presentation

Hans-Ulrich Heiss
Past President EQANIE
[email protected]
5/19/2015
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5/19/2015
Background
EQANIE as an Organisation
 Short History
 Members of EQANIE
 Structure of EQANIE
The Euro-Inf Label
Achievements so far
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5/19/2015
Background
EQANIE as an Organisation
 Short History
 Members of EQANIE
 Structure of EQANIE
The Euro-Inf Label
Benefits and Achievements
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With the introduction of the 2-cycle-structure of higher
education programs („Bologna process“) in 1999 the
European countries also started the built-up of quality
assurance systems.
This was mainly a top down process driven by the
governments.
Each country launched some national QA institution and
set up regulations for either program or institutional
accreditation or both.
European umbrella organizations were created (ENQA,
EQAR) to ensure some harmonization (e.g. ESG)
The academic disciplines and their organizations had
little influence.
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Over the years, university professors (at least in the STEM
fields) became more and more concerned about an
increasingly formal attitude of the accreditation practice.
Their concern was that field-specific aspects (knowledge,
skills) were not properly addressed.
So they started the development of field-specific quality
labels to ensure field-specific minimum standards across
Europe.
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Disciplinary QA-Networks (STEM)
in Europe
European
Quality
Labels
EQASFood
Euro-Inf
Bachelor/Master
EQANIE
IFA
Internation
al Food
Association
IFA has worked on
development of
pan-European
LO/QA structures
in the field of food
science
European
Quality
Assurance
Network for
Informatics
Education
CEPIS, Informatics
Europe, BCS and
many other
European
Informatics
societies
Eurobachelor/
Euromaster
ECTNA
European
Chemistry
Thematic
Network
Association
More than 150 HEIs
+ chemical societies
in Europe have
developed LO for
the European
BA/MA in Chemistry
EUR-ACE
Bachelor/Master
ENAEE
European
Network
Accreditation
Engineering
Education
All European
Engineering
Accreditation
Agencies + FEANI,
SEFI etc. : LO for
FCD and SCD
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Job Profile
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Degree
Degree
Degree
Company has an
opening for an
academically
trained IT
specialist.
Applications come
from all over the
world.
Do their
qualifications
match the job
profile?
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Master‘s
Programme
Degree
Degree
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University offers
Master‘s program.
Applicants come
from all over the
world.
Do they meet the
entrance
requirements?
Degree
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Globalization, Mobility
Recognition
Trust
Quality Assurance
Accreditation (Q-Label)
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Diversity of
Diversity of
Diversity of
Diversity of
Acceptance
QA approaches
institution types
programs
educational processes
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5/19/2015
Background
EQANIE as an Organisation
 Short History
 Members of EQANIE
 Structure of EQANIE
The Euro-Inf Label
Achievements so far
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2008
2009
2010
2011
2012
2013
5/19/2015
2014
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Purpose of EQANIE
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The enhancement of evaluation and
quality assurance of informatics study
programmes and education in Europe.
(Not-for-profit)
5/19/2015
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Activities
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Development of criteria and procedures for QA in informatics
higher education.
Provision of information.
Maintenance of contacts and relations to other European or nonEuropean organisations important for the goals of the Association.
Promotion of the development of regional, national and
international accreditation bodies.
Organisation of events, seminars, workshops and conferences
in the field of its activities.
Development and maintenance of a system for the award of a
European quality-seal for informatics degree programmes
5/19/2015
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Members
BCS
AKKORK
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ASIIN
ANECA
12 members, thereof
FBTI
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FTI
CODDI
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GI
ARACIS
GRIN
CEPIS
INFORMATICS EUROPE
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10 national
associations/institutions
/prof. societies
from 7 different
countries
and 2 European
umbrella organisations
In total represented in
more than 30 different
countries
Executive Board
7 members
Board of Appeals
Accreditation Committee
(at least 7 members)
Secretariat
Supports all committees
Audit Team
(at least 3 members)
General Assembly
Expert Pool
supports
elects, nominates, appoints
proposes
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Two Business Models
direct accreditation
awarding label
HEI degree programmes
Accreditation
Agency
indirect accreditation
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5/19/2015
Background
EQANIE as an Organisation
 Short History
 Members of EQANIE
 Structure of EQANIE
The Euro-Inf Label
Achievements so far
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Field-specific:
Generic:
Outcome
statements
5 areas of
assessment
allow for:
•specific profile
•individual approach
•new ideas
•Needs, objectives
•Educational process
•Resources
•Assessment
•Management
Euro-Inf Qualification framework (field-specific)
Level indicator (6 and 7 of EQF)
Field-specific Competency
Underlying
Conceptual Basis
Analysis, Design
and
Implementation
Technological,
Methodological
and Transferable
Skills
Personal
Competency
Other
Professional
Competencies
 Developed independently of EQF
 Influenced by EUR-ACE
 Developed for accreditation practice
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performs program accreditation
uses a threshold approach (defined standard)
is outcome oriented
is based rather on the judgement of experienced
auditors than on checklists
takes into account the variety of educational
approaches
uses own international pool of experts from
academia and business
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Successful application for the Euro-Inf Quality Label requires e.g.:
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A clear and coherent concept
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Well defined and convincing learning outcomes
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A well functioning quality assurance system
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(Team-)work of all staff, e.g. each lecturer knows how „his/her“
module contributes to the overall objectives
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Highly qualified academic teaching personnel
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Sufficient resources
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An educational offer that reflects academic standards and the
demands of the labour market
5/19/2015
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5/19/2015
Background
EQANIE as an Organisation
 Short History
 Members of EQANIE
 Structure of EQANIE
Accreditation with EQANIE
Achievements so far
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ASIIN (Germany) since May 2011
BCS (UK) since Oct 2013
ANECA (Spain) since Oct 2014
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200
160
140
countries
More than 170 labels in 11
180
120
BCS
100
EQANIE
80
ASIIN
60
40
20
0
2011
2012
2013
2014
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• EQANIE direct accreditations in Italy, Latvia,
Spain
• EQANIE indirect accreditations (by ASIIN) in
Germany, Australia, North Cyprus,
Kazakhstan, Finland, Croatia, Armenia
• EQANIE indirect accreditations (by BCS) in
the United Kingdom
• Euro-Inf Labels (as of Decembber 2014)
ASIIN: 125
BCS: 39
EQANIE: 12
Thank you for your attention
Hans-Ulrich Heiss
• Past President of EQANIE
• Member of the board of directors, ASIIN
• President of the German Council of University Faculties in
Engineering and Informatics
• Vice President of Informatics Europe
[email protected]
www.eqanie.eu
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EQANIE Executive Board (2015-2017)
 B. Hanny (ASIIN)
 H.-U. Heiss (Past President)
 R. Ibbett (BCS, Vice President)
 S. Martini (GRIN)
 L. Pacholski (Informatics Europe)
 E. Vendrell (CODDI, President)
 O. Zukunft (FBTI)
5/19/2015
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Euro-Inf Framework
Standards and
Accreditation Criteria
Approved
Euro-Inf
Output
Adoption by EQANIE,
all rights reserved
Euro-Inf Project
2006-2008
Founding
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Level 1
Level 2
Knowledge
Skills
Competence
In the context of EQF, knowledge is
described as theoretical and/or factual.
• basic general knowledge
In the context of EQF, skills are described
as cognitive and practical.
• basic skills required to carry out simple
tasks
In the context of EQF, competence is described in
terms of responsibility and autonomy.
• work or study under direct supervision in a
structured context
The learning
outcomes relevant to
Level 1 are
The learning
• basic factual knowledge of a field of work • basic cognitive and practical skills required • work or study under supervision with some
outcomes relevant to or study
to use relevant information in order to carry autonomy
Level 2 are
out tasks and to solve routine problems
using simple rules and tools
Level 3
The learning
• knowledge of facts, principles, processes • a range of cognitive and practical skills
outcomes relevant to and general concepts, in a field of work or required to accomplish tasks and solve
Level 3 are
study
problems by selecting and applying basic
methods, tools, materials and information
• take responsibility for completion of tasks in work or
study
• adapt own behaviour to circumstances in solving
problems
Level 4
The learning
• factual and theoretical knowledge in
outcomes relevant to broad contexts within a field of work or
Level 4 are
study
Level 5
The learning
• comprehensive, specialised, factual and • a comprehensive range of cognitive and
outcomes relevant to theoretical knowledge within a field of work practical skills required to develop creative
Level 5 are
or study and an awareness of the
solutions to abstract problems
boundaries of that knowledge
• exercise self-management within the guidelines of
work or study contexts that are usually predictable,
but are subject to change
• supervise the routine work of others, taking some
responsibility for the evaluation and improvement of
work or study activities
• exercise management and supervision in contexts
of work or study activities where there is
unpredictable change
• review and develop performance of self and others
Level 6
The learning
• advanced knowledge of a field of work or • advanced skills, demonstrating mastery
outcomes relevant to study, involving a critical understanding of and innovation, required to solve complex
Level 6 are
theories and principles
and unpredictable problems in a specialised
field of work or study
• manage complex technical or professional activities
or projects, taking responsibility for decision-making
in unpredictable work or study contexts
• take responsibility for managing professional
development of individuals and groups
Level 7
The learning
• highly specialised knowledge, some of
outcomes relevant to which is at the forefront of knowledge in a
Level 7 are
field of work or study, as the basis for
original thinking and/or research
• critical awareness of knowledge issues in
a field and at the interface between
different fields
The learning
• knowledge at the most advanced frontier
outcomes relevant to of a field of work or study
Level 8 are
and at the interface between fields
• specialised problem-solving skills required
in research and/or innovation in order to
develop new knowledge and procedures
and to integrate knowledge from different
fields
• manage and transform work or study contexts that
are complex, unpredictable and require new strategic
approaches
• take responsibility for contributing to professional
knowledge and practice and/or for reviewing the
strategic performance of teams
• the most advanced and specialised skills
and techniques, including synthesis and
evaluation, required to solve critical
problems in research and/or innovation and
to extend and redefine existing knowledge
or professional practice
• demonstrate substantial authority, innovation,
autonomy, scholarly and professional integrity and
sustained commitment to the development of new
ideas or processes at the forefront of work or study
contexts including research
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Bachelor
Master
Level 8
• a range of cognitive and practical skills
required to generate solutions to specific
problems in a field of work or study
PhD