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Accrediting Doctoral Programs into the 21 st Century

Accrediting Doctoral Programs into the 21 st Century. Dr. Luis G. Pedraja Executive Associate Director MSCHE Tbilisi State University 25-26 June 2005. Assessing Challenges and Strategies for Quality Assurance in Graduate Programs. PRESENTATION OVERVIEW. Background: What is Accreditation?

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Accrediting Doctoral Programs into the 21 st Century

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  1. Accrediting Doctoral Programs into the 21st Century Dr. Luis G. Pedraja Executive Associate Director MSCHE Tbilisi State University 25-26 June 2005 Assessing Challenges and Strategies for Quality Assurance in Graduate Programs

  2. PRESENTATION OVERVIEW • Background: What is Accreditation? • The Bologna Process: Implications • Accreditation Criteria • General & Specific Considerations • Assessment Considerations • Challenges & Opportunities • Conclusion & Questions

  3. Background: What is Accreditation? • Quality Assurance & Enhancement • Sustains and strengthens quality and integrity • Seeks a commitment to excellence & improvement • Promotes public confidence • Self-Regulation & Peer Review • Voluntary and/or Government Mandated

  4. The Bologna Process: Implications • Berlin Communiqué: Doctoral Degree as Third Cycle (Level) • Access to Doctoral Studies: Masters Level/ Second Cycle & Specific Access Requirements • Salzburg (2005): Ten Principles • Duration of Degree: 2-3 Years • Assessment; Transparency; Research Sources: “A framework for Qualification for the European Higher Education Area”; Bergen Communiqué.

  5. Accreditation Criteria • Appropriate to institution’s mission and context • Focused study & relevant independent research • Specialized nature & program coherence • Mastery of increasingly difficult subject matter • Differentiates between degree levels • Curricula provide for development of research and independent thinking skills at advanced level • Faculty with appropriate credentials • Assessment of student learning outcomes & improvements made based on assessment Source: Characteristics of Excellence in Higher Education (MSCHE)

  6. General & Specific Considerations • Does It Fit the Institution’s Mission & Context? • Institutional commitment to the field & program • Adequate Funding & Support • Are There Adequate Resources? • Access to information (libraries; Internet; etc.) • Research capabilities (equipment, funds, etc.) • Qualified faculty (Ph.D.s; field of specialization; experience) • What Are the Program Goals? • Develop researchers, scholars, teachers, peers, and/or independent thinkers

  7. General & Specific Considerations • What Are Some Desired Skills? • comprehensive knowledge base of subject & applicable research methodology/techniques • able to contribute to field through research, publications & development of new skills or processes • ability to effectively communicate subject matter to specialist/non-specialist and instruct others • Skilled in critical thinking, analysis, evaluation, problem solving, self-reflection, and independent thinking Adapted from Jenny Moon, “Linking Levels, Learning Outcomes and Assessment,” Exeter University.

  8. Assessment Considerations • Depend on Goals and Desired Skills/Outcomes • Direct & Indirect Measures (Do they reflect desired outcomes?): • Comprehensive exams, dissertation/ thesis • Presentations, symposia, and/or dissertation defense • Supervised teaching & research • Benchmarks and data comparison with others • Marketability of students (Are they being hired?) • Long term: promotions & contributions to field by graduates • Indirect Measures: evaluations, focus groups, etc.

  9. Challenges & Opportunities • Adequate Peer Review: • Not enough qualified peers at doctoral level for effective review in some areas of study and geographical regions • Availability of reviewers • Cost and travel concerns • Cultural & Political Considerations: • Language and cultural differences • Academic freedom & censorship • Political instability & government support

  10. Challenges & Opportunities • Resources & Comparability: • Available resources can vary between regions, institutions, and programs • Intensity and rigor of program are difficult to assess • Pedagogical Training: • Doctoral students need training in pedagogy & supervised teaching opportunity to be effective instructors (often absent in programs) • Globalization: • Market demands & ease of communication

  11. Conclusions • Does one model fit all? • Differences between academic & professional degrees • Need to account for differences between disciplines (technical, scientific, social sciences, humanities, etc) • Importance of cultural contexts (cultural differences can contribute new insights, perspectives, etc) • Non-traditional models should not be dismissed • Continued dialogue enriches the process & assures success

  12. Resources • Resources Available on Internet: • Middle States Commission on Higher Education Publications (U.S.A.): www.msche.org • Bologna Process: • www.bologna-bergen2005.no/ • www.aic.lv/ace/ace_disk/Bologna/index.htm • Contact Information: • Dr. Luis G. Pedraja: lpedraja@msche.org

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