Quality Assurance of Teaching and Learning Can Lesson be Learned from External Experiences

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Quality Assurance of Teaching and Learning -
Can Lesson be Learned from External Experiences?

• QEM, Auckland University September 2005
• Dorte Kristoffersen
• Audit Director

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Briefing Outline

• Different interpretations of Teaching and
  Learning
• External Enhancement methods and results
• 3. Quality Enhancement as a tool of change

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Interpretations of TL

• The Carrick Institute for Learning and Teaching
  objective 1 promote and support strategic change
  for the enhancement of learning and teaching,
  including curriculum development and assessment.

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Interpretations of TL cont

• QAA Scotland focus on effective student
  learning, reference points including the Scottish
  Credit and Qualification Framework and
  appropriate reference to employer and
  international perspectives

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Interpretations of TL cont

• The Traditional European Approach
• Aims and objectives
• Study structure
• Academic principles
• Teaching and learning practice
• Assessment methods and content
• Staff and Student profile
• Teaching resources
• External relationships

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Interpretations of TL cont

• An institutional perspective Teaching and
  Learning or Learning and Teaching or simply
  Learning or Teaching.

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Some characteristics of Australian universities

• Large numbers of international students
• Multi-faculty universities
• Self accrediting
• Professional accreditation

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TL Enhancement Institutional level

• Examples
• Course approval and accreditation
• Graduate Attributes
• External feedback
• Teacher appraisal and professional development
• Pedagogical development units
• Student feedback

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TL Enhancement National level

• Examples
• CEQ, PREQ and GDS
• The Carrick Institute of Learning and Teaching
• Learning and Teaching Performance Fund
• AUQA

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CEQ topics

• Good teaching
• Generic skills
• Overall satisfaction
• Clear goals and standards
• Appropriate workload
• Appropriate assessment

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PREQ

• Supervision
• Skills development
• Intellectual climate
• Infrastructure
• Thesis administration
• Goals

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L T Performance Fund

• CEQ Generic skills, Good teaching, Overall
  satisfaction (55)
• Students in full-time employment (11,48)
• Those that go on to full time study (10,29)
• Drop-out or attrition rates (10,65)
• Student progress rates or pass rates (12, 26)
• Ian Dobson, Educational Policy Institute

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European QA
ENQA SURVEY ON QUALITY PROCEDUES IN EUROPEAN HE
2004
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QA as a change factor

• Definition of the object (TL)
• Who are affected and who can contribute
• How can the contributions be organised?
• What is the purpose of the contributions?

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• The systemic approach to QA also leads to a
  reformulation of the question about quality.
  Independent of its definitions quality is the
  product of interaction between actors or elements
  in the system. It is the consequence of the
  functioning of the system.
• ENQA Quality Convergence Project, February 2005.

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• Questions and Discussion

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