Quality Culture Project
The Quality Culture Project of the European University Association : contribution of the University of Camerino in the round III Cristina Miceli and Fabrizio Quadrani 4 e 5 novembre 2005
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Quality Culture Project
General features and aims of the project Presentation of the network on Teaching and Learning Contribution of the University of Camerino to the network Intermediate outcomes of the network Proposal for a national project
4 e 5 novembre 2005
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Quality Culture Project
The Quality Culture Project had its origin in the EUA's action plan 2001-2003 The aim is to give member universities the opportunity to work together across Europe by - stimulating internal capacity for self reflection and change; - promoting the exchange of ideas, experience and good practices; - strengthening the European dimension of their activities. The project is based on two main principles: (i) in issues of quality assurance, the point of departure must be the universities' capacity for developing a robust internal quality culture, (ii) this capacity is integrally linked to institutional autonomy and public accountability. 4 e 5 novembre 2005
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Quality Culture Project
What does “internal quality culture in universities” mean ? It means: -Improve quality levels, without stifling diversity and innovation -Strengthen institutional autonomy -Promote non-intrusive external QA procedures, i.e., institutional audit
4 e 5 novembre 2005
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Quality Culture Project
Method: Key features Six small networks Institutional self-evaluation based on SWOTs Engaging the whole institution at key phases of the project Results in action plans tailored to specific institutions: no single recipe approach
4 e 5 novembre 2005
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Quality Culture Project
The Project title: Quality culture rather than Quality control or Quality management indicates -The importance of a change in attitude and behaviour within the institutions -The importance of a grass-root development of quality rather than a top-down approach Roles and responsibilities: Representatives of participating institutions are responsible for organising the project in their institutions, attending network meetings, and writing project documents The steering committee provides oversight and general guidance, monitors the progress of the whole project and is responsible for the project report. The EUA secretariat provides support to the project and communicates with the institutions through their network co-ordinators. 4 e 5 novembre 2005
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Quality Culture Project
The EUA Quality Culture Project is Pan-European 50 institutions participated in the first round of the Quality Culture Project. They represented 29 countries that covered the geographical span of EUA membership. They were grouped into six small networks. For the second round of the Quality Culture Project, EUA selected 45 institutions from 24 European countries and grouped them in networks.
For the third round of the project EUA selected 44 institutions from 23 European countries and grouped them in networks .
4 e 5 novembre 2005
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Quality Culture Project
The main selection criteria for institutions takes into account •A group of universities with a continuum of expertise in the area of quality culture •Geographical diversity •A particular theme (networks are formed around the expressed interest of institutions to the proposed themes) •International experience An additional selection criterion is the thoughtfulness of answers in the application that would convey the institution's sense of commitment to the project. 4 e 5 novembre 2005
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Quality Culture Project
Network themes 1. Research Strategy and Industrial Partnerships, 2. University Leadership and governance, 3. Teaching and Learning: Implementing Learning Outcomes, 4. Women in Universities, 5. Implementing Bologna Reforms, 6. Joint Degrees. 4 e 5 novembre 2005
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Quality Culture Project
Teaching and Learning: Implementing Learning Outcomes
Learning outcomes are increasingly important for HEIs as a means to design student-centred and competence-based curricula and to evaluate them. The network focuses on the identification and implementation of learning outcomes in curricula and how these can be used to improve the learning experience of students. Special interest is given to the integration of learning outcomes and ECTS.
4 e 5 novembre 2005
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Quality Culture Project
Network participants •University of the Aegean, Greece – coordinator, Professor Sokratis Katsikas •Université de Liège, Belgium •University College Winchester, United Kingdom •National University of Ireland Cork (UCC), Ireland •University of Camerino (Unicam), Italy •The University of Hradec Králové, Czech Republic •Vytautas Magnus University, Lithuania •South East European University, FYROM *
4 e 5 novembre 2005
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One project – Two Objectives Quality Culture Project Network
Institution Institutional presentation
Discussion of common understanding of QC Identification of common issues Good practice examples for report
Discussione of common understanding of QC
Internal discussion: Creation of an internal QC group
SWOT Analysis
Internal discussion: Analysis of the institution
1st network meeting
2nd network meeting Feedback on SWOT analysis
Institutional action plan
Synthesis action plans to common network report
Draft network report
Finalising network report
3rd network meeting
Internal discussion Action plan on how to implement QC
Implementation of action plan
Reports as a guideline for HEls on how to implement quality culture 4 e 5 novembre 2005
Internal implementation of quality culture
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Quality Culture Project
Integration of the UNICAM quality management system with the norms of the International Organisation for Standardisation, specifically the ISO 9001:2000 version, and adaptation of these norms to the planning and realisation of the degree courses, including services for student support. Participation to CampusOne, a three-year experimental project (2001-2004) administered by the CRUI (Conference of the Rectors of Italian Universities) Foundation. The project is oriented specifically to promoting the principles of the university reforms and includes a process of quality assurance of didactic activities. 4 e 5 novembre 2005
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Data collection, Data collection, analysis, analysis, diagnosis diagnosis
Pathway Pathway initiation initiation
Operational Operational level level Definition/formalization of the processes
DEVELOPMENT AND IMPLEMENTATION OF THE SYSTEM
manual
procedures
Information/formation Processes involved: Orientation Drawing up of the academic offering Communication of the academic offering Enrolment acquisition Resource management Realization of teaching activities Tutoring Placement International Student mobility
2000 2005 4 e November 5 novembre
basic
specialized
Implementation of the processes
Internal Audit
NO Yes
June 2001 December 2002 Superiore La Qualità nello Spazio Europeo dell’Istruzione
Quality system verified and certifiable
EXTERNAL EXTERNAL AUDIT AUDIT June 2003
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Quality Culture Project
The SWOT analysis was performed considering the strengths and weaknesses as coming from factors internal to the institution and considering opportunities and threats as coming from external environmental factors. The latter factors were subdivided in the political/legal influences, social/territorial influences and technological influences.
4 e 5 novembre 2005
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Quality Culture Project
Institutional Analysis
Environmental Analysis
Strengths/weaknesses
Opportunities/threats
Internal InternalFactors Factors
External ExternalFactors Factors Political/legal Political/legalinfluences influences Socio-economic Socio-economicinfluences influences Technological Technologicalinfluences influences
4 e 5 novembre 2005
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Quality Culture Project
SWOT analysis concerning the three main points raised in the first network meeting The main issues that were considered in the SWOT analysis are the following: A) The process of describing learning outcomes and translating them into curricula; B) The process of measuring the achievement of learning outcome objectives; C) The process of evaluating actual learning outcomes;
4 e 5 novembre 2005
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Quality Culture Project
Through the development of general guidelines and descriptors for learning outcomes implementation, the teaching staff is motivated to outline the courses in terms of both knowledge and skills. The description of learning outcomes would better start at module level and move upwards to the Institutional level through a dynamic process were students and external stakeholders (professionals) have a role to play.
This can be practically done at degree level by tabulating the expected learning outcomes of the course against the different course modules and check whether and how successfully the learning outcomes have been considered.
4 e 5 novembre 2005
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Biologia cellulare e biotecnologie cellulari Obiettivi formativi specifici del CdL in Biotecnologie
•Obiettivo 1: acquisire le conoscenze essenziali sulla struttura e funzione dei sistemi biologici, ricercandone le logiche in chiave molecolare e cellulare, informazionale e integrativa
Obiettivi singola Attività formativa •Obiettivo 1 descrivere i componenti delle cellule eucariotiche correlandone le caratteristiche molecolari e strutturali con gli aspetti funzionali (I modulo)
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•Obiettivo 2 illustrare i processi di comunicazione tra cellule in termini di segnalazione, recezione, trasduzione e risposta cellulare (I modulo)
•Obiettivo 3 descrivere i principali meccanismi responsabili del differenziamento cellulare e del mantenimento dello stato differenziato dei tessuti, partendo dalle basi molecolari conosciute (I modulo)
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•Obiettivo 2:possedere le basi culturali e sperimentali delle tecniche multidisciplinari per un'operatività sperimentale tendente ad utilizzare, anche modificandole, cellule o loro componenti al fine di ottenere beni e servizi
Obiettivo 4 illustrare a livello teorico e pratico le metodologie di allestimento di colture cellulari primarie e il mantenimento in coltura di linee cellulari stabilizzate (I modulo)
•Obiettivo 5 allestire, anche mediante lavoro di gruppo, esperimenti per la localizzazione intracellulare di molecole attraverso sonde appropriate (II modulo)
Obiettivo 6 allestire, anche mediante lavoro di gruppo, esperimenti di manipolazione genica applicati alla produzione di cellule eucariotiche geneticamente modificate (II modulo)
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•Obiettivo 3:fondare le precedenti attività su sufficienti conoscenze di base matematica, statistica, informatica, fisica e chimica •Obiettivo 4: integrare la preparazione scientifico-tecnica con la cultura di contesto, con particolare riguardo agli aspetti giuridici di regolamentazione, responsabilità e bioetica, agli aspetti economici e di gestione aziendale ed a quelli di comunicazione e percezione pubblica •Obiettivo 5:avere familiarità con il metodo scientifico e essere in grado di applicarlo in situazioni concrete con adeguata conoscenza delle normative e delle problematiche deontologiche e bioetiche •Obiettivo 6:essere in grado 4 e 5 novembre 2005di utilizzare almeno una lingua dell'Unione Europea, oltre l'italiano nell'ambito specifico di competenza
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Quality Culture Project
Best practices External stakeholder involvement in describing learning outcomes and translating them into curricula Alumni associations as important stakeholders in describing learning outcomes and translating them into curricula
Reference Committee at course level responsible keeping curricula updated and aligned with the labor market demands.
Set up of a management system for teaching activities
4 e 5 novembre 2005
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Quality Culture Project
The most important actors Students play a key role in embedding quality through:-their regular evaluation of teaching -their involvement in student support services (e.g., as tutors and peer advisors) -their involvement in appropriate decision-making bodies. They will require training in order to fulfil this role effectively. External stakeholders will contribute a different and useful perspective on the institution, serve as a “reality check” and enrich the debate. The rectoral team will: identify the appropriate stakeholders and their role in the change process ensure that the rest of the academic community understands the needs and benefits for establishing such relationships. 4 e 5 novembre 2005
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Quality Culture Project
Proposta per un progetto nazionale che proceda insieme allo sviluppo della quality assurance, per facilitare gli atenei nell’istituire dei propri sistemi di qualità intendendo la cultura della qualità come tendenza al miglioramento continuo facilitato dalla valutazione e dal confronto
4 e 5 novembre 2005
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Quality Culture Project
Un progetto suddiviso in network tematici di rilevanza per il sistema attuale (ad esempio, definizione di obiettivi formativi, indicatori per misurare risultati di apprendimento, analisi di customer satisfaction, management didattico, orientamento tutorato e mobilità studentesca, relazione tra ricerca e didattica e tra ricerca e territorio)
4 e 5 novembre 2005
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Quality Culture Project
Un progetto che coinvolga nel confronto e nella discussione le intere istituzioni e non singoli CdS
Gli atenei potrebbero essere raggruppati per aree geografiche (regioni vicine) o per interesse e affinità alla tematica, ma in tutti i network si dovrebbe procedere con approcci simili e comparabili tra le istituzioni coinvolte
4 e 5 novembre 2005
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