Our First Steps in Accreditation: Influences and Learning Points
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1 Our First Steps in Accreditation: Influences and Learning Points Ásta Bjarnadóttir, PhD Executive Dir. of Human Resources and Quality
2 Overview About Reykjavik University I. Accreditation The Icelandic accreditation system Our accreditation experience since 2007 II.Quality at RU The RU Quality Assurance System Measuring strategy implementation at RU - the RU Dashboard
3 About Reykjavik University Established in 1998 with 2 schools Privately owned by Icelandic industry associations Merged with the Technical University of Iceland in 2005, 3 new schools 3000 students, staff is 600 people from 23 countries in 300 FTE s Staff is young, many junior faculty
4 Five Schools About Reykjavik University School of Business (est. 1998) School of Law (est. 2003) School of Health and Education (est. 2005) School of Science and Engineering (est. 2005, but with roots in the 1960 s) School of Computer Science (est. in 1998, but with older roots)
5 Strategy of Reykjavik University Strategic priorities Academic strength Innovation in teaching International university Strong ties to industry and society First choice of students and staff Building airplane as we fly it gives way to systematic strategic work
6 Part I The accreditation system in Iceland Our accreditation experience since 2007
7 The Accreditation System in Iceland 2006: New Higher Education Institution Act First mention of accreditation in Icelandic law on HEI s Separate accreditation for undergrad and masters vs. doctoral Gave two years window for existing HEI s to get accredited Comprehensive system for public and private HEI s A three-part system appeared in
8 The Accreditation System in Iceland 1. National Qualification Framework for HEI s Describes certified degrees and diplomas Codifies the learning objective system 2. Rules on Accreditation of HEI s Specifies content of accreditation applications and the role of international accrediation committees Level of accrediation: Fields of science and technology (Frascati) and specified sub-fields 3. Rules on Quality Control in Teaching and Research in HEI s
9 The newest part: Rules on quality control (Feb. 2009) To maintain and enhance the quality of the accredited units and sustain the NQF 1. Internal evaluation: Quality Assurance System developed by the HEI 2. External evaluation: Regular collection by the Ministry of key data from the HEI s based on contracts Cyclical audits (field-oriented, thematicoriented) based on self-report and visits
10 Status prior to 2007 The RU accreditation experience Already Bologna compatible Already using learning outcomes in all courses Already following the ECTS label framework Diploma supplement label awarded 2006 Student-oriented from the beginning High-quality of teaching as evaluated by students Had never gone through a comprehensive outside review...
11 The RU accreditation experience 2007: Accreditation in Engineering and Technology Engineering Chartered engineering Computer Science Math 2008: Accreditation in Social Sciences Business Law Public health Education In progress: Accreditation for doctoral studies (field by field)
12 NOW you will see our dirty laundry...
13 We needed... Stronger research programs and more output More rigor and staff involvement in decision making on academic programs More faculty participation in quality and learning outcome writing A process for establishment of new centers and institutes Strategic ties with established research universities More student and staff exchange
14 We needed... Better ways to prevent and deal with problem teachers More feedback to students and staff on quality assurance information More follow-up on students after graduation Consolidate programs in some fields Student surveys on satisfaction with support services
15 We went to work...
16 Complete... What we did International Advisory Board Two new faculty councils Part-time provost Research funds distribtuted based on output only Internal research fund Full-time teaching coach on staff More teacher training Evaluation of the validity of our admission process Stronger International office
17 What we did Under way... Revised processes for study programs, centers, academic hires, promotions and more More research-oriented staff hired Course Analysis Project to evaluate workload, contact hours and assessment methods in all courses Alumni outreach and follow-up surveys Comprehensive Quality Assurance System
18 Do differently next time? More info on the audit process to staff and students (before and after) Allow more time for writing and reviewing application materials Add a survey to the process?
19 A nagging suspicion I have.. Was it too easy to get accredited? No candidate field of study at any HEI in Iceland was denied accreditation Compare to input from our own Advisory Board What was different with the RUAB?
20 Part II The RU Quality Assurance System Measuring strategy implementation at RU - the RU Dashboard
21 The Reykjavik University Quality Assurance System Organized into four areas I. Studies and teaching II. Research III. Academic staff IV. Services
22 The Reykjavik University Quality Assurance System I. Studies and Teaching: Key processes 1. Approval of new study programs 2. Teaching coach and teacher training 3. Admission criteria audit 4. Teaching evaluation 5. Ethics policy and ethics committee 6. Course analysis
23 The Reykjavik University Quality Assurance System II. Research: Key processes 1. Annual individual assessment Annual research reports by all faculty Outside experts evaluate and grade Use result to distribute research funds 2. Strategic assessment of schools Outside experts again, use RUAB model New process, starting 2009
24 The Reykjavik University Quality Assurance System III. Academic staff: Key processes 1. Selection of academic staff 2. Advancement review and assignment of academic titles 3. Annual reviews of academic staff 4. Research semesters 5. Continuing education 6. Employee attitude surveys
25 The Reykjavik University Quality Assurance System IV. Services: Key processes 1. Annual service survey among students 2. Annual reviews for support staff 3. Continuing education for support staff 4. Annual service survey among faculty
26 Measuring strategy implementation The RU Dashboard ACADEMIC STRENGTH KLD KLD LD LD TVD TVD TD TD VD VD HR HR PEER REVIEWED PUBLICATIONS PR. ACADEMIC FTE* ALL 2,7 2,8 1,4 1,4 1,5 2,1 1,8 2,9 1,5 1,9 1,8 2,1 PEER REVIEWED PUBLICATIONS PR. ACADEMIC FTE CORE FACULTY 3,1 3,1 1,4 1,7 1,3 2,0 2,4 3,5 1,8 1,9 2,0 2,3 EXTERNAL FUNDING FOR RESEARCH PR. ACADEMIC FTE ALL (ISK) EXTERNAL FUNDING FOR RESEARCH PR. FTE CORE FACULTY (ISK) PROPORTION OF ASST., ASSOC. AND FULL PROFESSORS WITH PhD 85% 73% 42% 40% 53% 59% 71% 76% 69% 63% 63% 62%
27 Measuring strategy implementation The RU Dashboard INTERNATIONAL UNIVERSITY KLD KLD LD LD TVD TVD TD TD VD VD HR HR NUMBER OF INCOMING EXCHANGE STUDENTS NUMBER OF OUTGOING EXCHANGE STUDENTS NUMBER OF ACTIVE EXCHANGE CONTRACTS WITH OVERSEAS UNIVERSITIES NUMBER OF DEGREE SEEKING NON ICELANDIC STUDENTS NUMBER OF INTERNATIONAL COLLABORATIVE PROJECTS NON ICELANDERS AS A PROPORTION OF ALL ACADEMIC STAFF 25% 26% 6% 12% 4% 8% 10% 17% 17% 24% 11% 17% NUMBER OF COURSES OFFERED IN FOREIGN LANGUAGES
28 Measuring strategy implementation The RU Dashboard TIES TO INDUSTRY AND COMMUNITY KLD KLD LD LD TVD TVD TD TD VD VD HR HR PROPORTION OF PERMANENT ACADEMIC STAFF WHO ARE ACTIVE IN INDUSTRY AND COMMUNITY 80% 100% 78% 65% 97% 93% NUMBER OF COLLABORATIVE CONTRACTS WITH INDUSTRY AND COMMUNITY PROPORTION OF COURSES TAUGHT BY INDIVIDUALS FROM INDUSTRY AND COMMUNITY 28% 46% 41% 29% 36% 36% NUMBER OF STUDENTS IN RU OPEN UNIVERSITY
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