CONCEPTION OF AN INTERNAL (STUDIES) QUALITY MANAGEMENT SYSTEM OF ŠIAULIAI UNIVERSITY

Transcription

1 CONCEPTION OF AN INTERNAL (STUDIES) QUALITY MANAGEMENT SYSTEM OF ŠIAULIAI UNIVERSITY Working group Aušra Kazlauskienė Laima Liukinevičienė Renata Bilbokaitė Skaidrė Žičkienė Gedutė Grigaliūnaitė Nerijus Ramanauskas Sigita Turskienė Edita Musneckienė CONCEPTS AND DEFINITIONS SUBSTANTIATION OF THE CONCEPTION OF THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM RELEVANCE OF THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM TO THE EUROPEAN AND NATIONAL DOCUMENTS RELEVANCE OF THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM TO THE UNIVERSITY DOCUMENTS SUPPORT OF ICT FOR THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM AND INTERNAL AND EXTERNAL STAKEHOLDERS 1

2 CONCEPTS AND DEFINITIONS Accountability consistent data accumulation, analysis and assessment, submission of the obtained on implemented activities to stakeholders with the aim of ensuring continual improvement. Feedback an agreed mode of sharing opinions and discussing tasks, work relations, conduct, etc. within the organisation and with the outside world. Stakeholders all those interested in activities (students, employers, graduates, staff, decision makers, the public, controlling agencies, mass media, partners, etc.) Quality assessment accumulation, systematisation and analysis of target information with the aim of assessing the state of studies quality. Continual improvement a set of activities that an organisation carries out in order to enhance its capability to fulfil requirements by conducting audits, self-assessment, management revisions and benchmarking; continual assessment of the quality of activities, improvement of the economy and the cycle through stakeholders involvement. Organisation s culture declared, demonstrated and aimed at conduct, ethical standards and values of a community, conditioned by national, socio-political and legal traditions. Studies quality processes in a dialogue culture oriented to stakeholders, formation and fulfilment of their expectations by preserving uniqueness when providing education based on science and art and developing responsible, creative and open to changes individuals. Internal (S tudies) Quality Management System (ISQMS) a system where policy, objectives and ways of achieving them by managing all process are stated [ ISO 9000:2005]. The ISQMS of ŠU is based on the Common Assessment Framework (CAF) model and a process approach of ISO 9001:

3 GENERAL PROVISIONS Changes in the aims of higher education led to changes in the conception of studies quality. Firstly these changes were conditioned by changes in the higher education milieu: numbers of students were rising, diversification of higher education started, stakeholders requirements changed, interest of the state, demand for accountability increased, students expectations and demands for the content and methods of studies changed. Such factors as changes in financing, national and international competition, internalisation and globalisation, global concern about quality and standards were also important. For all that it is vital for higher education institutions to reconsider quality issues and seek new systemic ways of quality improvement. Studies quality assurance and improvement, declared a priority action in the Bologna process1, was the basis for creating the common European higher education area. Upon approving the Tuning2 methodology, harmonization of higher education structures in Europe has become one of main ways of creating a common European space for higher education. Thus quality assurance in studies has become an important task at national as well as international levels. Under the Law on Science and Studies of the Republic of Lithuania, Article 41 (2009) 1, higher education institutions must establish an internal studies quality assurance system based on the provisions for creating the European higher education area. Education institutions are also recommended to draft quality assurance ways and measures. The Internal (Studies) Quality Management System (hereinafter ISQ MS) of Šiauliai University (hereinafter ŠU) has been developed taking into account the context, the organisation s culture, its mission statement, strategic goals, community values and most often employed ways and measures of studies quality improvement. The conception of the ISQMS of ŠU is built on the provisions set out in the Bologna process, international and national theory and practice of higher education quality assurance, Standards and Guidelines for Studies Quality Assurance in the European Higher Education Area (ESG, ) and the ideas and outcomes of the project Tuning Educational Structures in Europe. The aim of the ISQMS of ŠU is to improve studies quality and to promote a dialogue culture in the academic community through knowledge creation and innovations and society education. Imperatives for the development of the ISQMS of ŠU: Morality related to values and culture. The idea is to promote/sustain/create a dialogue culture with stakeholders when creating knowledge and educating society for the sake of its future development. Changes related to continual efforts to develop and improve studies quality because, due to challenges for knowledge society, the role and responsibility of education systems as social organisations have changed. Openness (a dialogue culture) is a vital factor in a globalised world. Expertise related to employee activities. That correlates with the previous one because a dialogue between higher education and studies and stakeholders is emphasised. Employees, performing their duties as professionals under the conditions of continuous changes, contribute to studies quality improvement. Accountability related to stakeholders. The University must initiate and fulfil political and national requirements and prove that their activities meet quality requirements. The ISQMS is built on the values established in the University mission statement and on the following principles: 1 Standards and Guidelines for Quality Asssurance in the European Higher Education Area, ESG,

4 Staff involvement. An organisation rests upon staff. Active staff involvement in activities helps to use their abilities for the sake of the University. Leadership. Leaders ensure the unity of activities and the organisation s goals. They create and sustain such environment where each individual actively contributes to the achievement of objectives and teach how to take pride in work and understand its value. Process approach. A desirable result is achieved more effectively when interrelated resources and activities are managed as one process. System approach. Identification, understanding and managing interconnected processes as one system with the aim of improving the activities of an organisation. Research-based approach to decision taking. Assessment and analysis of the results of quality improvement activities. Only when the objectives of activities are clearly defined and the results of these activities are measurable effectiveness of the taken actions can be assessed. Continuous learning. Creation and sustaining a learning environment and thus motivating each community member to improve his activities and continuously learn through them. Creating and sustaining a liberal environment. That enables staff and stakeholders (firstly students) be actively involved in the activities of an organisation and develop democratic processes. Creating and sustaining a quality culture built on a dialogue culture. All processes in society are interrelated. Changes outside an organisation must be seen. It is an imperative to be open to the environment. Continual changes. This principle rests upon creating added value. Studies are not a service for a client, they are an ongoing process and all involved in it (students, teachers, researchers, administrative staff) experience changes, i.e. overturns in thinking and activities. Responsibility and accountability. All community members have duties and account for them. A student is not only a client, a consumer or a service receiver; he is a stakeholder responsible for learning in the study process. He is trained to think and act independently. Responsibilities and accountability of the Council, the Senate, support and administrative staff are set out in University documents, of students and social partners in agreements. CONCEPTION OF ŠIAULIAI UNIVERSITY Šiauliai University is the centre of science, studies and culture of North Lithuania striving to strengthen its position in the European higher education area. Philosophy of Šiauliai University: mission statement, vision, values Mission statement: we are here to generate new ideas, disseminate knowledge and apply it, and to develop society and its leaders. Vision: a network university: creating, educating, trusted. Values: Openness - to be open to humans and ideas. Responsibility - to be responsible for positive changes in society. Creativity - to be liberal in thinking, to generate and seek innovations. Enthusiasm - to accept challenges and make progress. Community commitment - to foster a friendly environment. 4

5 1. SUBSTANTIATION OF THE INTERNAL STUDIES MANAGEMENT SYSTEM CONCEPTION The key theoretical conception of the Internal Studies Quality Management System of Šiauliai University (hereinafter ISQMS) represents the following: giving publicity to quality values and implementing them in a dialogue through science, knowledge and studies in a liberal environment; striving to act and let others act individually; continually implementing changes and changing others; forming and fulfilling stakeholders expectations; sustaining a valuable identity. Quality (the conception of a dialogue culture) is oriented towards the formation and fulfilment of the stakeholders expectations through continuous changes and uniqueness while cherishing a valuable identity. The conception of the ISQMS is presented in Fig. 1. IDENTITY Key conception DIALOGUE CULTURE Through science, knowledge, art UNIQUENESS Through studies and continuous learning Through involvement, liberal teaching/learning environment, development of democratic processes FORMATION AND FULFILMENT OF STAKEHOLDERS EXPECTATIONS CONTINUOUS CHANGES SUPPORTING CONCEPTIONS Fig.1. Theoretical model of the ISQMS The theoretical conceptions of uniqueness, continuous changes, stakeholders expectations and a dialogue are consistent with the aims of the chosen ISQMS model, the interaction of these conceptions responds to the principles of the ISQMS: to diagnose quality indicators continually and improve them by planning, implementing and diagnosing once again. The theoretical conception of the ISQMS reflects the criteria of the Common Assessment Framework ( hereinafter CAF): leadership s prompt actions, continuous strategy revision, focus on people and partnerships, grounding activities on processes which are continually assessed and improved taking into account their impact on students, employers, graduates, the public (state) and the institution itself, which is continually monitoring the results. The criteria noted above enable the organisation to improve activities and assess their quality by collecting the stakeholders opinions and by the final results and, relying on that, to introduce new changes. 5

6 2. RELEVANCE OF THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM TO THE EU AND NATIONAL DOCUMENTS The ISQMS, from a dialogue culture aspect, has been developed relying on the national and the EU legal acts and political documents. The EU documents substantiating relevance of European higher education quality assurance and promotion of a dialogue culture issues. The main strategic documents of the EU adopted since the last decade of the 20th century on higher education development, quality assurance promotion, studies internationaliation, and a dialogue among various stakeholders are as follows: The ISQMS is relevant to the Bologna Declaration, where a need to contribute to the development of the common European area for higher education and strengthen it globally by introducing a credit system, promoting student/teacher mobility, ensuring higher education quality are emphasised. The ISQMS is relevant to the Prague Communiqué, where the following expectations are set out: close cooperation between an institution and students in carrying out reforms and taking decisions, quality assurance through learning, changes and transformations. The IAQAS is relevant to the Berlin Communiqué, which focuses on the qualitative criteria of quality assurance at institutional, national and European levels, creation of conditions for innovations in research and art, clear distribution of responsibilities and accountability, harmonisation of activities and intended results. The conceptions of a dialogue, continual changes and meeting stakeholders expectations through cooperation as well as a need to introduce innovative activities are also emphasised in this document. The IAQMS is relevant to the Bergen Communiqué, where quality assurance aspects are emphasised; the developed ISQMS is described in detail and supplemented by a model and a manual which substantiate its functioning not only by the European Association for Quality Assurance in Higher Education (ENQA) established standards but also by the CAF model and ISO:9001 standards. A new studies paradigm which emphasises a student as the main client of a higher education institution is highlighted in the London Communiqué; the ISQMS also focuses on a quality culture in the University and its policy by stating that the main processes are student focused, competence development and skills training are carried out in a dialogue and taking into account changes in opinions, needs and challenges. The ISQMS is consistent with the provisions laid out in the Leuven/Louvain-la-Neuve Communiqué: strive to fulfil the needs of the public by creating conditions for equal access to higher education, for community mobility and adoption of research, art and studies innovations. The aim of the ISQMS is consistent with the Budapest- Vienna Declaration, which emphasises a necessity to provide quality education because welltrained, capable to improve in the context of social and economic development specialists are needed. The key theoretical conceptions of a dialogue established in the ISQMS relate it to the Tuning Educational Structures in Europe project, where a dialogue with stakeholders and formation of a dialogue culture, which is an important part within a complex and wide structure of interpersonal competences, is highlighted. The national documents substantiating relevance of the studies quality assurance issue. Under the Law on Science and Studies, Article 40 (2009) 2, higher education institutions of Lithuania must establish internal studies quality assurance systems. According to the Regulations on Higher Education Quality Assurance (2007)3 and other documents 4 quality of higher education is a priority issue. 6

7 3. RELEVANCE OF THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM TO THE MAIN DOCUMENTS OF ŠIAULIAI UNIVERSITY The Quality Management Conception (hereinafter QMC) is relevant to the provisions set out in the Strategic Plan of ŠU for , the Strategic Plan of ŠU for , the Strategic Plan of ŠU for and supplements of the Strategic Plan of ŠU for (developed in 2009), the Integrated Development Strategy of ŠU for and the Management Improvement Conception of ŠU for (developed in 2011) and other key documents where the University mission statement, vision, values, strategic aims are laid down. The QMC has been developed on the basis of the Integrated Development Strategy which is relevant to the Strategic Plan for strategic goals foreseen in the Integrated Development Strategy correspond to 4 aims of the Strategic Plan for and foresee 3 programs for the implementation of these aims; the third program is broader, rather for management development than for infrastructure development. The Integrated Development Strategy is consistent with the Strategic Plan for but situation analysis was done, objectives, tasks and measures of the 3 programs were broadened and specified. The Integrated Development Strategy is consistent with the Strategic Plan for (approved by the Rector s order No. V- 323 of 9 March, 2011) and registered with the Ministry of Finance. 2 main processes, science-arts-studies and continuous learning, highlighted in the QMC are consistent with the goals of the Integrated Development Plan: 1. To create, accumulate, disseminate and implement achievements in science and art for the advancement of industry and art in the state and the region. 2. To develop and educate knowledge society by ensuring the integrity of science, art, studies and work environment, to assure high quality in science, art and studies through internal quality management systems. With the aim of achieving each strategic goal programs have been drawn, aims, tasks, result and product assessment criteria and program fulfilment results have been identified. Program 1: Modernisation of science and art, openness and integration in the international research area. 1. Aim: to modernise the system of science and art in the University, to integrate it in the regional, national and international research area. 2. Aim: to enhance access to professional training and qualification upgrading in the University by motivating and providing quality and quantity of services. Program 2: Improvement of studies quality and widening access to studies to satisfy the needs of the public and the industry. 1. Aim: to provide education that fulfils the requirements for the European higher education area, to train highly qualified specialists for the needs of the state and the region. The goal of the Integrated Development Strategy to improve the management system in the University by efficiently using resources and creating conditions favourable for activities is considered to be a management process which has an impact on the key and supporting processes which ensure an efficient functioning of the quality management system. A system of indicators for monitoring has been selected on the basis of the obtained results during program implementation as foreseen in the Integrated Development Strategy, where the indicators have been grouped into opportunity indicators and activities indicators. The QMC has been developed on the basis of these ŠU documents: The Statute (approved on 21 December, 2010, No. XI-1241), 2 which regulates the activities of the University. The mission statement laid down in The Statute defines the main provisions for activities expressed as aims: to ensure well-being of the public and prosperity of the national culture and industry; to fulfil an individual s inborn strive for knowledge; to ensure 7

8 the quality of science and studies; to create conditions for research; to be open; to integrate in the international research and studies area; to establish an integrated system of science and studies; to cultivate creative, intelligent, dignified, morally and ethically responsible, publicspirited, independent and entrepreneurial personalities. The Code of Ethics (approved on 20 April, 2007 at the Senate meeting (Minutes No. 16), by the Rector s order No. V-393 of 12 November, 2007, the Rector s order No. V of 12 November, 2007) the aims of which are: to summon ŠU staff to recognise and observe the main values in academic and other activities: fairness, honesty, respect for humans and private life, social equality, tolerance, professional and public responsibility, strive for truth, academic freedom; to create a democratic, safe environment conducive to trust, creativity, professional competence development; to identify unethical conduct; to provide recommendations in situations related to non-compliance with the Code of Ethics. The Internal Order Regulations (approved on 19 November, 2008 at the Senate meeting (Minutes No. 27) 3, the aims of which are: to create an environment conducive to studies and academic activities; to regulate the activities of staff under labour contracts, administrative staff and students and in this way to build good relations between the community and the public. The QMC is relevant to other documents which regulate supporting processes in the University: the Study Regulations (approved on 16 April, 2008 at the Senate meeting (Minutes No. 23), amended on 20 January, 2010 at the Senate meeting (Minutes No. 4 ) amended on 15 June, 2011 at the Senate meeting (Minutes No.19) 4, Rules for Student Practice Organisation (approved by the Rector s Order No. V-378 of 19 April, 2011) 5, the Provisional Regulations on ŠU Research Workers and Teachers Performance Assessment and Competition for a Position (approved on 07 April, 2010 at the Senate meeting), the Provisional Regulations on Conferring Academic Titles (approved on 07 April, 2010 at the Senate meeting), Regulations on ŠU Staff Qualification Upgrading (Order No. V -263 of 26 March, 2008, Order No. V-434 of 31 August, 2009) 6, ŠU Rector s order On Public Tenders, Procedures of Organising and Holding Public Tenders (approved by the Rector s Order No. V-302 of 28 February, 2011) 7 and the Rules for Document Filing 8. The ISQMS has been developed taking into account the financial, human, ICT resources in the University, the data from the Annual Reports on ŠU Activities ( ) 4 and Financial Reports SUPPORT OF INFORMATION COMMUNICATION TECHNOLOGY FOR THE INTERNAL STUDIES QUALITY MANAGEMENT SYSTEM The system of Information Communisation Technology (hereinafter ICT ) ensures information search and accessibility, distance communication and interaction for the administrative staff, the Council, the academic staff, students and thus expands access to information in general. The aim of ICT is to provide knowledge and information to the public, to facilitate their exchange within the University and between the University, institutions and persons. This paradigm promotes studies reorientation to self-directed learning. ICT installed in the University can be easily revised and modified. Information accessed through ICT meets the following requirements: it is integral, reliable, correct, prompt, safe at various levels, open (within the law on copyrights). The software installed in the University is licensed, userfriendly, applicable, reliable and safe. It is adjustable and can be adapted to users needs in other situations. ICT provides: - open and broad access to information in the Government, the Ministry of Science and Education, the University and other institutions;

9 - distance, synchronous and asynchronous communication tools with public institutions ( , instant messaging, bulletin boards, news groups, chat lines) and thus to take part in decision taking; - diagnostic instruments for qualitative analysis of the submitted information and its delivery to the public. ICT provides opportunities to adopt new modes of communication and get access to information sources, promotes accountability of the community members and management and involvement in decision taking on science, art, studies and management. ICT contributes to changes in the management structures of the University, helps to gain new skills and improve the quality of provided services and promotes democratic processes and self-governance. ICT helps to enhance effectiveness, efficiency, transparency and accountability in the University. The University management model relies on ICT. Due to ICT e-governance can function and its main characteristics can be adopted in the University: reintegration: less fragmentation, inter-institutional cooperation, changes in processes, etc.; holism: focus on stakeholders and students needs: interactive modes of information sharing, reorganisations taking into account students needs, integration of databases, etc.; digitalisation: e-services, e-purchases, elimination of administrative staff of intermediate level. Due to ICT the University library has been integrated in the study process at various levels: institutional, divisional and personal. 5. THE INTERNAL STUDIES MANAGEMENT SYSTEM AND INTERNAL AND EXTERNAL PARTIES 5.1. Partnerships (internal and external) According to the conception of a dialogue culture, the ISQMS addresses quality improvement by enhancing cooperation between the University and representatives from various spheres and in this way ensures that the stakeholders needs are fulfilled and their expectations are formed by various forms and means. External and internal partnerships develop through information exchange and knowledge creation in the context of continual changes and traditions. External partnership is emphasised in the ISQMS by consolidating the existing networks with local and foreign partners, establishing new partnership networks, taking into account the stakeholders views on University activities and studies quality and improving to fulfil their needs and enhance graduates opportunities in the labour market. Cooperation agreements with entities which help not only to disseminate theoretical knowledge but also to train students skills are made and study programs are continually updated by adopting innovations in research and practice. External partnership is strengthened by carrying out joint projects and sharing good practice, adapting it to University needs, developing innovative educational technologies and introducing them into study subjects and study programs. Furthermore, the University keeps relations with graduates and potential employers who provide valuable information on study programs, their socio-economic value and graduates skills gained in the study process. The ISQMS stresses the development of internal partnership built on a dialogue-based cooperation; strengthening of such cooperation is vital in the context of changes at national and international levels and a need for the University to develop liberal relations in studies, research and art. Forms used to strengthen internal partnership relations include various educational events (e.g., quality days) for the academic community when information on quality indicators, their dynamics, the ways and measures of quality assurance is shared, meetings with the stakeholders when opinions are collected for analysis, reports and draft plans on needed changes. Both, internal and external partnership relations, gain meaning when the stakeholders are involved in management, studies, research, art and other processes with the aim of improving the quality of studies. 9

10 5.2. Responsibility With the aim of developing a dialogue culture, promoting continual changes and cherishing uniqueness it is vital for the University that the community members at all levels are guided by the principles of responsibility and transparency in their activities. Management promotes corporate social responsibility by clearly defining responsibilities in decision taking. The Council, the Senate, the Rector s office, academic, research, administrative staff, students, stakeholders are responsible for quality in the University and studies quality in particular. Responsibilities and obligations of the self-governance and management bodies of the University and of academic staff are laid down in The Statute, approved regulations on various activities, procedures and job descriptions. Before taking office or a new position a University employee signs a labour contract, assumes duties and responsibilities for the quality of his activities. Responsibilities and duties of students and stakeholders are set out in agreements. The Council, the Senate, the Rector, faculty Deans, the Director of CSI are responsible for setting general goals and activity trends for staff and involving the academic community and the stakeholders in decision taking. They are responsible for creating an environment conducive to involvement of the academic community in activities to achieve the University s goals. To ensure proper functioning of the ISQMS management (the Rector) has issued orders on the obligations and responsibilities of all involved in the ISQMS management and made them public. To involve each community member in various processes of studies quality improvement responsibilities, obligations, participation, motivation, etc. have been set out in the internal order documents: the structural management system has been approved by the Rector s order on the Senate s decision; the ISQMS establishment has been approved by the Rector s order on the Senate s decision; Guidelines for Quality, i.e. a matrix of positions, distribution of duties and responsibilities among management, monitoring and participating members, and other related documents have been approved by the Rector s order. Duties, fulfilment of duties, responsibilities, revised duties and responsibilities for quality activities are set out in agreements (see A Quality Manual). The Internal Audit Division (in part the Perfor mance Assessment Commission) conducts activities auditing. To audit each division s activities audit commissions are set up on the Rector s order Accountability To ensure accountability for quality improvement within the ISQMS information on performed activities is continually collected, analysed, assessed and submitted to the stakeholders. Accountability is a precondition for openness, transparency and publicity. Harmonisation of accountability and continual improvement of activities is a priority of quality assurance (Improving Q uality, Enhancing Creativity: Change Process in European Higher Education Institutions EUA, 2009). That means that not only minimum requirements must be met and duties fulfilled but also innovative changes must be promoted and activities continually improved. The ISQMS follows the following principles of accountability: - relating accountability to strategic planning, mission and vision taking into account specific conditions of activities; - providing correct and impartial information on University activities to the stakeholders, legal entities, the academic community and the public; - relating the objectives of accountability to the objectives of quality assurance and improvement; - relating the autonomy of the University to its social responsibility; 10

11 - interrelating accountability in various spheres; - involving all stakeholders, students, teachers, administrative staff, employers, etc. and the public; - relating the ISQMS to external assessment; - openness, transparency, continuity taking into account previous results and further activities. Parties involved in accountability: state institutions, staff, students, graduates, social partners, employers, supporters, the public. The ISQMS deals with 2 types of accountability, internal and external: The aim of internal accountability is to self-assess the activities of the University and its divisions, collect data, assess and summarise the findings and use that for quality improvement. Internal self-assessment is performed as scheduled (for a year, semester, month, term, etc.), at all levels: by teachers, divisions, executives. Forms of internal accountability: internal audits, division reports, division heads reports, self-assessment documents. The aim of external accountability is to provide information on the activities of the University, results, fulfilment of aims, etc. (budget, spending, accreditation of the University and study programs, etc.) to the founder, the state, other institutions, partners, employers, supporters, the public. Forms of external accountability: self-assessment reports, reports by established forms, public reports, conferences, press releases, etc. The ISQMS deals with various elements of accountability: quality assurance policy of the University, results, information on study programs ( development, assessment results, improvement), information on research and art activities, study results, teachers qualifications, teaching/learning resources, support for students, financial statements, management, internationality, project work (see Quality Manual). The ISQMS deals with accountability at all levels: all involved in University activities (management, divisions, division heads, faculties, departments, academic staff, students) at all levels ( University-division-faculty-individual-public) are accountable to all involved (the founder, stakeholders, community, students, teachers, employers, the public). That proves that the developed ISQMS is integral and addresses all aspects of quality studies. 11