The Establishment and Implementation of an Educational Quality ...

MASTER IN MANAGEMENT OF TECHNOLOGY – EXECUTIVE MBA – AALBORG UNIVERSITY – DENMARK 2013
I akkrediteringsinstituttets kvalitetssikringsmodel i figur 8, henvises der til det europæiske ENQA,
som danner grundlag for det danske kvalitetssikringsarbejde i uddannelsesinstitutionerne.
MICHAEL ABILDGAARD PEDERSEN | 3. SEMESTER | ETABLERING OG IMPLEMENTERING AF EN UDDANNELSESKVALITETSMODEL | DATE: 2013-01-07
SIDE 34
European Association for Quality Assurance
in Higher Education
ENQA report on Standards and Guidelines for Quality Assurance in the European Higher Education
Area (2009, Helsinki, 3rd edition. ISBN 952-5539-05-9 (pdf)) side 16:
Part 1: European standards and guidelines for internal quality assurance within higher education institutions
1.1 Policy and procedures for quality assurance
STANDARD:
Institutions should have a policy and associated procedures for the assurance of the quality and standards
of their programmes and awards. They should also commit themselves explicitly to the development
of a culture which recognizes the importance of quality, and quality assurance, in their work.
To achieve this, institutions should develop and implement a strategy for the continuous enhancement
of quality. The strategy, policy and procedures should have a formal status and be publicly available…
GUIDELINES:
Formal policies and procedures provide a framework within which higher education institutions can develop
and monitor the effectiveness of their quality assurance systems. They also help to provide public
confidence in institutional autonomy. Policies contain the statements of intentions and the principal
means by which these will be achieved. Procedural guidance can give more detailed information about
the ways in which the policy is implemented and provides a useful reference point for those who need to
know about the practical aspects of carrying out the procedures.
The policy statement is expected to include:
• the relationship between teaching and research in the institution;
• the institution’s strategy for quality and standards;
• the organisation of the quality assurance system;
• the responsibilities of departments, schools, faculties and other organisational units and individuals
for the assurance of quality;
• the involvement of students in quality assurance;
• the ways in which the policy is implemented, monitored and revised.
Figur 9: Uddrag fra den europæiske ENQA-vejledning, med hensyn til opbygning af et kvalitetssikringssystem
Det i dag således i høj grad op til den enkelte uddannelsesinstitution, selv at definere hvad kvalitetsbegrebet
skal dække over og hvordan det skal måles. Der er udelukkende krav til kvalitetssikringssystemets
struktur, systemets elementer og organisering.
Så på trods af, at en uddannelsesinstitution som Danmarks Medie- og Journalisthøjskole, selv må opsætte
sine kvalitetsdefinitioner og kvalitetsmålesystemer, så er det alligevel nødvendigt at overholde
specifikke regler og anbefalinger til struktur og system, fra flere forskellige instanser:
• Ministeriet for Forskning, Innovation og Videregående Uddannelser (tidligere Undervisningsministeriet)
(love, bekendtgørelser, redegørelser, betænkninger etc.)
• Ministeriets udviklingskontrakt med Danmarks Medie- og Journalisthøjskole
• Danmarks Evalueringsinstitut (EVA)
• Den Europæiske Union (EU Bologna-aftalen)
• The European Association for Quality Assurance in Higher Education (ENQA)
Ingen af disse har som nævnt en klar definition på ”Kvalitet i uddannelse” eller færdigsyede koncepter
og modeller som uddannelsesinstitutionerne blot kan implementere. Den enkelte uddannelsesinstitution
er derfor nødt til at skabe sit eget kvalitetssikringssystem, med egne kvalitetspolitikker og