GOOD PRACTICE
26-01-2011
24-01-2011
Acces, equity and quality
Management, Research
Quality
Human and Sustanaible Development
Values
University Activities
Human and Sustanaible Development
Values
University Activities
Document Actions
Reporting and Assessment
Universitat Politècnica de València
SPAIN
Europe
Contact Information
Boni Alejandra
In this practice we present a proposal to rethink quality of higher education actitivities. It's not a closed process; on the contrary it's a proposal open to
discussion. We have used the Human Development approach (which is very close to the idea of sustanaibility suggested in GUNI's conference)
and have choosen its six core values:
university environment. As a result, we identified several aspects that could be followed-up via concrete indicators.
discussion. We have used the Human Development approach (which is very close to the idea of sustanaibility suggested in GUNI's conference)
and have choosen its six core values:
- Human well-being
- Participation
- Empowerment
- Equity
- Diversity and
- Stustanaibility.
university environment. As a result, we identified several aspects that could be followed-up via concrete indicators.
University quality and its measurement have been on the agenda of university policy since the 1980s (Vroeijenstijn 1995). Due to the increase in societal demand for higher education, the diverse skills required in the context of globalization (exploratory skills, exploitation skills, management skills, moral and ethical skills, etc.), and the processes of internationalization and diversification in higher education, a growing concern has emerged regarding the quality of higher education inputs, processes and outcomes (Sanyal and Martin 2007).
- Open up public debate on what it means to be a good university.
- Discuss human development framework as an alternative framework which can give criteria to reimagining the quality of higher education institutions.
- Influence policy makers and members of the university community.
The perspective of Human Development (HD)—as articulated by UNDP, Amartya Sen and Martha Nussbaum amongst others--could be a good ethical framework to propose quality dimensions of universities, based on the work of Penz et al (2008, 2010) who identified six core values that have come to frame debates over ethical development over the past 50 years.
When we cross the core values of HD with the different university activities (teaching, research, social engagment, university policies and governance and university environment), we identify several aspects that could be followed-up via concrete indicators. The selection and definition of indicators will depend on the instrument we choose for measuring or assessing quality, for example whether the instrument is a ranking or an evaluation or an accreditation. The matrix is, then, only a first step that must be followed by a second stage in which the most suitable instrument for a particular exercise will be chosen.
When we cross the core values of HD with the different university activities (teaching, research, social engagment, university policies and governance and university environment), we identify several aspects that could be followed-up via concrete indicators. The selection and definition of indicators will depend on the instrument we choose for measuring or assessing quality, for example whether the instrument is a ranking or an evaluation or an accreditation. The matrix is, then, only a first step that must be followed by a second stage in which the most suitable instrument for a particular exercise will be chosen.
The results are presented in a matrix that can't be reproduced in this format. The matrix was published in GUNI´s newsletter http://www.guni-rmies.net issue 50, nº 2.
As an example, here we present only the results obtained when we cross the value of empowerment with teaching activities:
As an example, here we present only the results obtained when we cross the value of empowerment with teaching activities:
- Participation in the curriculum design of degrees and courses (by faculty and students), and course evaluations (by students).
- Participatory learning methodologies.
- Relate contents to reality.
- Use of a theoretical framework (human development) to rethink quality issues in higher education institutions.
- Matrix as a tool to promote discussion on quality issues among policy makers and members of the university community.
- The future possibilities of this proposal than can be enlarged and complemented with practical research.
01/11/2010; active
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