Forming expert environment for accreditation of educational programs: A case of Ukraine
-
DOIhttp://dx.doi.org/10.21511/kpm.05(1).2021.06
-
Article InfoVolume 5 2021, Issue #1, pp. 68-82
- Cited by
- 517 Views
-
139 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The new system of educational programs’ accreditation and the establishment of the National Agency for Higher Education Quality Assurance (NAQA) as an independent regulator has led to the demand for professional experts who can evaluate the educational programs of universities at a qualitatively new level. The paper aims to analyze the formation of the expert environment in Ukraine by conducting numerous training in various formats, as well as to assess the relationship between training and the quality of accreditation visits. The correlation analysis was used to substantiate the conclusions. Based on a quantitative and qualitative analysis of the experience of training experts in the accreditation of study programs in Ukrainian higher education institutions, the results of a pro-active approach by the NAQA in 2019–2021 were presented. It is shown that the accreditation system has been working without red tape, the taint of corruption, using transparency mechanisms, and expert advice since the end of 2019. The accreditation format according to the ESG-2015 standards made it possible to form an expert environment in Ukraine in a short time and encourage changes in higher education. Despite many pieces of training and consultations, many experts and representatives of the Sectoral Expert Council (SEC), evaluating study programs, still provide criticism, prejudice, and not advice and assistance. To minimize such negative practices, NAQA regularly conducts online webinars, briefings for expert groups and heads of study programs, and rotates experts and members of the SEC.
- Keywords
-
JEL Classification (Paper profile tab)I23, I25, I28, P46
-
References34
-
Tables8
-
Figures5
-
- Figure 1. Pathway for NAQA experts training
- Figure 2. Site visit
- Figure 3. Elements of study program accreditation
- Figure 4. Expert assessment of the accreditation procedure
- Figure 5. Usefulness of NAQA Expert training
-
- Table 1. Training of accreditation experts conducted by NAQA in 2019
- Table 2. Selection of NAQA accreditation experts in 2019–2020
- Table 3. 2019–2021 NAQA decisions
- Table 4. Expert response correlation matrices, 67 respondents (January–February 2020)
- Table 5. Expert response correlation matrices, 647 respondents (March–August 2020)
- Table 6. Expert response correlation matrices, 901 respondents (September–December 2020)
- Table 7. Expert response correlation matrices, 1,296 respondents (January–April 2021)
- Table 8. Features of offline and online NAQA training sessions
-
- Artiukhov, A., Butenko, A., Vynnytskyi, M., Denyskina, H., Yevstifeiev, M., Yeremenko, O., Zhuravlenko, V., Kvit, S., Kramarenko, K., Kunytska, K., Nazarov, I., Nakonechna, N., Osiiuk, O., Pizniuk, L., Stukalo, N., Tereshchuk, V., Finikov, T., Khymenko, O., & Shypilov, L. (2021). Annual Report National Agency from Ensuring High Quality Education for 2020. Kyiv: The National Agency for Higher Education Quality Assurance.
- Aryukhov, A., Lyeonov, S., Vasylieva, T., Dluhopolskyi, O., Dluhopolska, T., & Tsikh, H. (2021). Local (university) rankings and quality of education: identification of publication activity indicators. 11th International Conference on Advanced Computer Information Technologies. Deggendorf, Germany.
- Boyko, M., Turko, O., Dluhopolskyi, O., & Henseruk, H. (2021). The quality of training future teachers during the COVID-19 pandemic: a case from TNPU. Education Sciences, 11(11), 660.
- Cheung, J. C. (2015). Professionalism, Profession and Quality Assurance Practitioners in External Quality Assurance Agencies in Higher Education. Quality in Higher Education, 21(2), 151-170.
- Damian, R., Grifoll, J., & Rigbers, A. (2015). On the Role of Impact Evaluation of Quality Assurance from the Strategic Perspective of Quality Assurance Agencies in the European Higher Education Area. Quality in Higher Education, 21(3), 251-269.
- Dluhopolskyi, O. (2021). Expert environment’s development for evaluation the quality of higher education if Ukraine. In Innovative University and Leadership: project and microprojects (pp. 267-276). Warsaw: Fundacja “Instytut Artes Liberales”.
- Dluhopolskyi, O., & Zatonatska, T. (2021). Expert environment of study programs accreditation in Ukraine: case of NAQA. Education Reform іn Ukraine. Information and Analytical Support: Book of Abstracts of the IІI International Scientific and Practical Conference, 342-343. Kyiv: Institute of Educational Analytics.
- Dunn, C., Marr, L., Henderikx, P., Antonaci, A., & Ubachs, G. (2021). D.5.1-Recommendations for quality assurance and accreditation for short learning programmes (Research Report No. 5.1). European Short Learning Programmes.
- European Network for Quality Assurance in Higher Education (ENQA). (2012). Guidelines for External Reviews of Quality Assurance Agencies in the EHEA.
- European Network for Quality Assurance in Higher Education (ENQA). (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).
- European Network for Quality Assurance in Higher Education (ENQA). (2016). ENQA Quality Assurance Professional Competencies Framework.
- European Network for Quality Assurance in Higher Education (ENQA). (2021a). The European Association for Quality Assurance in Higher Education: Advancing Quality in European Higher Education.
- European Quality Assurance Register for Higher Education (EQAR). (2021b). Self-Evaluation Report.
- Finikov, T. V., & Sharov, O. I. (2014). Monitoring of the Integration of the Ukrainian Higher Education System into the European Higher Education and Research Area: Monitoring Study. Kyiv: Taxon.
- Frederiks, M., Zwiessler, S., & Weber, M. E. (2012). Training Experts for Quality Assurance: Lessons Learned (ECA Occasional Paper). The Hague.
- Government Portal. (2017). Association Agreement between the European Union and Ukraine.
- International Network for Quality Assurance Agencies in Higher Education (INQAAHE). (2018). INQAAHE Guidelines of Good Practice. Procedures Manual 2018.
- Kvit, S. M. (2020). Higher Education in Ukraine in the Time of Independence: Between Brownian Motion and Revolutionary Reform. Kyiv-Mohyla Humanities Journal, 7, 141-159.
- Kvit, S. M. (2021). A Year of Accreditation of Study Programmes under the New Procedure: Presentation. Kyiv: The National Agency for Higher Education Quality Assurance.
- Liuta, O., Lyeonov, S., Aryukhov, A., Sushko-Bezdenezhnykh, M., & Dluhopolskyi, O. (2021). Students’ survey as a tool for quality assurance in higher education: the case of Ukrainian university. Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, 4, 158-164.
- Luhovyi, V. I. (2020). Current State of Higher Education in Ukraine: Issues, Causes, Prospects. Herald of the National Academy of Educational Sciences of Ukraine, 2(2).
- Martin, M., & Stella, A. (2007). External Quality Assurance in Higher Education: Making choices. Paris: UNESCO, International Institute for Educational Planning.
- Oleksiv, I., Kharchuk, V., Shulyar, R., & Dluhopolskyi, O. (2021). Quality of student support at IT educational programmes: case of Lviv Polytechnic National University. 11th International Conference on Advanced Computer Information Technologies. Deggendorf, Germany.
- Polianovskyi, H., Zatonatska, T., Dluhopolskyi, O., & Liutyi, I. (2021). Digital and technological support of distance learning at universities under COVID-19 (case of Ukraine). Revista Romaneasca Pentru Educatie Multidimensionala, 13(4), 595-613.
- Schleicher, A. (2020). The impact of COVID-19 on education – Insights from Education at a Glance 2020. OECD Publishing.
- Silva-Triviño, M., & Ramírez-Gatica, S. (2004). External Review Teams Training in Central America. Quality in Higher Education, 10(3), 261-265.
- Stavytskyy, A., Dluhopolskyi, O., Kharlamova, G., Karpuk, A., & Osetskyi, V. (2019). Testing the fruitfulness of the institutional environment for the development of innovative-entrepreneurial universities in Ukraine. Problems and Perspectives in Management, 17(4), 274-288.
- Stukalo, N. (2020). “Life is Flux”: The Future of Online Accreditation Site Visits. In M. Kelo, A. Gover, & A. Jasper (Eds.), 20 years ENQA: Advancing quality in European higher education: celebrating 20 years of ENQA. Brussels, Belgium.
- Stukalo, N., & Dluhopolskyi, O. (2020). Educational Programmes Accreditation in Pandemic Times: Challenges for NAQA (Ukraine). Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 167-172.
- The National Agency for Higher Education Quality Assurance (NAQA). (2020). Experts Training Session on Accreditation of Study Programmes. Kyiv: NAQA.
- The National Agency for Higher Education Quality Assurance (NAQA). (2021). Self-Assessment Report: The National Agency for Higher Education Quality Assurance. Kyiv.
- Trifiro, F. (2018). Inter-agency Cooperation in the Quality Assurance of Transnational Education: Challenges and Opportunities. Quality in Higher Education, 24(2), 136-153.
- Vorobiova, O., Debych, M., Lynova, I., Luhovyi, V., Orzhel, O., Sliusarenko, O., Talanova, Zh., & Tryma, K. (2020). Analiz Providnoho Vitchyznianoho Ta Zarubizhnoho Dosvidu Shchodo Otsiniuvannia Yakosti Vyshchoi Osvity V Umovakh Yevrointehratsii [Analysis of Leading Domestic and Foreign Experience in Assessing the Quality of Higher Education in the Context of European Integration: analytical materials in two parts]. Kyiv: Printeco. (In Ukrainian).
- Zatonatska, T., Wołowiec, T., & Anisimova, O. (2020). Distance learning: models and prospects. Osvitnia analityka Ukrainy – Educational analytics of Ukraine, 1(8), 88-103.