Quality assurance in masters education and research

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1 Quality assurance in masters education and research EURASHE XVI Conference, Dubrovnik - April 2006 Dr Bryan Maguire Higher Education and Training Awards Council, Ireland bmaguire@hetac.ie

2 Outline Who sets standards? How are programmes accredited? How effective is the Irish approach to these issues? What are the emerging trends in masters?

3 What is a masters degree? Long history in Irish universities 25 year history of masters degrees in Ireland outside the university sector Descriptor in the National Framework of Qualifications (2003) Dublin descriptor

4 Dublin descriptor 1 Qualifications that signify completion of the second cycle are awarded to students who: have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

5 Dublin descriptor 2 Qualifications that signify completion of the second cycle are awarded to students who: have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous

6 Two kinds of masters degree Taught (structured contact with a cohort of students + research element) Research (individual supervised study programme) Research masters often first stage of third cycle, PhD Both forms common in Ireland and UK Entry requirements for both types is bachelor degree, typically an honours bachelor Higher standards required for entry to research

7 Standards HETAC sets standards for masters degrees in the sector Based on national framework of qualifications Generic standards Detailed standards for Computing, Business, Nursing, Engineering, Science, Art & Design

8 Strands of knowledge, skill and competence in standards Knowledge - breadth Knowledge - kind Know-how and skill - range Know-how and skill - selectivity Competence - context Competence - role Competence - learning to learn Competence - insight

9 Masters standard - knowledge A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning A critical awareness of current problems and/or new insights, generally informed by the forefront of the field of learning

10 Masters standard - know-how & skill Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry Select from complex and advanced skills across a field of learning; develop new skills to a high level; including novel and emerging techniques of enquiry

11 Masters standard - competence Act in a wide and often unpredictable variety of professional levels and ill-defined contexts Take significant responsibility for the work of individuals and groups; lead and initiate activity Learn to self-evaluate and take responsibility for continuing academic/professional development Scrutinise and reflect on social norms and relationships and act to change them

12 Institutional innovation and diversity Within the broad standards, institutions are free to devise their own specialist programmes HETAC specifies the award titles - MA, MSc, MBus, MEng Institutions propose programme title e.g. MEng in Structural Engineering, MA in Scriptwriting for Film and Television

13 Accreditation - taught masters Process similar to bachelors degree Institution devises proposal stating rationale, aims, learning outcomes, curriculum, assessment methods, arrangements for access transfer and progression, learning supports, staff, etc. Expert panel, including industry and usually international members, with HETAC secretary Panel submits recommendation to HETAC for decision

14 Accreditation - research masters Each learner has an individual programme Institution seeks approval to propose programmes for students in particular fields of learning Individual candidates are submitted to HETAC for registration, including details of supervisor Reviewed by external panel that recommends registration of individual student

15 Accreditation - research masters Institutions with track record can seek to maintain their own register in approved fields Individual candidates (and their supervisors) are then approved by the institution 6 institutes of technology and two other institutions have obtained this level of responsibility The direct accreditation of individual masters by HETAC is a development phase for institutions growing research capacity in various fields

16 Delegation of authority HETAC delegates authority to institutes of technology to accredit programmes and make awards following rigourous review 9 (of 13) institutes may accredit their own taught masters 6 may accredit their own research masters, in approved fields 4 may accredit their own doctorates, in narrower range of fields

17 Review and re-accreditation Ongoing monitoring, including external examiners Programmatic review and re-accreditation every 5 years Periodic review of effectiveness of institutional quality assurance

18 Is this approach working? Review of HETAC in March 2006 Effectiveness of HETAC s procedures European Standards & Guidelines (2005)* Self-evaluation report published* Based on stakeholders views and surveys of expert reviewers Awaiting the report of the panel * copies available here and on

19 Findings of HETAC selfevaluation Taught programme accreditation effective but needs some modifications Reviews of institutions for delegation of authority are satisfactory Procedures for research degree accreditation are complex but this is seen as justified by suspicions about carrying out research training outside of universities

20 Next steps in Ireland Review of effectiveness of institutional quality assurance procedures Enhancement of sectoral capacity in research training (e.g. collaborative graduate schools) Support for disciplinary research developments (e.g. visual and performing arts) Review of national framework of qualification

21 Trends in masters QA generally Support and quality enhancement rather than regulation and quality assurance Institutional rather than programme accreditation Growth towards knowledge society, increased research and one-step up in qualifications Linkage to European policy such as Lisbon Agenda and Bologna Process Mission differentiation by institutions

22 Points for discussion How do university colleges provide research context for masters? Are different criteria/processes required for accreditation of 1st and 2nd cycle programmes? Does a binary system of institutions require a binary system of masters qualifications? What changes in institutional quality assurance are required for masters programmes? What kind of developmental support is required from national agencies to support the introduction of masters?