Quality Assurance and Accreditation Italian implementation AVA of

Quality Assurance and Accreditation: Italian implementation (AVA) of the European guidelines (ESG) Maurizio Marchese University of Trento, Italy Summer Academy, University Koblenz-Landau, Koblenz, Germany 11 -22 July 2016 Adapted from the presentation prof. Vincenzo Zara, Università del Salento Erasmus+ (KA 2) - "National Qualification Frameworks: Guidelines for Development and Recognition of Qualifications (NURSLING)"

Some context and basic concepts • Knowledge-based society and the importance of higher education • Importance of European integration in Higher Education or, • at least, of a recognition of an European Higher Education • Quality assurance a key tool for ensure greater attention, and therefore greater impact to educational programs • The overall objective is to create a greater confidence among European partners for recognition of the courses and the recognition of qualifications

What are the European Standardsand Guidelines (ESG) • The ESG are a set of standards and guidelines for the internal and external quality assurance in education higher • The focus is to insure quality in learning and teaching in higher education, including the contexts of learning and appropriate links with research and innovation • The ESG apply to all higher education offer in European Higher Education Area, regardless of the specific education systems • The quality of the insurance activities are characterized by accountability and enhancement

ESG Objectives are: • Define a common framework for quality insurance systems and teaching at European level, national and institutional • Make possible the improvement of Higher Education in Europe • Promote mutual trust to improve recognition and mobility within individual countries and between countries • Provide information about quality insurance within EHEA

ESG are based on the following principles: • The higher education institutions (HEI) have the primary responsibility the quality of educational services and its assurance • Quality assurance takes account of systems of higher education, institutions, courses of study and students • Quality assurance promotes the development of a culture of quality • Quality assurance takes account of the needs and expectations of students, of all other stakeholders and in general • What is quality in education ? “The measure on how the education and research characteristics fulfil the planned objectuves. Also how close are the planned objectives and the obtained results, i. e. measure the quality gap”

ESG are involve three main aspects • Internal Quality Assurance • External Quality Assurance • Agencies for Quality Assurance The three aspects are closely linked. .

ESG for Internal Quality Assurance 1. 1 Policies for Quality Assurance 1. 2 Designing and approval of curricula 1. 3 Learning, teaching and profit occurs focused learner 1. 4 Admission of students, career progression, recognition and certification 1. 5 Teaching staff 1. 6 Education Resources for student support 1. 7 Information Management 1. 8 Disclosure of Information 1. 9 Continuous monitoring and periodic review of study programs 1. 10 Periodic external quality assurance process

1. 1 Policy for Quality Assurance Standard • The Institutions should have a policy for ensuring Quality, which is public and part of their management strategy • The internal stakeholders should develop and implement such policy by means of appropriate structures and processes, also involving external stakeholders

1. 1 Policy for Quality Assurance Guidelines • A quality assurance policy promotes: • the organization of the quality assurance system • the direct assumption of responsibility for the quality assurance from departments, schools, faculties and other organizational structures or institutional management and by individual teachers and students • The integrity and freedom of academic activity, as well as maximum control against academic fraud (reputation) • vigilance against intolerance or discrimination of any kind towards students or teachers • the involvement of external stakeholders in ensuring quality

1. 1 Policy for Quality Assurance What is the status in Italy ? • In Italy the policy for the quality assurance (96 Universities and ca. 4300 courses) is under the supervision of ANVUR (Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca) and the related processes take the name AVA (Autovalutazione, Valutazione periodica, Accreditamento) • • Initial accreditation procedure Periodic accreditation procedure Quality Assurance Group in every University Teachers-Students Commissions • However, it is formulated and applied in a manner different in the various locations. Probably there is still a lack of clarity in the meaning of "Policy for the assurance of quality" In fact, the overall policy of the quality seems to be formally declared in various documents, but not completely implemented everywhere • Overall Score: 5/10

1. 1 Policy for Quality Assurance What is the status in UNITN ? • Establishment of a University Level Quality Assurance Committee (Presidio per la Qualità della Didattica e della Ricerca di Ateneo PQA) • 4 professors, 3 high level admin, 1 student • Establishment of a Monitoring and Evaluation Committee (Nucleo di Valutazione) involving all departments (one representative each) • Development of the Handbook for Quality Assurance • Non sufficient involvement of all teaching staff • Overall Score: 6/10

1. 1 Policy for Quality Assurance What is the status in your institution ?

1. 2 Designing and approval of curricula Standard • Institutions should have design processes and approval procedures of their study programs • Such courses should be designed so as to achieve the objectives set, including learning outcomes • The title awarded at the end of the course shall be specified and clearly communicated, by referring to the corresponding level the national framework consequently, to the Framework higher education qualifications and, Titles of the European Higher Education Area

1. 2 Designing and approval of curricula Guidelines • The courses of study: • are designed by defining general objectives consistent with the institutional strategy and explicit learning outcomes • are co-designed involving both students and other stake-holders interests • use experiences and external reference points • reflect the goals of higher education according to the Council of Europe • are designed in such a way as to favor a smooth progression by students • define the expected workload for students, eg. , In ECTS • include, where appropriate, well-structured internship opportunities • are subject to a formal approval process by the Institution

1. 2 Designing and approval of curricula What is the status in Italy ? • We are paying greater attention to educational projects, under the pressure of AVA, both in terms of initial design and revision • The design of the new curriculum is made after more or less accurate analysis of the demand for training (mainly for initial accreditation) • The revision of already existing courses of study is carried out to ensure external and internal consistency (for periodic accreditation) • Information about the new or revised course are collected electronically by the national Ministry of Education that grants the curricula approval. • But we must avoid that everything will be resolved in a mere formality • Score: 7/10

1. 2 Designing and approval of curricula What is the status in UNITN? • In line with the Italian national status • Each Department (School) is in charge of the design/redesign process. Final proposal must be approved by the University Senate • Periodic consultation with stakeholders • Difficulties in implementing revisions due to inertia in some teaching staff • Score: 7/10

1. 2 Designing and approval of curricula What is the status in your institutions ?

1. 3 Learning, teaching and profit testing focused on the student Standard • Institutions should ensure that their curricula are executed in a way to encourage students to take an active role in development of the learning process and that the evaluation of students’ profit reflect this approach

1. 3 Learning, teaching and profit testing focused on the student Guidelines • An approach to learning and teaching centered on student: • respects the diversity of the students and their needs, enabling paths of flexible learning • considers and uses various modes of delivery in different cases • uses flexibly a variety of teaching methods • regularly assesses and develops the mode of delivery and teaching methods • promotes the autonomy of the learner, while ensuring adequate guidance and support from the teachers • promotes mutual respect in the relationship between teachers and students • has appropriate procedures for handling complaints of students

1. 3 Learning, teaching and profit testing focused on the student What is the status in Italy ? • The shift of the center of gravity from a teaching centered on teacher to teaching aimed at ensuring an adequate learning for the student is slowly occurring also in Italy • However, it remains unclear to most teachers what this means in conceptual and operational terms • It is therefore appropriate to promote a greater focus on aspects such as pedagogical, methodological, evaluational, etc. “teach the teachers” activities • Score: 5/10

1. 3 Learning, teaching and profit testing focused on the student What is the status in UNITN ? • Students participate to the educational organizational committee • Monitoring of students profit testing • Use of different teaching methods, but on a individual basis with little incentives to innovate • Score: 6/10

1. 3 Learning, teaching and profit testing focused on the student What is the status in your institutions ?

1. 4 Admission of students, career progression, recognition and certification Standard • Institutions should implement regulations in a uniform pre-defined way and published them (made them available) for all phases of the "life cycle" of the student, such as admission, career progression, recognition and certification

1. 4 Admission of students, career progression, recognition and certification Guidelines • It is in the interests of individual students, the courses, the institutions and education systems to offer the conditions and the necessary support to ensure that the students make progress in their academic careers • It is important to implement uniform and transparent access policies, processes and criteria for admission • A fair recognition of higher education qualifications, periods of study and prior learning, including the recognition of non-formal and informal learning, they are essential for ensuring the progress of students in their training, encouraging at the same time mobility • It is necessary that students receive a comprehensive documentation on the title conferred to them, on the learning outcomes achieved and the context, the level, content and status of the studies completed

1. 4 Admission of students, career progression, recognition and certification What is the status in Italy ? • The situation concerning these issues is quite diversified in Italy • There are various regulations (in various Universities) which affect students' careers so sometimes restrictive, sometimes permissive • It would be appropriate to consider at the central (national) level in order to adopt a consistent conduct • Score: 5/10

1. 4 Admission of students, career progression, recognition and certification What is the status in UNITN ? • Uniform admission test for all curricula (planned number of admitted students) • University Information Systems for the student’s career with automatic communication to administration and students in case of criticalities • Deliver of Diploma Supplement for all curricula • Still not uniform credit recognition in all Departments of other activities, i. e. prior learning, period abroad etc. . • Score: 7/10

1. 4 Admission of students, career progression, recognition and certification What is the status in your institutions ?

1. 5 Teaching staff Standard • Institutions should ensure the competence of its teachers • They should adopt fair and transparent processes for recruitment and updating of the teaching staff

1. 5 Teaching staff Guidelines • The role of teachers is essential to provide an educational experience of quality and allow the acquisition of knowledge, skills and abilities • The institutions have full responsibility for ensuring the quality of their teachers and offer a favorable working environment • Such an environment: • • activates and follows clear processes, transparent and fair for the recruitment of the teaching staff, with employment conditions that recognize the importance of education it provides opportunities and incentives for professional development of teachers encourages academic activities designed to strengthen the link between education and research promotes innovation in teaching methods and the use of new technologies

1. 5 Teaching staff What is the status in Italy ? • Traditionally, in Italy there is a strong "attention" to the recruitment faculty • Such attention sometimes serves to preserve and guarantee the balance of power existing in certain subject areas (it is not necessarily a bad thing, but there should be much more to add. . . ) • The present context in which a teacher works is often demotivating and characterized by the satisfaction of various formalities which often they take time away from other important aspects • Score: 6/10

1. 5 Teaching staff What is the status in UNITN ? • In the last years there has been an effort to recruit younger teachers and researchers • Some economic incentives have been linked (for the first time) to teaching activities • Innovation and use of new technologies is left to the individuals • Score: 6/10

1. 5 Teaching staff What is the status in your institutions?

1. 6 Learning resources to support students Standard • The institutions should appropriately fund the learning and teaching, as well as ensure adequate availability of educational resources and student support

1. 6 Learning resources to support students Guidelines • To ensure the quality of their educational experience, Institutions should offer students a range of resources to support learning • They take into account the needs of a diversified student population and the transition to student-centered learning with flexible modalities of learning and teaching • The internal quality assurance ensures that all resources are fit for the purpose and accessible and that students are informed about available services • The dedicated administrative staff has a crucial role in of provision of support services. Therefore must be qualified and have the opportunity to acquire specific skills

1. 6 Learning resources to support students What is the status in Italy ? • Although there are different situations in the various locations, the resources allocated to these objectives are still not satisfactory • This also depends on the fact that the evaluation of the teaching and student services is considered as less important than the evaluation of research and of the University third mission (technology trasfer/innovation) • The University's governing bodies should adopt sustainable policies for the quality of teaching and consistent with the strategic objectives • Score: 5/10

1. 6 Learning resources to support students What is the status in UNITN? • Availability of a Learning Management System • Blended learning approaches • Projects work and learning by doing courses • Some investment on learning tools and methodologies • Incentives are present for teachers • Score: 7/10

1. 6 Learning resources to support students What is the status in your institutions ?

1. 7 Information Management Standard • Institutions should ensure the collection, analysis and use of relevant information for the effective management of their courses studies and other educational activities

1. 7 Information Management Guidelines • The reliability of the data is crucial to make informed decisions and to identify what works and what requires more attention • The information collected depend to a certain extent on the type of activities and the institution's mission. The following are however important: • • • Key Performance Indicators profile of the student population progression, success and drop-out rate of students' satisfaction with courses of study availability of educational and support resources for students professional careers of graduates

1. 7 Information Management What is the status in Italy ? • It is necessary, at national level, a joint reflection on the process and result indicators in order to define of a few but clear and reliable information • At present there exists a plurality of information that generates misinformation • The data sources, in addition, should also be aligned with each other in regard to the main definitions of what is going to be measured • This also calls for better alignment between the internal university management and ministerial databases • Score: 4/10

1. 7 Information Management What is the status in UNITN ? • Implementation of a inter-institutional Information Systems (ESSE 3) that contains all relavant student’s careers data • It is used for planning and strategic managament • It needs to be integrated with • • Professional careers path of students Student’s alumni association • Score: 6/10

1. 7 Information Management What is the status in your institutions ?

1. 8 Disclosure of Information Standard • Institutions should publish clear, accurate, objective, up to date and easily accessible information on their activities, including offered courses of study

1. 8 Disclosure of Information Guidelines • The information on the activities of the institutions are useful to present and future students, as well as graduates, to other stakeholders and to the public in general • Therefore, the institutions provide information on all of their activities, included: • • • the degree programs offered and their admission criteria the learning outcomes expected from these courses the granted academic titles the various approaches to teaching, learning and the testing used the success rates in the examinations the learning opportunities available to students, and employment information for graduates

1. 8 Disclosure of Information What is the status in Italy ? • The "transparency requirements" system adopted in Italy it is frankly unsatisfactory and confusing • The language used, the information provided, the layout of the presentation are too often only for "insiders" and not facing the real stakeholders • The Universities often make up for these inadequacies preparing its own information sites in the University portals considering the "requirements transparency "as a mere bureaucratic exercise • Score: 4/10

1. 8 Disclosure of Information What is the status in UNITN ? • Coherent web site with a clear brand • Information however is still scattered and the user needs to navigate to find some important information (i. e. syllabus) • Not all relevant information are available (i. e. success rates, student’s questionnaires, employment information) • Score: 5/10

1. 8 Disclosure of Information What is the status in your institutions ?

1. 9 Continuous monitoring and periodic review of curricula Standard • Institutions should monitor and review their study programs to ensure that achieve the objectives set and meet the needs of students and society • Such reviews should lead to a continuous improvement of programs and courses • Any action planned or undertaken as a result of the revision it should be communicated to all interested parties

1. 9 Continuous monitoring and periodic review of curricula Guidelines • Monitoring / evaluation include: • • • the contents of the course of study in the light of the latest research conducted in the framework, so as to ensure that the course is updated the changing needs of society the work load, the progression and the completion of the students rates the effectiveness of the examination process for students the expectations and needs of students and the satisfaction expressed by them in respect of the course of study the learning environment, support services and their suitability for the course

1. 9 Continuous monitoring and periodic review of curricula What is the status in Italy ? • The introduction of the AVA system, and in particular the self-assessment in the annual and cyclical review report, has spurred greater attention to monitoring and review of curricula • To avoid that all this is done with the logic of fulfillment bureaucratic requires a simplification of the involved procedures • Teachers, students and external stakeholders should better understand the real importance of the revision periodic courses of study • Score: 6/10

1. 9 Continuous monitoring and periodic review of curricula What is the status in UNITN ? • Every year a number of Department meetings lead by the Director od Education of each Department are devoted to the review of curricula/courses • A number of data are considered: • • • Student’s satisfaction (questionnaires) Stronger alignment with current research Input from stakeholders • Difficulties in implementing revisions due to inertia in some teaching staf • Score: 6/10

1. 9 Continuous monitoring and periodic review of curricula What is the status in your institutions ?

1. 10 Periodic external Quality Assurance Standard • The institutions should be subjected cyclically external assurance of quality, in line with the ESG

1. 10 Periodic external Quality Assurance Guidelines • The external assessment of quality in its various forms may occur the internal insurance effectiveness of the quality of an institution, serve as a catalyst for improvement and offer new perspectives the institution itself • It also provides information to ensure the establishment and the public quality of the activities carried out • The external assurance of quality may take various forms depending on general framework and focus on different organizational levels • The assurance of quality is an ongoing process

1. 10 Periodic external Quality Assurance What is the status in Italy ? • The AVA system introduced in Italy the external assurance of quality • In reality, the periodic accreditation of locations and courses of study includes other aspects • Probably, a total reflection is necessary on accreditation (initial and recurrent), self-assessment and evaluation • Score: 5/10

1. 10 Periodic external Quality Assurance What is the status in UNITN ? • In process • Done for a number of curricula developed within the EIT Digital community • Score: 5/10

1. 10 Periodic external Quality Assurance What is the status in your institutions ?

Internal Quality Assurance Evaluation National vs UNITN ITALY UNITN 1. 1 Policies for Quality Assurance 5 6 1. 2 Designing and approval of curricula 7 7 1. 3 Learning, teaching and profit occurs focused learner 5 6 1. 4 Admission of students, career progression, recognition and certification 5 7 1. 5 Teaching staff 6 6 1. 6 Education Resources for student support 5 7 1. 7 Information Management 4 6 1. 8 Disclosure of Information 4 5 1. 9 Continuous monitoring and periodic review of study programs 6 6 1. 10 Periodic external quality assurance process 5 5 5 6