The Role of Quality Assurance In The
Improvement of Quality And Standards In Higher
EducationPeter Williams, CBE
Former Chief Executive, QAA, UK andFormer President, ENQA
Jazan University 5 Rabi al-Akhir 1434
Quality assurance in higher education has grown greatly in past 25 years
Many models have been advocated and tried
Some have industrial antecedents (eg ISO) Others have been more customised for HE There are many hybrids and variants This has led to the first problem with QA in
HE:
Background
Peter Williams Jazan University 6 Rabi al-Akhi1434
A workable definition is needed in each local context
Clarity of purpose is vital Procedures should be devised to meet the
defined purposes of QA Are there any irreducible values or
principles, shared by all?
There is no single agreed worldwide definition or purpose for QA in HE
Peter Williams Jazan University 6 Rabi al-Akhi1434
But the results will probably disappoint A lot of effort will be expended for little
result QA may lose its credibility QA will be seen as an ‘overhead’ or burden
rather than a valuable tool
It is easy to focus on the method (audit, evaluation, accreditation) rather than on the purpose of the exercise
Peter Williams Jazan University 6 Rabi al-Akhi1434
It will report on levels of ‘quality ‘◦ (but what is ‘quality’?)
It will compare levels of achievement among providers
It will provide an incentive to improve It will provide useful information for potential
students It will allow governments to reward or punish
institutions It will help to justify greater autonomy It will provide a form of consumer protection
So what are the expectations of quality assurance around the world?
Peter Williams Jazan University 6 Rabi al-Akhi1434
No! Quality assurance should not be expected or required to do so much!
Quality assurance is a very useful tool, but it isn’t the answer to all problems in HE.
It won’t turn bad quality into good quality because...
Can a single process deliver all these purposes?
Peter Williams Jazan University 6 Rabi al-Akhi1434
Quality can only be assured by those who are involved in the teaching/learning activity: everything else is observation, commentary, facilitation or interference
Peter Williams ‘Jazan University 6 Rabi al-Akhi1434
Quality assurance must not get in the way of effective learning
Quality needs to be assured for the benefit of students, teachers, higher education institutions, employers and society more generally
Quality assurance is a means, not an end
QA procedures should be designed to meet specific purposes
Irreducible principles
Peter Williams Jazan University 6 Rabi al-Akhi1434
What is the system intended to achieve?◦ In what away will the world be a better place as a result of this system?
What differences do you want to see to teaching and learning (‘improvement’ is not an acceptable answer)?
What changes do you not want to happen?
How much time and money are you willing to commit (include opportunity costs)?
Have you got sufficient professional expertise to do the job?
How long are you prepared to wait for the changes to be effective?
Are you more concerned with control or improvement?
Things to consider when setting up or reviewing a quality assurance system
Peter Williams Jazan University 6 Rabi al-Akhi1434
what are you trying to do? PURPOSES
why are you doing it? REASON
how are you going to do it? METHOD
how do you know it works? EFFECTIVENESS
why is that the best way to do it? OPTIMISATION
how can you improve it? IMPROVEMENT
6 basic quality assurance questions
Peter Williams Jazan University 6 Rabi al-Akhi1434
1. Raise consciousness/develop quality culture (internal/external)
2. Develop quality assurance system (internal)3. Evaluate programmes (internal)4. Accredit programmes (external)5. Accredit institutions (external)6. Transfer programme accreditation to
institutions (self-regulation)7. Reserve external programme accreditation for
internationally competitive subjects on a voluntary basis
A theoretical agenda for developing a national higher education quality assurance system
Peter Williams Jazan University 6 Rabi al-Akhi1434
Unequivocal acceptance that students are at the heart of higher education
Development of awareness of quality in higher education institutions
Action to embed quality consciousness amongst individual academic faculty
Encouragement of a strong sense of collegiate responsibility for meeting students’ needs
Recognition of importance of self-knowledge An outward-looking philosophy Acceptance of public accountability A dynamic, needs-driven, quality assurance system
What would this mean in practical terms for institutions?
Peter Williams Jazan University 6 Rabi al-Akhi1434
Must be clear about what it is trying to achieve
Should do no more than is necessary Should not overburden institutions Should be committed to improving quality
and quality management Should beware the sterility of repetition Should not claim more than it can deliver
What about external quality assurance?
Peter Williams Jazan University 6 Rabi al-khi1434
A need for reliable and useful information about quality (rankings can’t provide this) and higher education more generally
A need for public confidence in providers A need for reassurance about the value of
qualifications A need for providers’ confidence in what they’re
doing A need to encourage academic ownership of quality
and standards A need to get rid of ‘bogus’ institutions and
accreditors
Current global QA needs
Peter Williams Jazan University 6 Rabi al-Akhi1434
Strong internal quality cultures and associated actions
External verification of quality Up to date information about quality Clearly understandable standards for QA A common language and vocabulary
All of which suggest a requirement for
Peter Williams Jazan University 6 Rabi al-Akhi1434
Peter Williams Jazan University 6 Rabi al-Akhi1434
And finally...
Peter Williams Jazan University 6 Rabi al-Akhi1434
And finally...
QUALITY
Peter Williams Jazan University 6 Rabi al-Akhi1434
And finally...
QUALITY
…Quality is a journey, not a destination
Peter Williams Jazan University 6 Rabi al-Akhi1434