Tag: quality

Podcast: Academic developers and quality management with Ester Fremstad and Tone Solbrekke

excid_logoWe are pleased to share with you some of the recordings that were made during a seminar that was arranged on the occasion of the 20th anniversary of the Faculty of Educational Sciences at the University of Oslo.

The presentations are made by members of the ExCID research group that focuses on studies of higher education and work, with particular emphasis on expert cultures and institutional dynamics.

The seminar recordings were made on 27th of September 2016.

In this presetation, Dr. Ester Fremstad and Prof. Tone Solbrekke present their ongoing study on academic development: Academic developers and quality management: perspectives from institutional leaders

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View the powerpoint presentation for this seminar.

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View also the presentation by Peter Maassen on quality management in higher education. Stay tuned for even more content from the seminar!




Podcast: Quality Management of Norwegian Higher Education

Professor Peter Maassen

Professor Peter Maassen (University of Oslo)

We are pleased to share with you some of the recordings that were made during a seminar that was arranged on the occasion of the 20th anniversary of the Faculty of Educational Sciences at the University of Oslo. The presentations are made by members of the ExCID research group that focuses on studies of higher education and work, with particular emphasis on expert cultures and institutional dynamics.

The seminar recordings were made on 27th of September 2016.

In the following presentation, Peter Maassen presents key insights from recent projects on quality in higher education, titled: “Quality Management of Norwegian Higher Education: complexities and visions on possible future developments“. Before the presenration, professor Monika Nerland introduces the overall seminar.

Listen without the Flashplayer

View the powerpoint presentation for this seminar.

Stay tuned for more content from the seminar!




Hedda podcast: Student engagement with knowledge as a means to define quality

Episode 44 of our podcast series features Dr. Paul Ashwin from Lancaster University in the UK. In the podcast we talk about student engagement with knowledge as a key feature of quality in higher education, and he reflects on some of the key results from a three year long study on pedagogical quality and inequality in the UK.

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Click here to download the Policy makers guide (pdf) that the research team has prepared based on the project results. 

View also the publications that the podcast is referring to:

Dr. Paul Ashwin  (Lancaster University)

Dr. Paul Ashwin
(Lancaster University)

Dr. Paul Ashwin is employed as a Senior Lecturer and Head of Department at the Department of Educational Research at Lancaster University in the UK. Earlier he has worked at the Institute for the Advancement of University Learning, University of Oxford and Newham College of Further Education. His key research interests are related to the relations between teaching-learning and knowledge-curriculum practices in higher education, as well as the implications of this for both policy and practice. He has also a keen interest on the methodological development of higher education studies in this area.




Norwegian students generally satisfied with their studies

norwayflagThe Norwegian Quality Assurance Agency (NOKUT) has launched a new nation wide student survey regarding students’ satisfaction. This is the first national survey of this kind in Norway and will now be repeated on a yearly basis. The responses this year came from about 17 600 students from 58 universities and university colleges in Norway, with a response rate of about 32%.

The central results from the survey indicated that Norwegian students are in general satisfied with their studies. On the question whether they are satisfied, 77% gave a respons that they were satisfied and only 8% indicated that they were not satisfied (1 and 2 on a scale of 5). Amongst professionally oriented programmes, nurse and kindergarten teacher education are those with a highest levels of satisfaction. On the other hand, teacher education students are generally more critical. Students also rank highly the relevance of their studies for future employment (81% indicate a high rank) and how academically challenging their studies are (86% indicate a high rank).

While there was general satisfaction amongst the students, this was contrasted with the fact that only half of the students were happy with the teaching and even fewer with the feedback they receive. For instance, 59% of the political science students are unhappy with supervision and feedback.




European Commission report on quality assurance in Europe

EUQuality assurance is one of the areas where European cooperation has advanced in a relatively significant manner over the last decade. Recently, the Commission published a new report on issues related to quality and quality assurance in Europe. The report refers to the 2009 report that put forward three main aims: to make quality assurance (QA) more transparent for users, to link it closer to the wider aims of higher education, and to further develop cross-border cooperation. 

The current report sums up the most important developments in quality assurance in Europe since 2009 with various available reports from sources such as EHEA working group, EUA, EACEA, IBAR and ESU. While progress is reported on most areas, it is also highlighted that linking quality assurance to concrete quality improvement processes and strategic work of the institutions remains a challenge. The positive impact of the European Standards and Guidelines (ESG) is noted, but it is also highlighted that their implementation has this far been rather uneven, and a revision process of ESG is now in process. 

The report highlights that the areas where more action is still necessary are in particular widening access, employability, internationalisation, improvement of doctoral training as well as human resource strategies. The need to shift attention to the content rather than the procedural aspects of quality assurance is highlighted in several parts of the document. Furthermore quality assurance issues are linked to mobility concerns and qualifications frameworks, perhaps a rather unsurprising linkage, considering that both of these topics have been a rather successful themes in European higher education for EU led joint cooperation.