Quality of international activities

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• Quality of international activities
• Dr Peter Scholten
• Jyväskylä Polytechnic

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• Quality of Higher Education
• Quality of internationalisation
• Conclusions

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1. Introduction- Quality and
internationalisation- Increased demand for
better information and transparency about
quality and standards - Bologna declaration
1999 a system of comparable degrees two
cycles undergraduate and graduate credit system
such as ECTS promotion of student
mobility promotion of European co-operation in
quality assurance promotion of the necessary
European dimension in higher education. -
Bologna conference in Berlin, September 2003,
more attention for quality assurance - The
Ministers agreed that by 2005 on European level
an agreed set of standards, procedures and
guidelines on quality assurance should be
developed by ENQA and to be presented at the next
Ministerial conference.
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ENQA standards and guidelines

• Policy and procedures for quality assurance
• Monitoring and periodic review
• Assessment of students
• Quality assurance of teaching staff
• Learning resources and student support
• Information systems
• Public information

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Finheec (The Finnish Higher Education Evaluation
Council)Focus is not on quality, but on how to
achieve the chosen academic standards The
following framework of criteria for quality
improvement is used in Finland for
assessment1. Mission, vision, goals and
aims2. Curriculum design3. Strength of
operational plan4. Adequate student
volumes5. Teaching and learning6. Library and
information services7. Co-operation with the
working life8. Co-operation with other higher
education institutions9. International
co-operation10. Regional purpose of the
institution11. Quality assurance systems
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Why quality

• Lisbon strategy
• European Union has to become by 2010 the
• most competitive and dynamic knowledge-
• based economy in the world
• Facilitated by good practice with a central
• role to indicators and benchmarks
• Stimulating exchange of expertise
• Supporting good practise
• Inspiring new policy approaches

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Tasks of an education institute
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European oriented according to the Bologna
declaration focused on a Credits system, students
and teachers mobility and International oriented
curriculum. Improvement orientedCriteria and
standards should be developed and formulated
based on international competenciesA system for
measuring reached values of standards (threshold
with minimum requirement) is needed for setting
improvements actions.The effect of improvements
actions should be controlled.
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Mission, vision objectives
Activities for improvement
Organisation Regional developments Education,
RD
Quality system
Quality indicators
Government, JAMK policy, EU-developments
Successfactors
Minimum standards
Benchmarking
Quality assurance system
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Mission, vision objectives
Activities for improvement
Management Process
Organisation Services to Society Education, RD

Quality system
Quality indicators
Education Process RD process
Regional development
Government, JAMK policy, EU-developments
Successfactors
Minimum standards
Support process
Benchmarking
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• There are roughly three performance measures
• Input measures are program input, like staff time
  and training budgets. They provide limited
• information for decision-making and analysis of
  actual results.
• Output measures are the direct results generated
  by the use of program inputs for example the
  number of students enrolled, the number of study
  books in the library. These measures do not gives
  the added value for students or upgraded
  competencies for staff.
• Outcome measures will give information of created
  added values for the target group. While input
  and output tends to focus internally on the
  training program, outcome measures demonstrate
  the results and it might guide the organisation
  in order to achieve their mission.
• Education institutes have been measuring their
  performance mainly on input and output related to
  accountability and indicators like number of
  graduate students. However, there is a need to
  measure the outcome performance, to measure what
  we expect, to measure what we like to realise.
• Measuring outcomes might guide the organisation
  toward its aims.

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JAMK quality instruments - EFQM - BSC -
Student feedback system - A course feedback
system - Internal cross evaluation
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JAMK quality instruments - EFQM - BSC -
Student feedback system - A course feedback
system - Internal cross evaluation
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JAMK quality instruments - EFQM - BSC -
Student feedback system - A course feedback
system - Internal cross evaluation
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A strategic map is a series of IF-THEN statements.
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An example of a simple strategic map
Build
community
Customer
support
Internal processes
Develop
new
Performance
objectives
performance
Employee learning and growth
Increase
production training
Financial
Grow
donations
Strategy of improvement community services
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Jyväskylä Polytechnics Strategy Map MP/ ES/ MV
26 March 2003

Internationally competitive education and
effective cooperation with working life
Operating environment perspective
A wide range of comprehensive learning
environments enabling life-long learning
The quality, impact and coverage of RD projects
The Polytechnics education meets the needs of
working life
Internationalization of working life,
particularly SMEs
Quality partner networks customer relations
management systems
Internal process perspective
RD processes ensuring regional impact
Support processes promoting the strategic changes
of the Corporate Group

Internationally competitive educational processes
The integration of internationality into all
activities
The creation and strengthening of networked
centres of expertise at Jyväskylä Polytechnic
The generation of new competences and innovations
in working life
The strengthening of strategic management
competence
Educational planning, implementation and
evaluation skills meeting international criteria
Learning and growth perspective
The management and strengthening of the core
competences of the Corporate Group, the units and
support functions
Resource management perspective
Enough resources are provided for quality
development, the implementation of the Strategy
for International Activities and the development
of strategic preparedness
Project funding is allotted to projects which
support the development of centres of expertise
at Jyväskylä Polytechnic and the Polytechnics
regional impact

The themes for strategic change
Quality of education
Management of strategic competence
RD impact
Internationalization
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JAMK quality instruments - EFQM - BSC -
Student feedback system - A course feedback
system - Internal cross evaluation
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• Quality of Higher Education
• Quality of internationalisation
• Conclusions

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Quality of internationalisation
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What is quality of internationalisation?

• Quality indication for international activities
• International activities are .
• Student mobility
• Teachers mobility
• Internationalisation of curriculum
• International projects

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Why quality of internationalisation?

• National developments (Finheec)
• International developments (Sorbonne agreement)
• Transparancy of higher education
• SWOT of international education

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Quality indication
Sub-activity
Sub-activity
Sub-activity
Internationalisation
Sub-activity
Sub-activity
Sub-activity
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Quality indication
Sub-activity
Item 1 Item 2 Item 3
Minimal level
Maximal level
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Example
Internship abroad and supervision -
information to study abroad - are prepared to
go abroad - supervision
Well prepared
Not prepared
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Quality indicators for internationalisation.

• 1. Profession
• 2. Competencies
• 3. Curriculum
• Content
• External activities
• Integration curriculum
• 4. Quality control
• 5. Enrolment foreign students
• 6. Progress foreign students or students abroad
• 7. Internship abroad and supervision
• 8. External contacts
• 9. Scientific orientation
• 10. Organisation
• 11. People policy
• 12. Facilities
• 13. Quality system
• 14. Financial aspects

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• Quality of Higher Education
• Quality of internationalisation
• Conclusions

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Conclusions

• There is until now not enough information about
  the values of standards of quality and/or in
  general accepted minimum values. This can be best
  developed by networks of institutes (Cesaer
  Sefi 2003).
• International cooperation and networking is one
  of the key elements of quality assurance in
  universities and polytechnics (Finheec 2004).
• Join the working group for benchmarking in
  Finland (seminar Jyväskylä 2005).
• peter.scholten_at_jypoly.fi