強(qiáng)化質(zhì)量的途徑：一所格蘭大學(xué)在強(qiáng)化學(xué)生體驗(yàn)方面積累的經(jīng)驗(yàn)

1、an enhancement approach to quality: the experience of a scottish university in enhancing the student experience.強(qiáng)化質(zhì)量的途徑：一所蘇格蘭大學(xué)在強(qiáng)化學(xué)生體驗(yàn)方面強(qiáng)化質(zhì)量的途徑：一所蘇格蘭大學(xué)在強(qiáng)化學(xué)生體驗(yàn)方面積累的經(jīng)驗(yàn)積累的經(jīng)驗(yàn) greetings from scotland and edinburgh來自蘇格蘭和愛丁堡的問候scotlandedinburgh napier universitypresentation outline演講提綱four sections:四個(gè)部分： g

2、ive you some context about my own university 介紹關(guān)于我所在的大學(xué)的一些背景 the uks approach to quality assurance & enhancement 英國(guó)的質(zhì)量保障和質(zhì)量強(qiáng)化方法 the uniqueness of the model adopted in scotland 蘇格蘭模型的獨(dú)特性 edinburgh napier universitys experience of engaging with the scottish enhancement agenda 愛丁堡龍比亞大學(xué)在參與蘇格蘭質(zhì)量強(qiáng)化進(jìn)程方

3、面的經(jīng)驗(yàn)edinburgh napier university愛丁堡龍比亞大學(xué)post 1992 university, established 1964 “1992年后大學(xué)”，建立于1964年one of 4 universities in and around edinburgh愛丁堡市內(nèi)及周邊地區(qū)范圍內(nèi)的四所大學(xué)之一by 2015 aim to be one of the leading modern universities in the uk目標(biāo)是在2015年前成為英國(guó)頂尖的現(xiàn)代化大學(xué)之一city centre location, 4 major campuses位于市中心，擁有4個(gè)

4、主要校區(qū)over 17,600 students from 115 countries學(xué)生總數(shù)超過17,600，來自115個(gè)國(guó)家one of the uks top universities for graduate employability畢業(yè)生的就業(yè)能力在全英國(guó)高校中名列前茅 faculty of health, life & social science 健康、生命與社會(huì)科學(xué)學(xué)院 faculty of engineering, computing & creative industries 工程、計(jì)算機(jī)與創(chuàng)意產(chǎn)業(yè)學(xué)院 the business school 商學(xué)院fac

5、ulties學(xué)院edinburgh napier university愛丁堡龍比亞大學(xué)愛丁堡龍比亞大學(xué)programmes accredited by 94 professional/statutory bodies課程得到94個(gè)專業(yè)團(tuán)體的認(rèn)證“confident futures”“自信的未來”strategic commitment to widening access致力于從戰(zhàn)略高度擴(kuò)大受教育的范圍2000 college articulation routes2000種學(xué)院升學(xué)途徑26% of students from lower quintile26%的學(xué)生來自處于貧困狀態(tài)的40%人

6、口81% of students have declared a disability81%的學(xué)生因殘疾等問題需要幫助28% of students from overseas28%的學(xué)生來自海外many students are 1st in family to undertake a degree.許多學(xué)生都是各自家族中第一個(gè)進(jìn)入大學(xué)攻讀學(xué)位課程的人quality assurance in the uk英國(guó)的質(zhì)量保障maintain our international reputation for excellence and maintaining academic quality an

7、d standards is key仍享有卓越的國(guó)際聲望，而維持學(xué)術(shù)的質(zhì)量和水準(zhǔn)正是保持這一聲望的關(guān)鍵因素all universities are autonomous but receive funding from the government.所有大學(xué)都是自治的，但同時(shí)接受政府的資金。publication of the recent white paper where;最近發(fā)布的白皮書中：students will pay more towards the costs of their degrees攻讀學(xué)位的學(xué)生將付出更多費(fèi)用government promises of improv

8、ements in student experience, choice and accountability.政府承諾將改善學(xué)生的體驗(yàn)，提供更多選擇，并推動(dòng)相關(guān)院校承擔(dān)更多責(zé)任。.uk/hereform/white-paper/quality assurance in the uk英國(guó)的質(zhì)量保障 sparked much debate on relationship between: 圍繞以下內(nèi)容引發(fā)了激烈的爭(zhēng)論： fees學(xué)費(fèi) consumerism消費(fèi)主義 and mechanisms for enhancing quality.以及質(zhì)量強(qiáng)化機(jī)制

9、。quality assurance in the uk英國(guó)的質(zhì)量保障the quality assurance agency for higher education (qaa)高等教育質(zhì)量保障署（qaa） http:/www.qaa.ac.uk/aboutus/pages/default.aspxrole: to check how well each he provider in the uk is meeting responsibilities, identify areas of good practice and make recommendations for improvem

10、ents.作用：評(píng)估每個(gè)高等教育機(jī)構(gòu)在履行職責(zé)、總結(jié)良好實(shí)踐以及提出改進(jìn)建議等方面的表現(xiàn)。one core functions: 核心職能之一：to carry out reviews and report to the public on how he providers maintain the quality of the learning opportunities to students and the academic standards of the awards they make.對(duì)以下方面做出評(píng)估并向公眾作出報(bào)告：大學(xué)以及其他高等教育機(jī)構(gòu)是如何保證它們?yōu)閷W(xué)生提供的教育質(zhì)量以

11、及它們?cè)陬C發(fā)學(xué)位時(shí)遵循了哪些學(xué)術(shù)標(biāo)準(zhǔn)。reviews are evidence based, with review teams made up of senior staff from uk he, the professions, a student member and in scotland an international member. 評(píng)估過程以實(shí)證為基礎(chǔ)，評(píng)估團(tuán)隊(duì)由英國(guó)高等教育機(jī)構(gòu)和相關(guān)專業(yè)的高級(jí)官員以及一名學(xué)生組成，蘇格蘭的評(píng)估團(tuán)隊(duì)中還有一名國(guó)際成員。academic infrastructure學(xué)術(shù)規(guī)范體系frameworks for higher education qu

12、alifications:高等教育學(xué)歷體系： describe the levels of achievement and attributes represented by main qualification titles e.g. honours degree描述榮譽(yù)學(xué)位等主要學(xué)歷頭銜所代表的學(xué)歷水平和性質(zhì) two frameworks: one for england, wales and northern ireland and one for scotland. 兩種體系：一種適用于英格蘭、威爾士和北愛爾蘭，另一種適用于蘇格蘭。subject benchmark statement

13、s:學(xué)科基準(zhǔn)聲明： set our broad expectations about degree standards in subjects 設(shè)定對(duì)各學(xué)科學(xué)位標(biāo)準(zhǔn)的總體預(yù)期 these assist in course design, delivery and review 有助于課程設(shè)計(jì)，課程講授和課程評(píng)估 they also inform the public 同時(shí)也告知公眾programme specifications:課程說明： these give information about what each student can expect from a programme an

14、d what knowledge, understanding, skills and other attributes a student will develop on completing a programme 就課程內(nèi)容以及學(xué)生在修完課程后將獲得的知識(shí)、認(rèn)識(shí)、技能以及其他品質(zhì)提供相關(guān)信息code of practice:實(shí)務(wù)守則： 10 sections offering guidance on good practice in the management of academic standards and quality. 分為十個(gè)部分，為學(xué)術(shù)標(biāo)準(zhǔn)和學(xué)術(shù)質(zhì)量管理的良好實(shí)踐提供指導(dǎo)

15、。academic infrastructure學(xué)術(shù)規(guī)范體系the scottish context蘇格蘭的高等教育within uk, scotland has its own parliament.在英國(guó)，蘇格蘭有自己的議會(huì)。this means that education can be managed differently.這意味著蘇格蘭可以以不同的方式管理教育。4 year degree, 1 year masters, supports europe-wide bologna process四年制學(xué)位課程，一年制碩士課程，與在歐洲范圍內(nèi)推行的“博洛尼亞進(jìn)程”相符quality a

16、ssurance agency (scotland)qaa（蘇格蘭）sub-set of qaaqaa的分支機(jī)構(gòu)http:/www.qaa.ac.uk/scotland/pages/default.aspxremain true to the requirements of the academic infrastructure可以滿足學(xué)術(shù)規(guī)范體系的需要different quality enhancement framework不同的質(zhì)量強(qiáng)化體系developed in conjunction with the sector in scotland, student bodies and t

17、he scottish funding council (sfc).由蘇格蘭的教育機(jī)構(gòu)、學(xué)生團(tuán)體以及蘇格蘭高等教育撥款委員會(huì)聯(lián)合設(shè)立。scottish quality enhancementframework.蘇格蘭的質(zhì)量強(qiáng)化體系consists of 5 parts:由五部分組成：institutional-led quality review院校主導(dǎo)的質(zhì)量評(píng)估enhancement-led institutional review (elir) 以質(zhì)量強(qiáng)化為導(dǎo)向的機(jī)構(gòu)評(píng)估（elir） http:/www.qaa.ac.uk/scotland/pages/enhancement-led-in

18、stitutional-revuew.aspxstudent engagement and sparqs學(xué)生參與和“學(xué)生參與蘇格蘭教育質(zhì)量”組織 enhancement themes質(zhì)量強(qiáng)化主題活動(dòng)information for the public公開信息。2 parts of the framework 體系中的兩個(gè)部分1.enhancement-led institutional review1.以質(zhì)量強(qiáng)化為導(dǎo)向的機(jī)構(gòu)評(píng)估（elir）5 year cycle周期為五年looks at the effectiveness of a universitys approach to the l

19、earning experience and achievements of its students關(guān)注的對(duì)象是大學(xué)在提升學(xué)生的學(xué)習(xí)體驗(yàn)和學(xué)習(xí)成就方面所起到的作用4 integrated elements四項(xiàng)綜合因素annual discussion with each institution每年與每所院校展開討論production of a reflective analysis進(jìn)行回顧分析review visit評(píng)估視察sector-wide feedback on learning points from the elir activity.在蘇格蘭高等教育體系的范圍內(nèi)對(duì)elir活動(dòng)

20、提供的學(xué)習(xí)點(diǎn)作出反饋。2 parts of the framework體系中的兩個(gè)部分1.enhancement-led institutional review1.以質(zhì)量強(qiáng)化為導(dǎo)向的機(jī)構(gòu)評(píng)估（以質(zhì)量強(qiáng)化為導(dǎo)向的機(jī)構(gòu)評(píng)估（elir） ）defines enhancement as “taking deliberate steps to bring about improvement in the effectiveness of the learning experience of students”將質(zhì)量強(qiáng)化定義為“通過慎重的步驟改善學(xué)生學(xué)習(xí)體驗(yàn)的效果”strategic, planned,

21、 reflecting and improving戰(zhàn)略性、有計(jì)劃的、回顧和改善cycle of reflection, planning, implementation and evaluation回顧、規(guī)劃、實(shí)施和評(píng)估周期http:/www.qaa.ac.uk/publications/informationandguidance/pages/enhancement-led-institutional-review-handbook-scotland.aspx2 parts of the framework 體系中的兩個(gè)部分2.enhancement themes 質(zhì)量強(qiáng)化主題活動(dòng)-http

22、:/www.enhancementthemes.ac.uk/publications/default.asp- under direction of scottish higher education enhancement committee. 在蘇格蘭高等教育質(zhì)量強(qiáng)化委員會(huì)領(lǐng)導(dǎo)下theme主題duration of the theme主題活動(dòng)持續(xù)時(shí)間assessment評(píng)價(jià)2003 20042003年 2004年responding to student needs響應(yīng)學(xué)生的需求2003 20042003年 2004年employability就業(yè)能力2004 20062004年 2006

23、年flexible delivery靈活授課2004 20062004年 2006年integrative assessment綜合評(píng)價(jià)2005 20062005年 2006年1st year engagement & empowerment一年級(jí)學(xué)生參與和激勵(lì)2005 20082005年 2008年research/teaching linkages研究/教學(xué)聯(lián)系2006 20082006年 2008年graduate attributes for the 21st century21世紀(jì)的畢業(yè)生素質(zhì)2008 20112008年 2011年2 parts of the framewo

24、rk體系中的兩個(gè)部分2.enhancement themes2.質(zhì)量強(qiáng)化主題活動(dòng)no expectation of engagement with a theme in a pre-determined way并未要求以預(yù)設(shè)的方式參與主題活動(dòng)rich resource of practice from across the world世界各地良好實(shí)踐的豐富資源used as a reference point to shape policy and strategy作為規(guī)劃的政策和實(shí)踐的參考supported by an annual conference and workshop/semin

25、ar series包括年度會(huì)議和一系列專題會(huì)/研討會(huì)reflections on engagement with themes is now part of elir. 回顧對(duì)主題活動(dòng)的參與現(xiàn)已成為elir評(píng)估的一部分。the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 1: our latest enhancement-led institutional review 例例1 1：最近的一次：最近的一次elir評(píng)估評(píng)估february/ march 2011. 2011年2月/3月institutional team prepared the

26、reflective analysis由全校各部門人員組成的團(tuán)隊(duì)準(zhǔn)備回顧分析opportunity to reflect on how we had grown since 2006一個(gè)機(jī)會(huì)來回顧自2006年上一次評(píng)估以來學(xué)校所取得的發(fā)展large amount of strategic change/initiatives大量戰(zhàn)略性變化和舉措e.g. move to 20 credits, changes to the academic year, week 1, new academic and lta strategies, confident futures如學(xué)分模塊增加到20個(gè)、學(xué)年

27、變化、第一周的入學(xué)教育活動(dòng)，新的學(xué)術(shù)以及學(xué)習(xí)、教學(xué)和評(píng)估策略及“自信的未來”rather impressive!令人印象相當(dāng)深刻！much due to the energy, engagement and commitment of our staff.很大程度上歸公于教職人員的能量、參與和投入。allowed confidence in our academic standards and student experience. 增強(qiáng)了人們對(duì)我們的學(xué)術(shù)水準(zhǔn)和學(xué)生體驗(yàn)的信心。the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 1: our la

28、test enhancement-led institutional review 例例1 1：最近的一次：最近的一次elirelir評(píng)估評(píng)估allowed confidence in our academic standards and student experience. 增強(qiáng)了人們對(duì)我們的學(xué)術(shù)水準(zhǔn)和學(xué)生體驗(yàn)的信心。the changes dovetailed well with elir expectations.改變與elir的預(yù)期相吻合。conduct of the elir teamelir團(tuán)隊(duì)的行為rigorous set of questions but a genuine

29、dialogue with staff and students問題嚴(yán)密但與師生進(jìn)行了誠(chéng)懇的對(duì)話our staff and students fed back that the sessions were demanding but much more a dialogue and conversation.我們的師生認(rèn)為會(huì)面要求嚴(yán)格，但更像是對(duì)話和非正式的談話。reduction in “quality assurance” / “box checking”“質(zhì)量保障”/“格子打勾”減少enquiring how we had perceived the benefits and refle

30、cted on these詢問我們對(duì)這些好處的看法以及我們是如何考慮的impact on academic standards and enhancing the student experience.對(duì)學(xué)術(shù)水準(zhǔn)和強(qiáng)化學(xué)生體驗(yàn)的影響。we were awarded a “confidence” outcome!我們得到的結(jié)果是“有信心”！the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 2: our engagement with the qaa enhancement themes 例例2 2：我們對(duì)：我們對(duì)qaaqaa質(zhì)量強(qiáng)化主題活動(dòng)的參與

31、質(zhì)量強(qiáng)化主題活動(dòng)的參與theme主題主題duration持續(xù)時(shí)間持續(xù)時(shí)間activity活動(dòng)內(nèi)容活動(dòng)內(nèi)容assessment評(píng)價(jià)2003 20042003年 2004年compendium of reports and case studies報(bào)告和案例研究匯編responding to student needs響應(yīng)學(xué)生的需求2003 20042003年 2004年employability就業(yè)能力2004 20062004年 2006年work undertaken to explicitly embed our employability model in modules/program

32、me 明確將我們的就業(yè)能力模型嵌入模塊/方案flexible delivery靈活授課2004 20062004年 2006年institutional participation in the transforming learning, teaching & assessment project (tesep)院校參與學(xué)習(xí)、教學(xué)和評(píng)估改造項(xiàng)目（tesep）integrative assessment綜合評(píng)價(jià)2005 20062005年 2006年development of our assessment handbook編寫評(píng)價(jià)收冊(cè)1st year engagement and e

33、mpowerment一年級(jí)學(xué)生參與和激勵(lì)2006 20082006年 2008年1st year experience: introducing scholarship skills: academic writing.一年級(jí)體驗(yàn)：學(xué)術(shù)技能介紹：學(xué)術(shù)寫作。research/teaching linkages研究/教學(xué)聯(lián)系2006 20082006年 2008年linking disciplinary research with teaching at edinburgh napier case studies of practice在龍比亞大學(xué)將學(xué)術(shù)研究與教學(xué)聯(lián)系起來實(shí)踐案例研究graduat

34、e attributes for the 21st century21世紀(jì)的畢業(yè)生素質(zhì)2008 20112008年 2011年development and implementation of our graduate attributes model.畢業(yè)生素質(zhì)模型的開發(fā)和實(shí)施。the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 2: our engagement with the qaa enhancement themes例例2 2：我們對(duì)：我們對(duì)qaa質(zhì)量強(qiáng)化主題活動(dòng)的參與質(zhì)量強(qiáng)化主題活動(dòng)的參與graduate attributes fo

35、r the 21st century 21世紀(jì)的畢業(yè)生素質(zhì)illustrates the developmental and iterative nature of quality enhancement practices.證明質(zhì)量強(qiáng)化進(jìn)程的發(fā)展性和迭代性。key strategic objective is to “develop employable, confident graduates”關(guān)鍵戰(zhàn)略目標(biāo)是“培養(yǎng)掌握就業(yè)技能的、自信的畢業(yè)生”working on for over 10 years朝這個(gè)方向努力超過十年started with the generation of our

36、employability model in 2000 始于我們于2000年提出的就業(yè)能力模型the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 2: our engagement with the qaa enhancement themes例例2 2：我們對(duì)：我們對(duì)qaaqaa質(zhì)量強(qiáng)化主題活動(dòng)的參與質(zhì)量強(qiáng)化主題活動(dòng)的參與engagement time line 參與年表參與年表2000 2000年2004-06 2004-06年2005-2008 2005-08年2008-2011 2008-2011年establishment of our

37、 employability model就業(yè)能力模型設(shè)立qaa enhancement theme on employability關(guān)于就業(yè)能力的qaa質(zhì)量強(qiáng)化主題活動(dòng)qaa enhancement theme on 1st year engagement and empowerment.關(guān)于一年級(jí)學(xué)生參與和激勵(lì)的qaa質(zhì)量強(qiáng)化主題活動(dòng)qaa enhancement theme: graduate attributes for the 21st century關(guān)于21世紀(jì)的畢業(yè)生素質(zhì)的qaa質(zhì)量強(qiáng)化主題活動(dòng)reviewed out employability agenda回顧就業(yè)能力議程dev

38、eloped student journey model設(shè)定學(xué)生旅程模型development and embedding of our model.模型的設(shè)定和嵌入made more explicit in our modules/programmes and approval processes在我們的模塊/計(jì)劃和審批流程中更加明晰化week 1 and personal development planning & tutoring system第一周以及個(gè)人發(fā)展規(guī)劃和指導(dǎo)體系reflected on in our annual monitoring processes and 5 yearly subject reviews.通過我們的年度監(jiān)控流程和五個(gè)年度科目評(píng)估加以回顧confident futures自信的未來the edinburgh napier experience愛丁堡龍比亞大學(xué)的經(jīng)驗(yàn)example 2: our engagement with the