Student-centred learning DE VERNIEUWDE ESG (SCL) Europees … revised... · 2018-03-06 · New EHEA challenges revised ESG: SCL Guidelines I.3 : “Student-centred learning and teaching

Student-centred learning (SCL)in relation to

Learning Outcomes (LO) &Quality Assurance (QA)

Lucien Bollaert

International QA expert

BFUG

7 March 2016

Amsterdam

DE VERNIEUWDE ESG Europees raamwerk

voor een toekomstig KZ?

Lucien Bollaertonafhankelijke internationale KZ expert (gastprof)

vicevoorzitter EQAR Comité

bestuurder AEQES, QQI & EQ-Arts

Vlor-seminarie: Bologna-instrumenten

15 december 2016

Brussel

ESG & QA inhoudstafel

KZ: het Europese succesverhaal?De herziene ESG

Delen, context, scope & principes Student-Gecentreerd Leren (SCL) Leerresultaten (LO) EKZ – transparantie, bestuur & onafhankelijkheid Internationale KZ

Welke nieuwe KZ?Besluiten Beperkte bibliografie

ESG & QA contents

The European successful(?) QA storyThe revised ESG

Parts, context, scope & principles Student-Centred Learning (SCL) Learning Outcomes (LO) EQA – Transparency, Governance & Independence International EQA

Which new QA is needed?ConclusionsSelected bibliography



Lucien Bollaert


BFUG

7 March 2016

Amsterdam

ESG & QA Challenges for the future

The European successful(?) QA story

ESG & QA revised ESG: European QA short story

1999 2000 2003

Berlin

communiqué

ESG

2005 2006 2008 2009 2010 2015

ESG & QA revised ESG: European QA short story

Stage of development of EQA against ESG 2013/14

Implementation report 2015, fig. 3.8, p. 98

Source BFUG questionnaire



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


The revised ESG

Parts, context, scope & principles

ESG & QA revised ESG: parts, context, scope, principles

Intro & parts: Part I: IQA (7 10) Part II: EQA (7 7) Part III: QAAs (8 7)

Context: Importance of HE socio-economically & culturally

(skills & competences) Increasing diversity & flexibility Internationalisation New forms of delivery The role of QA is crucial in supporting higher

education systems and institutions in responding to these changes while ensuring the qualifications achieved by students and their experience of higher education remain at the forefront of institutional missions.

The role of ESG: common understanding, development of systems also international & cross-border, more transparency, thus trust & recognition

Scope:

No standards (???) or prescriptions of processes, but guidance

In broader context: QF, ECTS, DS Focus: learning & teaching in HE, including

learning environments & relevant links to research & innovation

ESG apply to all HE offered in the EHEA regardless of the mode of study or place of delivery, including transnational and cross-border provision.

“programme” refers to HE in its broadest sense, including institution and that which is not part of a programme leading to a formal degree.

QA is used to describe all activities within the continuous improvement cycle (i.e. assurance and enhancement activities).

ESG & QA revised ESG: context, scope, principles

Principles: HEIs have primary responsibility

for the quality of their provision and its assurance;

QA responds to the diversity of higher education systems, institutions, programmes and students;

QA supports the development of a quality culture;

QA takes into account the needs and expectations of students, all other stakeholders and society.

ESG & QA revised ESG: context, scope, principles



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


The revised ESG

Policy for QA

ESG & QA revised ESG: QA policy

Standard I.1:

“Institutions should have a policy for QA that is made public and forms part of their strategic management. Internal stakeholders should develop and implement this policy through appropriate structures and processes, while involving external stakeholders.”

Published institutional strategies for continuous enhancementin the past 5 years 2013/14

Implementation report 2015, fig. 3.1, p. 89Source BFUG questionnaire

ESG & QA revised ESG: QA policy



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


The revised ESG

Student-Centred learning (SCL)

ESG Standard I.3 :

Student-centred Learning, Teaching and Assessment

“Institutions should ensure that the programmes are delivered in a way thatencourages students to take an active rolein creating the learning process, and thatthe assessment of students reflects thisapproach.”

agreed & proposed by E4+ (incl. EUA, EURASHE & EI)

New EHEA challenges revised ESG: SCL


Guidelines I.3 :

“Student-centred learning and teaching plays animportant role in stimulating students’ motivation, self-reflection and engagement in the learningprocess. (…)

The implementation of student-centred learning and teaching

- respects and attends to the diversity of studentsand their needs, enabling flexible learning paths;

- considers and uses different modes of delivery, where appropriate;

- flexibly uses a variety of pedagogical methods;- encourages a sense of autonomy in the learning,

while ensuring adequate guidance and supportfrom the teacher; (…)”

agreed and proposed by the E4+ (incl. ESU)

SCL Survey Analysis 2011 SCL Theory & Practice 2011

SCL Toolkit 2014


“Student-Centred Learning represents both a mindset and a culture within a given highereducation institution and is

learning approach (…) characterised byinnovative methods of teaching which aim to promote learning in communication withteachers and other learners and which

take students seriously as active participants in their own learning,

forstering transferable skills such as problem-solving, critical thinking and reflectivethinking.”

Time for Student-Centred Learning (T4SCL) Toolkit, 2011


QUALITY CULTURE

5 Characteristics of Learner-centered teaching

1. SCL engages students in the hard, messy work of learning.

2. SCL includes explicit skill instructions.

3. SCL encourages students to reflect on what theyare learning and how they are learning it.

4. SCL motivates students by giving them somecontrol over learning processes.

5. SCL encourages collaboration.

Weimer, M. (2015)


SCL integral components FLEXIBILITY and freedom in terms of time & structure of

learning;

More and better QUALITY TEACHERS who strive to SHARE their knowledge;

A clear UNDERSTANDING of students by teachers;

A FLAT HIERARCHY within HEIs;

Teacher RESPONSIBILITY for student EMPOWERMENT;

A continuous ongoing IMPROVEMENT process;

A POSITIVE ATTITUDE by teachers & students with the aim of improving the LEARNING EXPERIENCE;

A relationship of MUTUAL ASSERTIVENESS between students& teachers;

A focus on LEARNING OUTCOMES which enable GENUINE LEARNING & DEEP UNDERSTANDING;

Student-Centred Learning (T4SCL) Toolkit, 2011, 2014


The Learning Pyramid

10%

20%

30%

50%

75%

90%

National Training Laboratories, Bethel, Maine



Importance of SCL elements in EHEA countries group A

(countries where steering docs mention SCL)

Implementation report 2015, p. 73Source BFUG questionnaire

Importance of SCL elements in EHEA countries group B

(countries where steering docs do not mention SCL)

Implementation report 2015, p. 74Source BFUG questionnaire

ESG & QA revised ESG: SCL



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


The revised ESG

Learning Outcomes (LO)

Standard I.2 :

Design and Approval of Programmes

“(…) The programmes should be designed sothat they meet the objectives set for them, including the intended learning outcomes. (…)”

New EHEA challenges revised ESG: LO

Steering and/or encouraging LOs in national policy 2013/14




Learning outcomes : need of common language

need of common understanding

27

LO = what a learner is supposed to know &be able to do after a successful study

competence = ability to integrateknowledge, skills & attitude to be successfulin a certain context

Make of the LO LIVING things that are formulated by

the stakeholders concerned, passionately shared by

the whole team and shaping the teaching, learning

and assessment practices & formats accordingly !


New competences needed Communication, problem-solving, creativity, team-work

Research skills, both academic as well as ‘mode 2’ (applied) and mixtures

Inter-disciplinary but with skill and attitude to go deep into a particular discipline

Meta-cognition

Willingness to change, risk-taking, entrepreneurial

‘Global competences’ (e.g. computer skills)

Visionary & inspirational leadership

HOW YOU ENGAGE IN THE WORLD

= ATTITUDES! CHARACTER! PERSONALITY

(see HRM in industry and business)

CERTAINLY ON TEAM LEVEL


More or other knowledge & skills are not enough!

29


30

Innovative teaching & learning processes

OECD


Standard I.2 :

Design and Approval of Programmes

“(…) The programmes should be designed sothat they meet the objectives set for them, including the intended learning outcomes. (…)”

Guideline I.3 :

Student-centred learning, teaching and assessment

“(…) The assessment allows students to demonstrate the extent to which the intendedlearning outcomes have been achieved. (…)”


Steering and/or encouraging assessment of LOs 2013/14




congruence between LO, learning & assessmentLO T & L forms assessment

cognitive lecture end of course exam

tutorials multiple choice

discussions essays/papers

laboratory practical assessment

fieldwork

affective clinical work clinical practice

seminar presentation

peer group project work

presentation co- or peer- &

psychomotor overall assessmentKennedy (2007)

DemonstrateKnowledge

ComprehensionApplication

AnalysisSynthesisEvaluation

Integration of beliefs, ideas &

attitudes

Acquisition of physical skills


Good practices LOs & assessment

https://www.nvao.net/system/files/pdf/Programme%20with%20Case%20Studies-Presenters-List%20of%20Participants.pdf

https://www.nvao.net/peer_learning_event


https://www.nvao.net/system/files/pdf/Programme with Case Studies-Presenters-List of Participants.pdf



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


The revised ESG

External Quality Assurance (EQA) transparency, governance & independence

New EHEA challenges revised ESG: EQA

ESG 2015 part 1 : IQA

ESG 2015 part 2 : EQA

Standard 2.1 : Consideration of IQA

“External quality assurance should address the effectiveness of the internal quality assuranceprocesses described in Part 1.”

New EHEA challenges revised ESG: EQA - transparency

Standard II.6 : Reporting

“Full reports by the experts should bepublished, clear and accessible to the academic community, externalpartners and other interestedindividuals. If the agency takes anyformal decision based on the reports, the decision should be published withthe report.”

Publication of critical and negative outcomes by HEIs 2013/14



New EHEA challenges revised ESG: EQA - transparency

New EHEA challenges revised ESG: EQA - governance

Standard III.1: activities, policy & processes for QA

“Agencies should undertake external quality assurance activities as defined in Part 2 of the ESG on a regular basis. They should have clear and explicit goals and objectives that are part of their publicly available mission statement. These should translate into the daily work of the agency. Agencies should ensure the involvement of stakeholders in their governance and work.”

New EHEA challenges revised ESG: EQA - independence

Standard III.6 : Independence

“Agencies should be independent and act autonomously. They should have full responsibility for their operationsand the outcomes of those operationswithout third party influence.”

Guideline :

organisational independence;

operational independence;

Independence of formal outcomes.

Main outcome of EQA by QAA (2013/14)



New EHEA challenges revised ESG: EQA - independence



Lucien Bollaert


BFUG

7 March 2016

Amsterdam

ESG & QAChallenges for the future

The revised ESG

International QA

New EHEA challenges revised ESG: international QA

Yerevan 2015 : approval of the “Europeanapproach of QA of Joint Programmes” :

Use & interpretation of ESG in order to audit a joint programme through through a single audit …

by a(n) (international) panel …

coordinated by an EQAR-registered QAA.

But a lot still needs to be done :

National frameworks, legislation & competence;

Promotion & information : EQAR PLA

Good practices (only 1 up to now)

Some higher education institutions or only under specific conditions

Discussions ongoing

Cannot be used to satisfy national QA requirements

All higher education institutions are able to use the European Approach to satisfy national QA requirements: Recognition of single external

QA procedure for programmes HEIs being self-accrediting

Use of the European Approach for QA of JP



RIQAA project (2014)

Final report p. 9

Scorecard indicator n°6: level of openness to cross border QA by EQAR registered QAAs




CBQA: national legal frameworks lag behind

Despite the robust European framework in place …

Cross-border accreditation/ evaluation not fully recognised

In addition/parallel to obligatory national external QA

Duplication of efforts for institutions

Recognising EQAR-registered agencies as part of the national requirements for external QA Recognising foreign agencies with own/specific framework Discussions ongoing Countries not recognising external QA by foreign agency




Lucien Bollaert


BFUG

7 March 2016

Amsterdam

ESG & QAChallenges for the future

Which new QA?

Findings :

QA is applied very differently and it is reflected in different policies and practices.

ESG guide national and institutional practices, but are not commonly known outside the QA community.

There is a need to pay more attention to the role of students

Transnational QA has both benefits and challenges. In many countries national legislative framework is inhibiting such reviews.

New EHEA challenges revised ESG: which new QA?

QA recommendations to HEIs:

Use revised ESG for creating a quality culture with all stakeholders

Define critical points in students’ experience and put in place more innovative support structures to equip students with threshold capital.

Improve communication and information internally & externally.

Improve data collections.


QA recommendations to governments:

Create national QA forums for dialogue and communication

Find solutions for opening HE systems to cross-border QA

Reduce bureaucratic QA reporting requirements

Consider for the purpose of QA broader contexts and factors, such as: demography, globalisation, technology, HEI’s social responsibility, poverty, climate, sustainable development

Consider that quality is a multidimensional concept determined by other processes outside QA as well.

Create avenues for a better dialogue between research and decision-making using the new ESG.


Paradigm shift in concept of Q & QA(M)

early opinions new views

Quality is absolute and fixed Q is relative & multi-

layered

One standard is dominant… QA has many aspects

& determined by the producer Starting point = customers’ needs

The final product is central… Service is vital

and should be inspected Q = result of processes

Quality requirements are fixed Q requirements change & raise

Quality control by quality unit Q = everybody’s



New definition of quality :

• Quality, as defined by its stakeholders (= international minima standards), is the added value between input and output.

• Quality is the added value between the LOsof the incoming student and those achievedby the outgoing student in relation to whatall stakeholders want and need.

Dirk Van Damme (OECD)

QUALITY

EDUCATIONAL STRATEGIC CHOICE and REALITY

secondary

secondary

QF minimum standard/LO

excellence

HE a

HE b

secondary

HE c

Secondary minimum leaving standards/LO


Q(A) development phases# management & processes results

1. Q is result of individual commitment Q is variable

2. Beginning or thinking in processes Q is result of start of systematic approach

3. Organisation is managed Q is guaranteedprofessionally taking into considerationthe existing and wanted quality culture

4. Organisation & management are Q is continuouslysystematically renewed improved with

innovation

5. Organisation is outward-oriented & Q is recognized bystrives towards excellence externals as excellent

international example


START WITH THE QUESTION “WHY ?”THEN ASK “HOW ?”

FINALLY ASK “WHAT ?”Simon Sinek (2009)

56

New EHEA challenges new concepts of quality & QA

“You have to earn trust by communicating and demonstrating that you share the same values and beliefs.

You have to talk about your WHY and prove it with WHAT you do.

Again, a WHY is just a belief. HOWs are the actions we take to realize that belief, and WHATs are the results of those actions. When all three are in balance, trust is built and value is perceived.”

Simon Sinek (2009), p. 84-85

57


“A company is a culture. A group of people brought together around a common set of values and beliefs. It’s not products or services that bind a company together. It’s not size and might that make a company strong, it’s the culture – the strong sense of beliefs and values that everyone, from the CEO to the receptionist, all share.

So the logic follows, the goal is not to hire people who simply have a skill set you need, the goal is to hire people who believe what you believe.”

Simon Senik (2009), p. 90

58


Underlying principles & values

Leading with vision, inspiration and integrity by leaders acting as a role model for their values and ethics (responsibility, people management…)

Managing through structured and strategically aligned processes using fact-based decision making

Integrated system interconnecting all processes and measuring theirperformances;

Trust in continuous improvement;

Succeeding by people who are valued in a culture of empowerment forbalanced achievement of organisational and personal goals

(democracy)



Short story of Quality Culture in Europe

Harvey &

Stensaker

Quality

Culture

organizational QA in HE Flanders

culture Bologna

Berings

project

1970s-80s 2002-06 2006 2008 2009-12 20131980s-90s

Elements of quality culture


Quality Culture (existing & desired)

dr. Berings, Dries (2011)


Sattler, Götzen & Sonntag (EQAF 2013), University of Heidelberg


quality as resultQC + QA = presumable quality result

O + M + ++

M + O + ++

O + M - +

M + O - presumably + (variable)

O - M + presumably - (variable)

M - O + presumably - (variable)

O - M - --

M - O - --O = overwhelming M = minor (strength)


There always is a quality culture, just as there always is an organisational culture.

There can be a positive or negative quality (sub)culture.

There is no one-to-one relationship between quality culture, QA and the resulting/existing quality.

The relationship between quality, quality culture and QA is dialectic.

“A (positive) Quality Culture is that part of organisational culture in which all stakeholders concerned engage for the creation of quality and the ambition of continuing enhancement through quality assurance.” Lucien Bollaert (2014)

65


dimensions of quality & QA

GLOBAL SOCIETY

21st c competences

research & innovation

services to society

input processes output

QA (management) system

mission/input LO

ach.LO/results

methodology

instruments & tools

underlying principlesunderlying values

Q U A L I T Y

C U L T U R E

QUALITY

learner

teacherL

environment

IQF

NQFinput

LO

NQF

IQF

ach.LO


Why do we need quality (assurance) management?

Why do we want quality?

Why are we in (higher) education?

Why do we want a better society?

Why do we need a better world?

Why do we want a better life?

67








Martha Nussbaum: the Capabilities Approach to measure well-being 68







Why do we want a better life?www.oecdbetterlifeindex.org

69



Why do we want quality? Why are we in (higher) education? Why do we want a better society? Why do we need a better world? Why do we want a better life?

http://voxeu.org/article/origins-happiness

Clark, A E, S Flèche, R Layard, N Powdthavee and G Ward (forthcoming), The Origins of Happiness, Princeton University Press

70


http://voxeu.org/article/origins-happiness







https://www.edx.org/course/existential-well-being-counseling-person-kuleuvenx-ewbcx#!

71


https://www.edx.org/course/existential-well-being-counseling-person-kuleuvenx-ewbcx



Lucien Bollaert


BFUG

7 March 2016

Amsterdam


conclusions

The Future of HE in Europe :

“Currently, these policies and tools might not represent the best answer to the question “are we ready for the future?” This situation makes a fundamental re-thinking of how a European common space for higher ecuation could continue necessary. For this, we could build on the positive experiences and achievements to date.”

“For that, however, a new vision is needed, not just technical adjustments.”

“(...) inform decision-making and practical action, coordinated or individually, in order to address new and emerging national challenges, first, and then also European challenges.”

“It is important to acknowledge that a European common space for higher education can continue to exist and play a positive role in the future even though the European integration process might be stalled or even in the same ways reversed.”

New EHEA challenges revised ESG: conclusions

Most challenging recommendations on other items than QA

Study more thoroughly the impact of various funding policies and tools on a more structured approach in gathering data and involving the HE sector and considering regional inequalities.

Promote and reward good teaching, including through appropriate funding policies & incentives.

Further research identification & needs of underrepresented groups in HE to provide better support measures.

Countries & HEIs should have internationalization strategies based on more evidence-based research.

All EHEA students should benefit from the same conditions as the EU students to internationalise.

• Clear policies & mechanisms to support & promote independence, interdisciplinarity, and achievement of transferable competences are needed.


the need of a new generation of QA

taking into account new contexts, challenges, concepts of contextual quality, the dimension of quality culture, and stakeholders’ involvement and commitment

doing away with bureaucratic window-dressing

replacing it with innovative means of ownership of quality, quality policy and QA by those who create quality and all stakeholders concerned

related to the vision, mission, (strategic) policy of a HEI/study programme and its students’ life-times and employability

linked with research and social responsibility/relevance

breaking QA open internationally ...

not in a free market, but one regulated by ESG & EQAR


Quality Assurance of the near future:

From study programme to institutional level : ready?

Global mission & (strategic) policy vs budget cuts!

Vision of co-creative community with all stakeholders education – (applied) research – impact to society (from local to global)

student-centred learning, co-creation of learning (revised ESG)

Learning outcomes : 21st century competences really achieved | LLL | Social relevance - employability

More generic & less standards – essential indicators : risk based approach (metrixs) vs own (strategic) indicators

Increase of professional control & labels

Internationalisation of QA : joint programmes, QAAs, international recognition through single audit

Quality culture : acknowledge existing & wanted, shared values

76


THANKS

Q & A

Selected bibliography (EHEA) :

Background report on European Approach for QA of Joint Programmes

http://bologna-yerevan2015.ehea.info/files/European _Approach _QA _of_Joint_Programmes.pdf

The Bologna Process Revisited: the Future of the EHEA

http://bologna-yerevan2015.ehea.info/files/Bologna Process Revisited _Future of the EHEA Final.pdf

The 2015 Report on the Implementation of the Bologna Process http://bologna-yerevan2015.ehea.info/files/2015 Implementation report 20.05.2015.pdf

Future of HE – Bologna Process Researchers’ Conference http://bologna-yerevan2015.ehea.info/files/ 06052015_ FOHE-BPRC2_Final_report.pdf

Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, P. (eds.)(2015), The European Higher Education Area – Between Critical Reflections and Future Policies, Springer

Equip (2016), Comparative Analysis of the ESG 2015 and ESG 2005, www.equip-project.eu

New EHEA challenges selected bibliography

http://bologna-yeravan2015.ehea.info/files/European_Approach_QA_of_Joint_Programmes.pdf

http://bologna-yerevan2015.ehea.info/files/Bologna

http://bologna-yerevan2015.ehea.info/files/2015 Implementation report 20.05.2015.pdf

http://bologna-yerevan2015.ehea.info/files/06052015_FOHE-BPRC2_Final_report.pdf

Selected bibliography (QA) :

Bollaert, L. (2014), A Manual for Internal Quality Assurance in Higher Education, Berlin: Raabe/ Brussel: Eurasheavailable from www.eurashe.eu/manual-iqa

Bollaert, L. (2014), QA Trends in Europe (2005-2015) – From Internal and Institutional to External and International, EHEA Journal, 2014 No. 3, Berlin: Raabe, pp. 85-107

Bollaert, L. (2014), The Future of QA: new paradigms and concepts, IQAAHE, Chicago, March 2014

Bollaert, L. (2015), Kwaliteitszorg: nieuwe conceptenen uitdagingen, NVAO kongres, Vlaams Parlement

Bollaert, L. (2015), New concepts of (Q)A and economy, Conference Non-State Universities, Moscow, October 2015

Bollaert, L. (2015), Learning outcomes and competences – assessment and QA, FABOTO, Den Haag, October 2015

79


http://www.eurashe.eu/manual-iqa

Selected bibliography (QA) :

Bollaert, L. (2015), The Future of Quality Assurance to and after Yerevan, EQAF, London, 19-21 November 2015

Bollaert, L. (2016), Student-centred learning in relation to Learning Outcomes and QA, BFUG, Amsterdam, 7 March 2016

Bollaert, L. (2016), New Challenges for the EHEA after Yerevan: QA and beyond, SKVC International Bologna conference, Vilnius, 30 March 2016

Bollaert, L. (2016), The future (Challenges) of (subject-specific) QA in the EHEA after Yerevan, ECTN, Gdansk, 25 April 2016

Bollaert, L. (2016), From Vision to KPIs, Yerevan, 16-17 June 2016

Bollaert, L. (2016), The Future of Qualitative Higher Education, in Great Teachers – Essays over hogeronderwijs voor Kristiaan Versluys, Academia Press

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Student-centred learning DE VERNIEUWDE ESG (SCL) Europees … revised... · 2018-03-06 · New EHEA challenges revised ESG: SCL Guidelines I.3 : “Student-centred learning and teaching

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