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Preparing Institutions for Self-Assessment INQAAHE 2009

Preparing Institutions for Self-Assessment INQAAHE 2009. Professor Hilary Winchester. Aims and objectives of the workshop. This workshop consists of three parts: Strategies for assessing institutional readiness in relation to the University’s mission.

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Preparing Institutions for Self-Assessment INQAAHE 2009

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  1. Preparing Institutions for Self-AssessmentINQAAHE 2009 Professor Hilary Winchester

  2. Aims and objectives of the workshop This workshop consists of three parts: • Strategies for assessing institutional readiness in relation to the University’s mission. • Engaging the institution. A university’s preparation for self-review is seen as a process of cultural change.   • Towards an institutional self-assessment checklist.

  3. Strategies for assessing institutional readiness Institutional readiness must be viewed in relation to the University’s mission 3 strands: • Mission • Trajectory • Benchmarking

  4. Engaging the Institution • What are the accountabilities, structures and policies to make this happen? • Who are the champions and key stakeholders? • What is the communication strategy? Institutional readiness is a process of cultural change

  5. Towards a self-assessment checklist The themes and expectations of three national audit bodies are included in this booklet as appendices. • Appendix 1 - Hong Kong • Appendix 2 - the Kingdom of Bahrain • Appendix 3 – Australia

  6. Self-assessment a key aspect of quality audit Self assessment can be in many forms Critical to understand the University’s mission Mission defines the ‘Approach’ of the ADRI cycle The importance of self-assessment

  7. University missions • Learning and teaching, research • Professional graduates • Regional engagement • Knowledge transfer • International • Student-focussed • Social justice • Diversity • Educating the whole person

  8. Part 1 exercises Tasks 1 and 2: The University’s mission and its approach to QA/QI • Table introductions • Chair and reporter per table • Each table is allocated one university and may choose one other • In Task 1, analyse the mission • In Task 2, analyse how the mission may define the University’s approach to key University activities

  9. Reportback – Tasks 1 and 2 University B/C/D/E/F/G/H/I has ........... as key elements to its mission which we would expect to see reflected particularly in its approach to ................. through................

  10. University performance Tasks 3 and 4: the University’s performance, its trajectory and benchmarking • Tables may change Chair and Reporter • Retain the two Universities you have already dealt with • Assume the data on page 9 relate first to your allocated university, then your chosen one • In Task 3, assess how the University is travelling in relation to its mission(s) • In Task 4, assess how the University is faring in relation to its comparator institutions

  11. Report back –Summative 3 and 4 University B/C/D/E/F/G/H/I (which has .... as its mission) Is doing well on.... Is lagging in.... Is early/middle/late in its trajectory Compared to its peers is doing well on ..... And lagging in....... Key action items are....

  12. Break

  13. Engaging the Institution Institutional readiness is a process of cultural change • Identifying champions • Finding quick wins • Communicating successes • Engaging academic staff • Naturalising change

  14. Engaging the Institution • What are the accountabilities, structures and policies to make this happen? • Who are the champions and key stakeholders? • What is the communication strategy?

  15. Understanding the task ahead A continuum between compliance and cultural change At one extreme, compliance with codes, guidelines and schedules Concern with processes rather than outcomes At other extreme, an opportunity to drive change

  16. Tasks 5 - 7: Identifying accountabilities, and structures, policies and key stakeholders to move them forward Move tables or change Chair and Reporter In Task 5, identify accountabilities and structures to carry forward the identified actions In Task 6, identify key stakeholders In Task 7, identify appropriate communication strategies Part 2 exercises

  17. Report back – Tasks 5-7 • Accountabilities • Structures/Committees • Policies • Approval mechanisms • Champions • Stakeholders • Communication strategies • Engaging the academy

  18. Part 1 Mission/Trajectory/Benchmarking Part 2 Accountabilities/Structures/Policies Champions/Stakeholders/Communication Strategy Part 3 Using and adapting national checklists and frameworks appropriate to the University’s mission and stage of development A self-assessment checklist

  19. Final comments Key take-away message – QA is what is appropriate for a University’s mission and QI will help it along its chosen path. Best wishes for preparing your institution for self review and enjoy INQAAHE 2009. hilary.winchester@unisa.edu.au

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