Framework Level indicator (1-8) Knowledge Skills Competencies The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practises that is related to a field of study or work. The ability to apply knowledge and use know-how to complete tasks and solve problems. Skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments); The proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and/or personal development. 23

24 German Qualification framework (under Work) Field-specific competence Level Indicator (1-8) Knowledge Skills Social competence Depth and Breadth Problems: Instrumental and systemic skills, ability to make judgements Personal Competence Team /leader skills, cooperation and communication Self-competence Self reliance/ responsibility, reflexivity and learning competency Expectations too high and too diverse Clash of academic and vocational education systems Using 4 columns (instead of 3) shifts the weights Imprecise and non-uniform terminology. Applicability only to certified degrees or also to informally acquired qualifications? Usage for labour and wage agreements? 24

25 Accredited qualification (Euro-Inf Learning Outcomes) Target qualification (Intended Learning Outcomes) assessment Entry qualification Individual qualification (Actual Learning Outcomes) Study Program Freshmen Graduates 25