Presentation for a delegation of Georgian and Armenian representatives of universities of the PICQA project www.picqa.org Main topic: what could quality instruments and data about students contribute to actual teaching and designing of educational programmes? Sharing thoughs and examples

1. Rotterdam, 00 januari 2007
Tools for Quality Assurance

2. Quality Assurance
and student success
Anne Potters
a.d.potters@hr.nl
@anneworks

3. Index
 Why? & What?
 Role of Quality Assurance and
data gathering for improving
education programmes
Intake of students
Out of the box experiment

4. Why?
is student success
important for
Rotterdam University?

5. Regional need for highly skilled
workers

6. Also…
 Image of Rotterdam University
Attracting students
Labour market
Ranking lists
 Excellent teaching
 Cost efficient education

7. What?
is the problem?

8. 9%
7%
6%
14%
18%
26%
25%
26%
22%
25%
65%
68%
68%
65%
56%
2007
2008
2009
2010
2011
Voor 1 feb Na 1 feb Nog studerend
Total drop
outs
44%
36%
32%
32%
35%
Increase in drop out rate in first year

9. Also…
 Match between student and study
 Changes in student population
 …

10. Quality
Assurance
how can it help?

11. Content
Regulations
Vision &
concepts
Curriculum
Learning Outcomes
Modules
Assessment
Didactical approach
Services and facilities
Graduates
Building an education programme

12. plan
do
check
act
Deming wheel

13. Content
Regulations
Vision &
concepts
Curriculum
Learning Outcomes
Modules
Assessment
Didactical approach
Services and facilities
Graduates
Evaluation ex post check
Periodical student survey
National student survey
Stakeholder
survey Alumni
survey
Stakeholder
survey

14. What you know
 Student satisfaction about
current education programme
 What works, what doesn’t?

15. But we want to know more
Why does it work?
Why not?
Can we know before?
 Match students – programme
 Didactics that work

16. Content
Regulations
Vision &
concepts
Curriculum
Learning Outcomes
Modules
Assessment
Didactical approach
Services and facilities
Graduates
Ex ante data
Intake survey
Intake tests
Matching tool (pilot)
Detailed data study
success

17. Example I
Intake
survey

18. Student background
Sub groups

19. Data on background student
Previous diploma
Gender & etnicity
Personal background
Motivation and learning style
Motivation of choice for profession
Learning style and competencies

20. Combining this data with data
on actual study success of
students gives us rich
information…

21. originality
being precise
Has a clear idea of what the
programme offers
good home situation
time spent on study EN little
time for job
intrinsic motivation & self-confidence
Information about most important
factors – success and failure

22. Information about groups at risk
Considering working instead of studying
Students with immigrant background who are not spending
much time on studying and are working a lot
Students who are not working precisely and structured
Students who are living on their own or don’t have a good
place to study at home

23. Used in student guidance
 Student coaches
 Personal approach
 Learning skills: how to learn
 Motivation and career planning

24. Rotterdam Education Model - REM

25. However…
Individual level: it is not a
crystal ball!
Information dashboards
Institute level
Sometimes programme level

26. Business
Economics out
of the box
rethinking the first year

27. What?
is the problem?

30. 41%
29%
11%
27% 28%
9% 9%
14%
71%
62%
43%
58% 59%
47%
51%
19%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
2004 2005 2006 2007 2008 2009 2010 2011
%1JP
%2JP
Study success in first year was
dropping

31. Diverse student population
8 years
5 years
6 years
4 years
3 years
1 year
University of
Applied Sciences
University of
Science and Research
1 year
Secondary
Vocational
Education
Bachelor’s Degree
Master’s Degree
Secondary Education
Primary Education

33. Study guidance is not enough
redesign of programme
 Smaller groups – stronger bonds
 Students on campus – own corridor
 Shorter 4 week education units
 Connection between education units
 Formative assessments
 Effective use of feedback
What got us here, won’t get us there!
( M. Goldsmith, 2009)

34. Need more and different information
 Match students – programme
 Didactics that work
 Information levels
Indivual
Class
Cohort
Programme

35. Rotterdam Education Model - REM

37.  http://www.youtube.com/watch?v=81Ub0SM
xZQo
 Access to TED talk via youtube
 Bill Gates: Teachers need real feedback

38. Critical variables
Do they apply to the project?
 Perceived relevance and added value
 Commitment and sense of urgency
 Timing with development of the school organization
 Impact on the job and functioning of people involved

39. How can data and quality assurance
help the redesign?
 Better use of data available: reporting on class
and cohort level, combining several data
sources
 Reporting that is helpful for the teaching team:
not just data, also
questions, suggesttions, conclusions
 Different methods of data gathering from
students; quantitative and qualitative
 Contacts Secondary VET & General education
institutes: increase knowledge about education
system student are coming (teacher to teacher
talks)
 Culture of quality: professional exchange
between teachers, small experiments

40. Class/cohortStudent intake intensive
start
intensive programme
Information
sources
- intake test
- intake survey
- background info
Information need
- who needs info
- how information be used?
Data gathering an reporting
- What do we know already
- What extra information?
- What form should information have
- How to make a report that gives teachers useful information?
- How often do we need the information?
Information
sources
- startdossier van
student,
kunnen&willen
- code rood-oranje-
groen
Information need
- who needs info
- how to use?
Data gathering an reporting
- What do we know already
- What extra information?
- What form should information have
- How to make a report that gives teachers useful information?
- How often do we need the information?

41. Ideas
about teaching
about profession
about students
Do we talk about teaching?
About quality?
Shared ideas?
Culture
Behaviour
In classroom
Student interaction
Curriculum
Quality procedures
Structure
Integral model
outsideinside
TeacherTeam/programme
well implemented
© model: Ken Wilber 2000
Check: walk your
talk
check: do we have
shared vision?
shared goals

42. Thank you for you attention