ASEAN-QA Stakeholder Conference 9 11 October Group C

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1 Approaches to Capacity Building in Internal Quality Assurance ASEAN-QA Stakeholder Conference 9 11 October 2013 Group C

2 Quality Assurance at Institutional Level 10 Assumptions and Hypotheses Acceptance Flexibility Autonomy Commitment Competence Context Sensitivity Org Learning Professionalism Quality Culture Trust

3 Competency Model Competency can be defined as an underlying characteristic of a person which enables him/her to deliver superior performance in a given job, role or situation. ASK 3

4 Competency Model (QA) Attitude Skills Knowledge Professionalism Ethics Conceptual People Technical Quality Assurance AUN-QA Models Quality Concepts, Principles, Trends Higher Education 4

5 Capacity Competency Attitude Skills Conceptual Workshop I (Bangkok, Oct 2011) People Change Management Technical SAR Preparation Project Management Workshop II (Potsdam, Mar 2012) Art of Drafting SAR Workshop III (Ho Chi Minh City, Oct 2012) Leading Teams Inter-personal Skills Communication Skills 5

6 Capacity Competency Workshop I (Bangkok, Oct 2011) Workshop II (Potsdam, Mar 2012) Workshop III (Ho Chi Minh City, Oct 2012) Knowledge QA AUN-QA Model (Programme) AUN-QA Model AUN Assessment Scheme Quality Concepts, Principles & Trends EQA in Southeast Asia & Europe IQA (Potsdam) PDCA of QM Regional Framework of QA in ASEAN Roles of Stakeholders in QA Case Study of QA (Vietnam) Conduct of External Visits by Agencies Roles of QA Officer Models of QA Systems in Universities 6

7 Capacity Competency Workshop I (Bangkok, Oct 2011) Workshop II (Potsdam, Mar 2012) Workshop III (Ho Chi Minh City, Oct 2012) Knowledge Higher Education LOs in Higher Education Concept of Competence Profile & LOs Approaches to Reference Point for LOs in Economics & Engineering (Tuning Project) Analysing the Formulation of ELOs 7

8 The AUN-QA Models Strategic (QA at Institutional Level) Systemic (Internal QA System) Tactical (QA at Programme Level)

9 Where do we go from here? Strategic (QA at Institutional Level) Systemic (Internal QA System) Tactical (QA at Programme Level) Here is where we started ASEAN-QA Project (Today)

10 Assessment at Programme Level Stakeholders Satisfaction Expected Learning Outcomes Programme Specification Academic Staff Quality Programme Structure & Content Support Staff Quality Quality Assurance of Teaching & Learning Teaching & Learning Strategy Student Quality Staff Development Activities Student Advice & Support Student Assessment Facilities & Infrastructure Stakeholders Feedback A c h i e v e m e n t s Pass Rates Drop Out Rates Graduation Time Employability Research Quality Assurance and (Inter)national benchmarking QA at Programme Level P

11 Assessment of Systemic QA Mechanisms Internal Quality Assurance Monitoring Instruments Student Progress Pass Rate Drop-out Rate Feedback from the Labour Market and Alumni Research Performance Evaluation Instruments Student Evaluation Course and Curriculum Evaluation Research Evaluation Service Evaluation Special QA Processes Assurance Student Assessments Assurance Quality Staff Quality Assurance Facilities Quality Assurance Student Support Specific QA Instruments SWOT Analysis Inter-Collegial Audits Information System Quality Handbook Plan Follow up 11

12 Assessment at the Institutional Level Stakeholder Satisfaction Mission Goals Aims Policy Plan Management Human Resources Funding Educational Activities Research Community Service A C H I E V E M E N T S Plan Quality Assurance and (Inter)national Benchmarking 12

13 Qualities of a Good IQA Officer A good communicator; strong interpersonal skills (esp dealing with multiple cultures) Believe in it (motivated, buy-in). Is the key promoter of a QA culture Have knowledge that link univ strategic plan to QA programme objectives Be able to establish an integrated IQA system at Institutional level

14 Qualities of a Good IQA Officer Be able to convince top management to embrace QA Have the necessary training in QA. To own-self be a trainer. Have knowledge about SAR (how to write it, how to evaluate it) To set standards of professionalism for being an IQA officer. These do not presently exist An IQA is also an internal auditor

15 Conducted role playing where IQA officer had to develop/implement a QA plan at the university. But no funds are available Various roles VC, DVC, Dean, IQA officer, student, academic staff, non-academic staff, stakeholder The objective was to surface barriers to effective QA implementation

The Next Decade for Asian Higher Education and Research and its Impact on the Bologna Process and European Universities

The Next Decade for Asian Higher Education and Research and its Impact on the Bologna Process and European Universities Tan Kay Chuan Office of Quality Management National University of Singapore OUTLINE