{"id":4281,"date":"2018-01-19T08:21:07","date_gmt":"2018-01-19T08:21:07","guid":{"rendered":"http:\/\/ecahe.eu\/?p=4281"},"modified":"2018-01-19T08:21:07","modified_gmt":"2018-01-19T08:21:07","slug":"introduction-institutional-reviews-flemish-qa-system","status":"publish","type":"post","link":"https:\/\/ecahe.eu\/introduction-institutional-reviews-flemish-qa-system\/","title":{"rendered":"The introduction of institutional reviews in the Flemish QA system"},"content":{"rendered":"
Author: Pieter Caris, NVAO<\/strong><\/p>\n In 2016 and 2017, NVAO carried out a first round of institutional reviews. These reviews of the Flemish universities and university colleges were intended to replace the system of external assessments at programme level. The institutional review consisted of an assessment of an institution\u2019s implementation of its educational policy on the one hand, and of an advice on an institution\u2019s conduct of ensuring quality at programme level on the other hand.<\/p>\n For the institutional review, NVAO developed the Appreciative Approach. It is the leading philosophy, mindset, style or attitude in the development of the methodology, and the design and execution of the procedures. Not the standards from the assessment framework, but the context of the individual institution and the model chosen by the institution (for education policy) make up the basis for the assessment. The focus is on what is present, and what is possible, and not on what should or could be. The aim is to embed and stimulate good practices within the institution, and to examine where (elements within) the educational policy can be strengthened, deepened or intensified. At the same time, the Appreciative Approach aims for a continuous dialogue between the committee and the institution, and a great openness of both parties. After the exploratory phase, an in-depth phase will follow in which the review panel, through a critical review of the educational policy model, shares insights with the institution, returns opportunities, and creates added value. In this way, the institutional review contributes to the further development of the quality culture in the institution.<\/p>\n The first round of institutional reviews showed that institutions are successfully implementing their educational policies and that they are ready to ensure the quality of their programmes themselves. Universities and university colleges have found the right balance when developing a central policy that is rooted in decentralised initiatives. Eighteen institutions received a positive assessment, four of which with conditions. For all of them, this positive outcome results in a six-year extension of the accreditation for existing programmes.<\/p>\n