SlideShare ist ein Scribd-Unternehmen logo
1 von 30
Downloaden Sie, um offline zu lesen
Presented by Emil Helienek
(Doc. Ing. MBA, Phd.)
NBS Academic Director for Joint MSc Courses in
CEE
Academic Department of Management
Principal Lecturer
Nottingham Business School
Nottingham Trent University
United Kingdom
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
1
Aim of this presentation
• Main aim of this short presentation is two fold:
1. Reflect on the validation process of academic
programmes at our Faculty and University level;
2. To explain what is the role of the relevant
external bodies/regulators in this processes.
• Naturally, given the time constraint, it is
impossible to go to many details. Nevertheless I
will try to answer any relevant questions from the
audience in the remaining time.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation2
Understanding academic accreditation in
the UK (QAA agency)
• Higher education providers reviewed by the Quality
Assurance Agency for Higher Education (QAA) are
required to meet all the Expectations in the Quality
Code set up by the QAA.
• The manner in which they do so is their own
responsibility. (flexible systems of academic QM)
• QAA carries out reviews to check whether higher
education providers are meeting the Expectations.
• Expectations express the key principle that the higher
education community has identified as essential for the
assurance of academic standards and quality within
each of the specified area.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation3
The Quality Code (QAA agency, England)
• The Quality Code is the definitive reference point
for all those involved in delivering higher
education which leads to an award from or is
validated by a UK higher education provider.
• It makes clear what institutions are required to
do, and what the general public can expect of all
higher education providers.
• The QC express key matters of principle that the
higher education community has identified as
important for the assurance of quality and
academic standards.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation4
Understanding academic quality in the UK
(QAA agency)
The UK Quality Code for Higher Education has
three parts:
1. academic standards,
2. academic quality
3. information about higher education
provision.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation5
The Quality Code (UK Quality Assurance Agency)
The UK QC sets out Expectations which higher
education providers are required to meet to ensure:
1. that appropriate and effective teaching,
support, assessment and learning resources are
provided for students;
2. that the learning opportunities provided are
monitored;
3. and that the provider considers how to
improve them. (notion of continuous improvement)
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation6
Academic standards (QC Expectations)
1. Each qualification (including those awarded
under collaborative arrangements) is
allocated to the appropriate level in The
framework for higher education
qualifications in England, Wales and
Northern Ireland (FHEQ)
2. All higher education programmes of study
take account of relevant subject and
qualification benchmark statements.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation7
Academic standards (QC Expectations)
3. Higher education providers make available
definitive information on the aims, intended
learning outcomes and expected learner
achievements for a programme of study.
4. Higher education providers have in place
effective processes to approve and periodically
review the validity and relevance of
programmes.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation8
Academic standards (QC Expectations)
5. Higher education providers ensure
independent and external participation in the
management of threshold academic standards.
6. Higher education providers ensure the
assessment of students is robust, valid and
reliable and that the award of qualifications and
credit are based on the achievement of the
intended learning outcomes
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation9
Academic standards
• Qualification descriptors set out the generic
outcomes and attributes expected for the award
of individual qualifications at each level.
• These outcomes represent the integration of
various learning experiences resulting from
designated and coherent programmes of study.
• These qualifications develop graduates with high
level analytical skills and a broad range of
competences.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation10
Academic standards (subject benchmark)
• Working closely with the higher education sector, QAA has
published subject benchmark statements for a range of
disciplines to set out clearly the academic characteristics
and standards of UK programmes of study.
• Some benchmark statements are combined with, or make
reference to, professional standards required by external
professional or regulatory bodies in the discipline.
• Subject benchmark statements provide a means for the
academic community to describe the nature and
characteristics of programmes in a specific subject or
subject area. They also represent general expectations
about standards for the award of qualifications at a given
level in terms of the attributes and capabilities that those
possessing qualifications should have demonstrated.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation11
Academic quality (Indicators)
1. Institutions ensure that their responsibilities for standards and
quality are discharged effectively through their procedures for the
design and approval of programmes.
2. Institutions ensure that the overriding responsibility of the academic
authority (for example senate or academic board) to set, maintain and
assure standards is respected and that any delegation of power by the
academic authority to approve programmes is properly defined and
exercised.
3. Institutions make use of external participation at key stages for the
approval of programmes, as independence and objectivity are
essential to provide confidence that the standards and quality of the
programmes are appropriate.
4. Approval processes are clearly described and communicated to
those who are involved in them.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation12
Academic quality (Indicators)
5. Institutions publish, or make available, the principles to be
considered when programmes are designed and developed,
the fulfilment of which will be tested at the approval stage.
6. Institutions ensure that programme approval decisions are
informed by full consideration of academic standards and of
the appropriateness of the learning opportunities which will
be offered to students, and that:
• the final decision to approve a programme is taken by the
academic authority, or a body acting on its behalf that is
independent of the academic department, or other unit that
offers the programme, and has access to any necessary
specialist advice;
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation13
Academic quality (Indicators)
• there is a confirmation process, which
demonstrates that a programme has fulfilled
any conditions set out during the approval
process and that due consideration has been
given to any recommendations.
7. Institutions have a means of assessing the
effectiveness of their programme design,
approval, monitoring and review practices.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation14
New review outcomes
Graded judgments
Standards
The setting & maintenance of the threshold academic
standards of awards
1. Meets UK expectations
2. Requires improvement to meet UK
expectations
3. Does not meet UK expectations
Quality
The quality of student learning opportunities
Published information
The quality of the information produced by the
provider about its provision
Enhancement
The enhancement of student learning opportunities
1. Is commended
2. Meets UK expectations
3. Requires improvement to meet
UK expectations
4. Does not meet UK expectations
Hardest to get for
Quality
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation15
How do we create new courses?
• University/School’s mission and strategy: The new
course is consistent with the University’s mission,
School’s strategic plan and there is a demand for it.
• Marketing department (market intelligence – existing
competitors taking into account – clusters of
universities) Students pay fees - fierce competition
among the HE providers in the UK.
• Two dimensions to be considered for approval:
1. Business case approval (business planning process)
2. Academic approval (DAG)
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation16
How do we create new courses?
• School’s academic plan
• Academic courses review committee – review
of the existing academic programmes each
year (taking into account statistics of students
numbers, finance and external information)
• Programme sponsor(s) – with support of ATL
builds course team
• DAG (development and approval group):
Chair, other academic colleagues, SQM
(School quality manager),
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation17
Features of the University’s
framework
UNIVERSITY STRUCTURES AND PROCESSES
Academic Board/ASQC/URDC/LTES
• Development and Approval Groups (DAG)
• CADQ/Academic Office/Academic
Planning/CPO/Graduate School/LLR Student
Support Services/Information Systems
• External examiners PSRs/Collaborative Review
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation18
Features of the University’s
framework
UNIVERSITY STRUCTURES AND PROCESSES
Academic Board/ASQC/URDC/LTES
• Development and Approval Groups (DAG)
• CADQ/Academic Office/Academic
Planning/CPO/Graduate School/LLR Student
Support Services/Information Systems
• External examiners PSRs/Collaborative Review
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation19
Academic Board
• Academic Board is the senior academic
committee of the University, with a range of
responsibilities relating to the organisation of
learning and teaching, research, scholarship,
standards, students and programmes and
advising the Vice-Chancellor on academic
matters.
• The Academic Board may establish and
disestablish such committees, as it considers
necessary to enable it to carry out its
responsibilities.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation20
Academic Office
• The Academic Office focuses on academic
governance, awards and titles; award
ceremonies; timetabling; examination
organisation; student records; academic
calendar and Academic Board.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation21
Academic Planning
• The department collates and interrogates
national and international data and policy
developments to inform NTU wide academic
direction.
• Academic Planning is also responsible for the
coordination and further improvement of NTU
Schools’ academic planning cycle and identifies
challenges and opportunities both in the external
environment and within academic plans.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation22
Centre for Professional Learning and
Development (CPLD)
Its role is to provide a responsive staff development
service to the University. This includes:
• supporting colleagues in identifying learning and
development needs and considering effective
means of meeting these
• formulating and delivering staff development
events
• creating strategy and policy in support of learning
and development.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation23
Centre for Academic Development and
Quality (CADQ)
• CADQ is led by the Director of Academic
Development together with a team of
professional officers. CADQ’s core function is to
lead and support innovation and developments in
curriculum design, teaching, assessment and
learning, and quality assurance.
• The maintenance of the University’s programme
portfolio database also forms part of its work.
CADQ administers ASQC .
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation24
NTU academic standards and quality
enhancement framework
• Students are encouraged to participate in the
University's framework for assuring standards
and quality.
• Each new programme is subject to an initial
approval process and to re-specification from
time to time. School-wide programme quality
issues are also considered during Periodic
School Review and through consideration of
PSQRs.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation25
NTU academic standards and quality
enhancement framework
• Research Degrees and Higher Awards are
governed by separate policies, procedures and
regulations.
• The University's Research Degrees Committee
(URDC) acts in a similar capacity to ASQC and
reports to Academic Board. Programmes of
supervised research are subject to initial approval
and regular monitoring by College Research
Degrees Committees (CRDCs).
• The Graduate School support the operation of
research degrees.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation26
Features of the University’s
framework
SCHOOL STRUCTURES, PROCESSES AND ROLES
SASQCs
• School LTES Action Plan/School Academic Plan
• Quality managers SSQRs External examiner,
PSRB inputs etc.
• Analysis of student feedback
• Collaborative provision monitoring
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation27
Features of the University’s
framework
PROGRAMME STRUCTURES AND PROCEDURES:
• Student evaluation
• PSQRs
• Programme committee/team meetings
• External examiner input
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation28
Features of the University’s
framework
MODULE ANALYSIS AND EVALUATION:
• Student evaluation
• Module leader analysis
• Module team review and development
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation29
Features of the University’s
framework
STUDENT INVOLVEMENT:
• Trained student representatives
• Staff/student meetings
• Programme committees
• Questionnaires/surveys
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation30

Weitere ähnliche Inhalte

Was ist angesagt?

REVIVE pedagogical approach
REVIVE pedagogical approachREVIVE pedagogical approach
REVIVE pedagogical approachJoanna Wild
 
Diploma Supplements – Responsibilities, Processes, Practice at FAU
Diploma Supplements – Responsibilities, Processes, Practice at FAUDiploma Supplements – Responsibilities, Processes, Practice at FAU
Diploma Supplements – Responsibilities, Processes, Practice at FAULEBPass Project
 
The European Framework for Quality Assurance in Higher Education
The European Framework for Quality Assurance in Higher EducationThe European Framework for Quality Assurance in Higher Education
The European Framework for Quality Assurance in Higher EducationColin Tück
 
General principles of Diploma Supplement
General principles of Diploma SupplementGeneral principles of Diploma Supplement
General principles of Diploma SupplementLEBPass Project
 
New Trends in Higher Education Quality Assurance in Europe
New Trends in Higher Education Quality Assurance in EuropeNew Trends in Higher Education Quality Assurance in Europe
New Trends in Higher Education Quality Assurance in EuropeColin Tück
 
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...Accreditation and Recognition - Reflecting Jointness in External Quality Assu...
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...Colin Tück
 
ART1004.ResearchPractices.3G
ART1004.ResearchPractices.3GART1004.ResearchPractices.3G
ART1004.ResearchPractices.3GWilliam Smid
 
Grounding of the UN CPD Scheme in the UKPSF
Grounding of the UN CPD Scheme in the UKPSFGrounding of the UN CPD Scheme in the UKPSF
Grounding of the UN CPD Scheme in the UKPSFShirley Bennett
 
The Irish experience of developing and implementing a national qualifications...
The Irish experience of developing and implementing a national qualifications...The Irish experience of developing and implementing a national qualifications...
The Irish experience of developing and implementing a national qualifications...Quality and Qualifications Ireland (QQI)
 
Quality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelQuality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
 
Detf updated jan 2013 for dean group
Detf updated jan 2013 for dean groupDetf updated jan 2013 for dean group
Detf updated jan 2013 for dean groupcccscoetc
 
Quality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelQuality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelEADTU
 
National Qualification Framework of Pakistan
National Qualification Framework of Pakistan National Qualification Framework of Pakistan
National Qualification Framework of Pakistan Fatima Batool
 
New Developments in External Quality Assurance in the EHEA
New Developments in External Quality Assurance in the EHEANew Developments in External Quality Assurance in the EHEA
New Developments in External Quality Assurance in the EHEAColin Tück
 

Was ist angesagt? (20)

QinVET newsletter
QinVET newsletterQinVET newsletter
QinVET newsletter
 
REVIVE pedagogical approach
REVIVE pedagogical approachREVIVE pedagogical approach
REVIVE pedagogical approach
 
Christopher Costigan - Partnering With Employers
Christopher Costigan - Partnering With EmployersChristopher Costigan - Partnering With Employers
Christopher Costigan - Partnering With Employers
 
Diploma Supplements – Responsibilities, Processes, Practice at FAU
Diploma Supplements – Responsibilities, Processes, Practice at FAUDiploma Supplements – Responsibilities, Processes, Practice at FAU
Diploma Supplements – Responsibilities, Processes, Practice at FAU
 
The European Framework for Quality Assurance in Higher Education
The European Framework for Quality Assurance in Higher EducationThe European Framework for Quality Assurance in Higher Education
The European Framework for Quality Assurance in Higher Education
 
General principles of Diploma Supplement
General principles of Diploma SupplementGeneral principles of Diploma Supplement
General principles of Diploma Supplement
 
New Trends in Higher Education Quality Assurance in Europe
New Trends in Higher Education Quality Assurance in EuropeNew Trends in Higher Education Quality Assurance in Europe
New Trends in Higher Education Quality Assurance in Europe
 
20101108 stockholm final
20101108 stockholm final20101108 stockholm final
20101108 stockholm final
 
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...Accreditation and Recognition - Reflecting Jointness in External Quality Assu...
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...
 
ART1004.ResearchPractices.3G
ART1004.ResearchPractices.3GART1004.ResearchPractices.3G
ART1004.ResearchPractices.3G
 
Grounding of the UN CPD Scheme in the UKPSF
Grounding of the UN CPD Scheme in the UKPSFGrounding of the UN CPD Scheme in the UKPSF
Grounding of the UN CPD Scheme in the UKPSF
 
Presentation of EQAVET
Presentation of EQAVETPresentation of EQAVET
Presentation of EQAVET
 
Aqa EPQ
Aqa EPQAqa EPQ
Aqa EPQ
 
The Irish experience of developing and implementing a national qualifications...
The Irish experience of developing and implementing a national qualifications...The Irish experience of developing and implementing a national qualifications...
The Irish experience of developing and implementing a national qualifications...
 
June 2017 apprenticeship presentation bm final
June 2017 apprenticeship presentation   bm finalJune 2017 apprenticeship presentation   bm final
June 2017 apprenticeship presentation bm final
 
Quality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelQuality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality label
 
Detf updated jan 2013 for dean group
Detf updated jan 2013 for dean groupDetf updated jan 2013 for dean group
Detf updated jan 2013 for dean group
 
Quality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality labelQuality assurance of MOOCs: The OpenupEd quality label
Quality assurance of MOOCs: The OpenupEd quality label
 
National Qualification Framework of Pakistan
National Qualification Framework of Pakistan National Qualification Framework of Pakistan
National Qualification Framework of Pakistan
 
New Developments in External Quality Assurance in the EHEA
New Developments in External Quality Assurance in the EHEANew Developments in External Quality Assurance in the EHEA
New Developments in External Quality Assurance in the EHEA
 

Andere mochten auch

АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯ
АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯАКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯ
АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯЮлія Івахненко
 
Iasosol- NABH Quality presentation
Iasosol- NABH Quality presentationIasosol- NABH Quality presentation
Iasosol- NABH Quality presentationbhaveensheth
 
ISO 9001 AND THE HEALTH CARE
ISO 9001 AND THE HEALTH CAREISO 9001 AND THE HEALTH CARE
ISO 9001 AND THE HEALTH CAREMichal Krutsky
 
Total Quality Management in Healthcare
Total Quality Management in HealthcareTotal Quality Management in Healthcare
Total Quality Management in HealthcareGunjan Patel
 
Quality Certification for Hospitals
Quality Certification for HospitalsQuality Certification for Hospitals
Quality Certification for HospitalsS.D, Mathur
 
Iso 9001 accreditation as a strategic global trade growth lever for tp os
Iso 9001 accreditation as a strategic global trade growth lever for tp osIso 9001 accreditation as a strategic global trade growth lever for tp os
Iso 9001 accreditation as a strategic global trade growth lever for tp osOlayiwola Oladapo
 
Quality in healthcare
Quality in healthcare Quality in healthcare
Quality in healthcare tedpooh
 

Andere mochten auch (11)

АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯ
АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯАКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯ
АКРЕДИТАЦІЯ ЗАКЛАДІВ ОХОРОНИ ЗДОРОВ’Я: ПРОПОЗИЦІЇ ЩОДО РЕФОРМУВАННЯ
 
Iasosol- NABH Quality presentation
Iasosol- NABH Quality presentationIasosol- NABH Quality presentation
Iasosol- NABH Quality presentation
 
ISO 9001 AND THE HEALTH CARE
ISO 9001 AND THE HEALTH CAREISO 9001 AND THE HEALTH CARE
ISO 9001 AND THE HEALTH CARE
 
Medical tourism
Medical tourismMedical tourism
Medical tourism
 
JCIA 5th edition key elements
JCIA 5th edition key elementsJCIA 5th edition key elements
JCIA 5th edition key elements
 
Total Quality Management in Healthcare
Total Quality Management in HealthcareTotal Quality Management in Healthcare
Total Quality Management in Healthcare
 
Iso
IsoIso
Iso
 
Quality Certification for Hospitals
Quality Certification for HospitalsQuality Certification for Hospitals
Quality Certification for Hospitals
 
Iso 9001 accreditation as a strategic global trade growth lever for tp os
Iso 9001 accreditation as a strategic global trade growth lever for tp osIso 9001 accreditation as a strategic global trade growth lever for tp os
Iso 9001 accreditation as a strategic global trade growth lever for tp os
 
Quality in healthcare
Quality in healthcare Quality in healthcare
Quality in healthcare
 
JCIA PRESENTATION
JCIA PRESENTATIONJCIA PRESENTATION
JCIA PRESENTATION
 

Ähnlich wie Accreditationin GB

Quality-Framework-Case-of-Aston-University.ppt
Quality-Framework-Case-of-Aston-University.pptQuality-Framework-Case-of-Aston-University.ppt
Quality-Framework-Case-of-Aston-University.pptVengateshwaranTD
 
Moving Towards Programmatic Assessment
Moving Towards Programmatic AssessmentMoving Towards Programmatic Assessment
Moving Towards Programmatic AssessmentMedCouncilCan
 
Developing the assessment skills of VET teachers
Developing the assessment skills of VET teachersDeveloping the assessment skills of VET teachers
Developing the assessment skills of VET teachersKerrie-Anne Sommerfeld
 
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Charles Darwin University
 
نموزج توصيف وتقرير مقرر
نموزج توصيف وتقرير مقررنموزج توصيف وتقرير مقرر
نموزج توصيف وتقرير مقررDr-Alaa Said
 
QAA at the Digital Apprenticeship Community Event
QAA at the Digital Apprenticeship Community EventQAA at the Digital Apprenticeship Community Event
QAA at the Digital Apprenticeship Community EventJames Clay
 
Quality assurance in bologna process.pptx
Quality assurance in bologna process.pptxQuality assurance in bologna process.pptx
Quality assurance in bologna process.pptxmohammedsubhan8
 
Swansea HEA presentation July 2015
Swansea HEA presentation July 2015Swansea HEA presentation July 2015
Swansea HEA presentation July 2015Mandy Jack
 
Competency-Based Education Step-by-Step Guide
Competency-Based Education Step-by-Step GuideCompetency-Based Education Step-by-Step Guide
Competency-Based Education Step-by-Step GuideWonderlic
 
AAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletAAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletChristine Slade PhD
 
INSTITUTIONAL-EVALUATION-PROCESESS.pptx
INSTITUTIONAL-EVALUATION-PROCESESS.pptxINSTITUTIONAL-EVALUATION-PROCESESS.pptx
INSTITUTIONAL-EVALUATION-PROCESESS.pptxgsaraza
 
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptx
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptxECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptx
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptxwhimplemail
 
Presentation v7 to inspectors nov 2013
Presentation v7 to inspectors nov 2013Presentation v7 to inspectors nov 2013
Presentation v7 to inspectors nov 2013eaquals
 

Ähnlich wie Accreditationin GB (20)

Quality-Framework-Case-of-Aston-University.ppt
Quality-Framework-Case-of-Aston-University.pptQuality-Framework-Case-of-Aston-University.ppt
Quality-Framework-Case-of-Aston-University.ppt
 
Learning gain in the national context - Yvonne Hawkins
Learning gain in the national context - Yvonne HawkinsLearning gain in the national context - Yvonne Hawkins
Learning gain in the national context - Yvonne Hawkins
 
Moving Towards Programmatic Assessment
Moving Towards Programmatic AssessmentMoving Towards Programmatic Assessment
Moving Towards Programmatic Assessment
 
Developing the assessment skills of VET teachers
Developing the assessment skills of VET teachersDeveloping the assessment skills of VET teachers
Developing the assessment skills of VET teachers
 
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
 
نموزج توصيف وتقرير مقرر
نموزج توصيف وتقرير مقررنموزج توصيف وتقرير مقرر
نموزج توصيف وتقرير مقرر
 
QAA at the Digital Apprenticeship Community Event
QAA at the Digital Apprenticeship Community EventQAA at the Digital Apprenticeship Community Event
QAA at the Digital Apprenticeship Community Event
 
Atesol cp (1)
Atesol cp (1)Atesol cp (1)
Atesol cp (1)
 
Specification
SpecificationSpecification
Specification
 
Quality assurance in bologna process.pptx
Quality assurance in bologna process.pptxQuality assurance in bologna process.pptx
Quality assurance in bologna process.pptx
 
Quality assurance.pptx
Quality assurance.pptxQuality assurance.pptx
Quality assurance.pptx
 
Swansea HEA presentation July 2015
Swansea HEA presentation July 2015Swansea HEA presentation July 2015
Swansea HEA presentation July 2015
 
Her pp 29.09.15
Her pp   29.09.15Her pp   29.09.15
Her pp 29.09.15
 
Competency-Based Education Step-by-Step Guide
Competency-Based Education Step-by-Step GuideCompetency-Based Education Step-by-Step Guide
Competency-Based Education Step-by-Step Guide
 
HEAR
HEARHEAR
HEAR
 
AAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletAAP Benchmarking Resources Booklet
AAP Benchmarking Resources Booklet
 
INSTITUTIONAL-EVALUATION-PROCESESS.pptx
INSTITUTIONAL-EVALUATION-PROCESESS.pptxINSTITUTIONAL-EVALUATION-PROCESESS.pptx
INSTITUTIONAL-EVALUATION-PROCESESS.pptx
 
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptx
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptxECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptx
ECF-What-Schools-Need-to-Know-May-2021-new.242235279.pptx
 
Presentation v7 to inspectors nov 2013
Presentation v7 to inspectors nov 2013Presentation v7 to inspectors nov 2013
Presentation v7 to inspectors nov 2013
 
Petroc-HER-14
Petroc-HER-14Petroc-HER-14
Petroc-HER-14
 

Mehr von MŠMT IPN KVALITA

Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištění
Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištěníKvalita v systému terciárního vzdělávání v kontextu zdravotního pojištění
Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištěníMŠMT IPN KVALITA
 
Úvod k metodikám IPN KVALITA
Úvod k metodikám IPN KVALITAÚvod k metodikám IPN KVALITA
Úvod k metodikám IPN KVALITAMŠMT IPN KVALITA
 
Jak rozvíjet kvalitní vysokoškolské vzdělávání
Jak rozvíjet kvalitní vysokoškolské vzděláváníJak rozvíjet kvalitní vysokoškolské vzdělávání
Jak rozvíjet kvalitní vysokoškolské vzděláváníMŠMT IPN KVALITA
 
Metodika hodnocení kvality vysokých škol vzdělávajících učitele
Metodika hodnocení kvality vysokých škol vzdělávajících učiteleMetodika hodnocení kvality vysokých škol vzdělávajících učitele
Metodika hodnocení kvality vysokých škol vzdělávajících učiteleMŠMT IPN KVALITA
 
Požadavky na učitelské studijní programy a obory
Požadavky na učitelské studijní programy a oboryPožadavky na učitelské studijní programy a obory
Požadavky na učitelské studijní programy a oboryMŠMT IPN KVALITA
 
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...MŠMT IPN KVALITA
 
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...MŠMT IPN KVALITA
 
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...MŠMT IPN KVALITA
 
Metodika komplexního hodnocení kvality ITV/VŠ
Metodika komplexního hodnocení kvality ITV/VŠMetodika komplexního hodnocení kvality ITV/VŠ
Metodika komplexního hodnocení kvality ITV/VŠMŠMT IPN KVALITA
 
Vysoké školy a kvalita péče o nadané studenty
Vysoké školy a kvalita péče o nadané studentyVysoké školy a kvalita péče o nadané studenty
Vysoké školy a kvalita péče o nadané studentyMŠMT IPN KVALITA
 
Kvalita vzdělávacího procesu s ohledem na etické aspekty
Kvalita vzdělávacího procesu s ohledem na etické aspektyKvalita vzdělávacího procesu s ohledem na etické aspekty
Kvalita vzdělávacího procesu s ohledem na etické aspektyMŠMT IPN KVALITA
 
Externí hodnocení kvality výuky studenty českých vysokých škol
Externí hodnocení kvality výuky studenty českých vysokých školExterní hodnocení kvality výuky studenty českých vysokých škol
Externí hodnocení kvality výuky studenty českých vysokých školMŠMT IPN KVALITA
 
Externí hodnocení kvality výuky zahraničními studenty českých vysokých škol
Externí hodnocení kvality výuky zahraničními studenty českých vysokých školExterní hodnocení kvality výuky zahraničními studenty českých vysokých škol
Externí hodnocení kvality výuky zahraničními studenty českých vysokých školMŠMT IPN KVALITA
 
Doplnění studie 'Přidaná hodnota studia'
Doplnění studie 'Přidaná hodnota studia'Doplnění studie 'Přidaná hodnota studia'
Doplnění studie 'Přidaná hodnota studia'MŠMT IPN KVALITA
 
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...MŠMT IPN KVALITA
 
Návrh systému akreditačního řízení
Návrh systému akreditačního řízeníNávrh systému akreditačního řízení
Návrh systému akreditačního řízeníMŠMT IPN KVALITA
 
Proforma formuláře: Kritéria 1–5 Nástroje a prostředky
Proforma formuláře: Kritéria 1–5 Nástroje a prostředkyProforma formuláře: Kritéria 1–5 Nástroje a prostředky
Proforma formuláře: Kritéria 1–5 Nástroje a prostředkyMŠMT IPN KVALITA
 
Proforma formuláře: Kritéria 6–9 Výsledky
Proforma formuláře: Kritéria 6–9 VýsledkyProforma formuláře: Kritéria 6–9 Výsledky
Proforma formuláře: Kritéria 6–9 VýsledkyMŠMT IPN KVALITA
 
Vzorová Zpráva o vnitřním hodnocení kvality
Vzorová Zpráva o vnitřním hodnocení kvalityVzorová Zpráva o vnitřním hodnocení kvality
Vzorová Zpráva o vnitřním hodnocení kvalityMŠMT IPN KVALITA
 

Mehr von MŠMT IPN KVALITA (20)

Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištění
Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištěníKvalita v systému terciárního vzdělávání v kontextu zdravotního pojištění
Kvalita v systému terciárního vzdělávání v kontextu zdravotního pojištění
 
Úvod k metodikám IPN KVALITA
Úvod k metodikám IPN KVALITAÚvod k metodikám IPN KVALITA
Úvod k metodikám IPN KVALITA
 
Jak rozvíjet kvalitní vysokoškolské vzdělávání
Jak rozvíjet kvalitní vysokoškolské vzděláváníJak rozvíjet kvalitní vysokoškolské vzdělávání
Jak rozvíjet kvalitní vysokoškolské vzdělávání
 
Metodika hodnocení kvality vysokých škol vzdělávajících učitele
Metodika hodnocení kvality vysokých škol vzdělávajících učiteleMetodika hodnocení kvality vysokých škol vzdělávajících učitele
Metodika hodnocení kvality vysokých škol vzdělávajících učitele
 
Požadavky na učitelské studijní programy a obory
Požadavky na učitelské studijní programy a oboryPožadavky na učitelské studijní programy a obory
Požadavky na učitelské studijní programy a obory
 
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
 
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
Systém managementu kvality ITV/VŠ (Metodika pro stanovení ukazatelů výkonnost...
 
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...
Systém managementu kvality ITV/VŠ (Pokyny k uplatnění výsledků hodnocení kva...
 
Metodika komplexního hodnocení kvality ITV/VŠ
Metodika komplexního hodnocení kvality ITV/VŠMetodika komplexního hodnocení kvality ITV/VŠ
Metodika komplexního hodnocení kvality ITV/VŠ
 
Vysoké školy a kvalita péče o nadané studenty
Vysoké školy a kvalita péče o nadané studentyVysoké školy a kvalita péče o nadané studenty
Vysoké školy a kvalita péče o nadané studenty
 
Kvalita vzdělávacího procesu s ohledem na etické aspekty
Kvalita vzdělávacího procesu s ohledem na etické aspektyKvalita vzdělávacího procesu s ohledem na etické aspekty
Kvalita vzdělávacího procesu s ohledem na etické aspekty
 
Externí hodnocení kvality výuky studenty českých vysokých škol
Externí hodnocení kvality výuky studenty českých vysokých školExterní hodnocení kvality výuky studenty českých vysokých škol
Externí hodnocení kvality výuky studenty českých vysokých škol
 
Externí hodnocení kvality výuky zahraničními studenty českých vysokých škol
Externí hodnocení kvality výuky zahraničními studenty českých vysokých školExterní hodnocení kvality výuky zahraničními studenty českých vysokých škol
Externí hodnocení kvality výuky zahraničními studenty českých vysokých škol
 
Přidaná hodnota studia
Přidaná hodnota studiaPřidaná hodnota studia
Přidaná hodnota studia
 
Doplnění studie 'Přidaná hodnota studia'
Doplnění studie 'Přidaná hodnota studia'Doplnění studie 'Přidaná hodnota studia'
Doplnění studie 'Přidaná hodnota studia'
 
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...
Strukturované studium v České republice z pohledu mezinárodního srovnání, čes...
 
Návrh systému akreditačního řízení
Návrh systému akreditačního řízeníNávrh systému akreditačního řízení
Návrh systému akreditačního řízení
 
Proforma formuláře: Kritéria 1–5 Nástroje a prostředky
Proforma formuláře: Kritéria 1–5 Nástroje a prostředkyProforma formuláře: Kritéria 1–5 Nástroje a prostředky
Proforma formuláře: Kritéria 1–5 Nástroje a prostředky
 
Proforma formuláře: Kritéria 6–9 Výsledky
Proforma formuláře: Kritéria 6–9 VýsledkyProforma formuláře: Kritéria 6–9 Výsledky
Proforma formuláře: Kritéria 6–9 Výsledky
 
Vzorová Zpráva o vnitřním hodnocení kvality
Vzorová Zpráva o vnitřním hodnocení kvalityVzorová Zpráva o vnitřním hodnocení kvality
Vzorová Zpráva o vnitřním hodnocení kvality
 

Kürzlich hochgeladen

Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfTechSoup
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17Celine George
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvRicaMaeCastro1
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfJemuel Francisco
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...MerlizValdezGeronimo
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptxJonalynLegaspi2
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxVanesaIglesias10
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 

Kürzlich hochgeladen (20)

Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptx
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptx
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 

Accreditationin GB

  • 1. Presented by Emil Helienek (Doc. Ing. MBA, Phd.) NBS Academic Director for Joint MSc Courses in CEE Academic Department of Management Principal Lecturer Nottingham Business School Nottingham Trent University United Kingdom 07/04/2014 Dr. Emil Helienek, Nottingham Trent University 1
  • 2. Aim of this presentation • Main aim of this short presentation is two fold: 1. Reflect on the validation process of academic programmes at our Faculty and University level; 2. To explain what is the role of the relevant external bodies/regulators in this processes. • Naturally, given the time constraint, it is impossible to go to many details. Nevertheless I will try to answer any relevant questions from the audience in the remaining time. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation2
  • 3. Understanding academic accreditation in the UK (QAA agency) • Higher education providers reviewed by the Quality Assurance Agency for Higher Education (QAA) are required to meet all the Expectations in the Quality Code set up by the QAA. • The manner in which they do so is their own responsibility. (flexible systems of academic QM) • QAA carries out reviews to check whether higher education providers are meeting the Expectations. • Expectations express the key principle that the higher education community has identified as essential for the assurance of academic standards and quality within each of the specified area. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation3
  • 4. The Quality Code (QAA agency, England) • The Quality Code is the definitive reference point for all those involved in delivering higher education which leads to an award from or is validated by a UK higher education provider. • It makes clear what institutions are required to do, and what the general public can expect of all higher education providers. • The QC express key matters of principle that the higher education community has identified as important for the assurance of quality and academic standards. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation4
  • 5. Understanding academic quality in the UK (QAA agency) The UK Quality Code for Higher Education has three parts: 1. academic standards, 2. academic quality 3. information about higher education provision. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation5
  • 6. The Quality Code (UK Quality Assurance Agency) The UK QC sets out Expectations which higher education providers are required to meet to ensure: 1. that appropriate and effective teaching, support, assessment and learning resources are provided for students; 2. that the learning opportunities provided are monitored; 3. and that the provider considers how to improve them. (notion of continuous improvement) 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation6
  • 7. Academic standards (QC Expectations) 1. Each qualification (including those awarded under collaborative arrangements) is allocated to the appropriate level in The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) 2. All higher education programmes of study take account of relevant subject and qualification benchmark statements. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation7
  • 8. Academic standards (QC Expectations) 3. Higher education providers make available definitive information on the aims, intended learning outcomes and expected learner achievements for a programme of study. 4. Higher education providers have in place effective processes to approve and periodically review the validity and relevance of programmes. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation8
  • 9. Academic standards (QC Expectations) 5. Higher education providers ensure independent and external participation in the management of threshold academic standards. 6. Higher education providers ensure the assessment of students is robust, valid and reliable and that the award of qualifications and credit are based on the achievement of the intended learning outcomes 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation9
  • 10. Academic standards • Qualification descriptors set out the generic outcomes and attributes expected for the award of individual qualifications at each level. • These outcomes represent the integration of various learning experiences resulting from designated and coherent programmes of study. • These qualifications develop graduates with high level analytical skills and a broad range of competences. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation10
  • 11. Academic standards (subject benchmark) • Working closely with the higher education sector, QAA has published subject benchmark statements for a range of disciplines to set out clearly the academic characteristics and standards of UK programmes of study. • Some benchmark statements are combined with, or make reference to, professional standards required by external professional or regulatory bodies in the discipline. • Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation11
  • 12. Academic quality (Indicators) 1. Institutions ensure that their responsibilities for standards and quality are discharged effectively through their procedures for the design and approval of programmes. 2. Institutions ensure that the overriding responsibility of the academic authority (for example senate or academic board) to set, maintain and assure standards is respected and that any delegation of power by the academic authority to approve programmes is properly defined and exercised. 3. Institutions make use of external participation at key stages for the approval of programmes, as independence and objectivity are essential to provide confidence that the standards and quality of the programmes are appropriate. 4. Approval processes are clearly described and communicated to those who are involved in them. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation12
  • 13. Academic quality (Indicators) 5. Institutions publish, or make available, the principles to be considered when programmes are designed and developed, the fulfilment of which will be tested at the approval stage. 6. Institutions ensure that programme approval decisions are informed by full consideration of academic standards and of the appropriateness of the learning opportunities which will be offered to students, and that: • the final decision to approve a programme is taken by the academic authority, or a body acting on its behalf that is independent of the academic department, or other unit that offers the programme, and has access to any necessary specialist advice; 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation13
  • 14. Academic quality (Indicators) • there is a confirmation process, which demonstrates that a programme has fulfilled any conditions set out during the approval process and that due consideration has been given to any recommendations. 7. Institutions have a means of assessing the effectiveness of their programme design, approval, monitoring and review practices. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation14
  • 15. New review outcomes Graded judgments Standards The setting & maintenance of the threshold academic standards of awards 1. Meets UK expectations 2. Requires improvement to meet UK expectations 3. Does not meet UK expectations Quality The quality of student learning opportunities Published information The quality of the information produced by the provider about its provision Enhancement The enhancement of student learning opportunities 1. Is commended 2. Meets UK expectations 3. Requires improvement to meet UK expectations 4. Does not meet UK expectations Hardest to get for Quality 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation15
  • 16. How do we create new courses? • University/School’s mission and strategy: The new course is consistent with the University’s mission, School’s strategic plan and there is a demand for it. • Marketing department (market intelligence – existing competitors taking into account – clusters of universities) Students pay fees - fierce competition among the HE providers in the UK. • Two dimensions to be considered for approval: 1. Business case approval (business planning process) 2. Academic approval (DAG) 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation16
  • 17. How do we create new courses? • School’s academic plan • Academic courses review committee – review of the existing academic programmes each year (taking into account statistics of students numbers, finance and external information) • Programme sponsor(s) – with support of ATL builds course team • DAG (development and approval group): Chair, other academic colleagues, SQM (School quality manager), 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation17
  • 18. Features of the University’s framework UNIVERSITY STRUCTURES AND PROCESSES Academic Board/ASQC/URDC/LTES • Development and Approval Groups (DAG) • CADQ/Academic Office/Academic Planning/CPO/Graduate School/LLR Student Support Services/Information Systems • External examiners PSRs/Collaborative Review 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation18
  • 19. Features of the University’s framework UNIVERSITY STRUCTURES AND PROCESSES Academic Board/ASQC/URDC/LTES • Development and Approval Groups (DAG) • CADQ/Academic Office/Academic Planning/CPO/Graduate School/LLR Student Support Services/Information Systems • External examiners PSRs/Collaborative Review 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation19
  • 20. Academic Board • Academic Board is the senior academic committee of the University, with a range of responsibilities relating to the organisation of learning and teaching, research, scholarship, standards, students and programmes and advising the Vice-Chancellor on academic matters. • The Academic Board may establish and disestablish such committees, as it considers necessary to enable it to carry out its responsibilities. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation20
  • 21. Academic Office • The Academic Office focuses on academic governance, awards and titles; award ceremonies; timetabling; examination organisation; student records; academic calendar and Academic Board. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation21
  • 22. Academic Planning • The department collates and interrogates national and international data and policy developments to inform NTU wide academic direction. • Academic Planning is also responsible for the coordination and further improvement of NTU Schools’ academic planning cycle and identifies challenges and opportunities both in the external environment and within academic plans. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation22
  • 23. Centre for Professional Learning and Development (CPLD) Its role is to provide a responsive staff development service to the University. This includes: • supporting colleagues in identifying learning and development needs and considering effective means of meeting these • formulating and delivering staff development events • creating strategy and policy in support of learning and development. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation23
  • 24. Centre for Academic Development and Quality (CADQ) • CADQ is led by the Director of Academic Development together with a team of professional officers. CADQ’s core function is to lead and support innovation and developments in curriculum design, teaching, assessment and learning, and quality assurance. • The maintenance of the University’s programme portfolio database also forms part of its work. CADQ administers ASQC . 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation24
  • 25. NTU academic standards and quality enhancement framework • Students are encouraged to participate in the University's framework for assuring standards and quality. • Each new programme is subject to an initial approval process and to re-specification from time to time. School-wide programme quality issues are also considered during Periodic School Review and through consideration of PSQRs. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation25
  • 26. NTU academic standards and quality enhancement framework • Research Degrees and Higher Awards are governed by separate policies, procedures and regulations. • The University's Research Degrees Committee (URDC) acts in a similar capacity to ASQC and reports to Academic Board. Programmes of supervised research are subject to initial approval and regular monitoring by College Research Degrees Committees (CRDCs). • The Graduate School support the operation of research degrees. 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation26
  • 27. Features of the University’s framework SCHOOL STRUCTURES, PROCESSES AND ROLES SASQCs • School LTES Action Plan/School Academic Plan • Quality managers SSQRs External examiner, PSRB inputs etc. • Analysis of student feedback • Collaborative provision monitoring 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation27
  • 28. Features of the University’s framework PROGRAMME STRUCTURES AND PROCEDURES: • Student evaluation • PSQRs • Programme committee/team meetings • External examiner input 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation28
  • 29. Features of the University’s framework MODULE ANALYSIS AND EVALUATION: • Student evaluation • Module leader analysis • Module team review and development 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation29
  • 30. Features of the University’s framework STUDENT INVOLVEMENT: • Trained student representatives • Staff/student meetings • Programme committees • Questionnaires/surveys 07/04/2014 Dr. Emil Helienek, Nottingham Trent University Accreditation presentation30