Quality Assurance Fit for the Future (QA-FIT) project

FINEEC was a partner in the Quality Assurance Fit for the Future QA-FIT-project funded by the European Commission. The project was launched in June 2022 to map a broader picture of internal and external quality assurance, showcasing how higher education institutions and quality assurance agencies go beyond the baseline provided by the ESG, both in terms of scope and methodologies for quality assurance. At the same time the project gathered a robust evidence base of the diverse use and perceptions of the ESG to inform their revision by 2027.

Aims and activities

The purpose of the project was to reflect if and how 1) the current EHEA framework of the ESG is perceived to limit the responsiveness of quality assurance to trends and innovations in higher education, and 2) there should be more room for development of alternative approaches to quality assurance.

More specifically, the project :

conducted a comprehensive mapping exercise of the state of play of internal and external quality assurance in the EHEA;
took a critical look at the ESG and see how they have been adapted to different contexts;
explored how quality assurance activities are addressing recent and emerging developments in higher education including activities that go beyond the focus of the ESG and that use innovative approaches, and
gathered perspectives on the future of quality assurance in the EHEA.

The main activities of the project included:

Surveys to the main quality assurance stakeholders, namely higher education institutions, students, quality assurance agencies, and ministries;
A series of papers to present findings from the surveys;
A series of webinars, organised in conjunction with the publication of the papers;
Five focus groups to discuss in detail some of the matters arising from the surveys;
A final publication and policy recommendations;
A final conference organised in Brussels.

Outcomes of the project

Key considerations for the revision of ESG

Based on the main conclusions drawn from the collected data and extensive consultations with stakeholders in the QA-FIT project, some key considerations were made in the final paper for the authors of the ESG revision process in order support its continued acceptance and success was published in the final QA-FIT paper.

Recognise the existing purposes of the ESG as relevant and valid

The QA-FIT project found that there is wide agreement among all stakeholders that the purposes and principles of the ESG are valid, requiring minor revisions rather than fundamental changes. This confirms the importance of having a common framework for quality assurance. Additionally, the ESG enable the assurance and improvement of quality of higher education, foster trust and provide information on quality assurance, which in turn facilitates the mobility of students and the recognition of qualifications and study periods.

Maximise the added value of EHEA standards

To maximise the value of the ESG for all stakeholders, it is essential that the standards are clear, widely applicable and address the topics where there is a clear benefit and relevance for an agreed EHEA standard. As such, when revising the ESG it might be helpful to focus on aspects that strengthen quality assurance cooperation among higher education institutions, support student mobility and facilitate automatic recognition of qualifications, in addition to aspects that are fundamental to enhancing the quality of learning and teaching.

Celebrate the diverse contexts and cultures in higher education

The ESG are designed to be flexible and broadly applicable, acknowledging and accommodating the diversity of higher education systems and cultures, various profiles of higher education institutions and quality assurance agencies, and different quality assurance methodologies. This inclusivity is essential for maintaining widespread acceptance and use of the ESG.

Situate the quality assurance of learning and teaching in its broader context

The missions of higher education institutions are increasingly interconnected. Although the ESG focus on quality assurance of learning and teaching, the revision may explore strengthening the links and synergies between institutions’ various missions, and specifically reference how research and service to society activities impact and relate to the education mission of institutions (and vice versa). This approach would also recognise the importance of research-based teaching as well as the increasingly blurred boundaries between degree education provision and lifelong learning.

Balance current issues with long term relevance

’Hot topics’ in higher education may emerge and fade relatively quickly, whereas the ESG need to be applicable over a longer term. The priority should be on enduring principles that ensure quality and consistency over time. However, discussions around how quality assurance addresses current topics (such as micro-credentials, artificial intelligence, and new forms of international cooperation to name just a few) provide an opportunity to examine some of the existing challenges related to lack of flexibility in higher education systems and structures.

The QA-FIT evidence indicates that the revision of the ESG should be evolutionary rather than revolutionary. Change should not be pursued as a goal in itself; instead, the focus should be on identifying changes that are necessary for promoting quality assurance systems that are responsive to the needs of students and higher education institutions.

The primary focus of the ESG is to ensure the quality of learning and teaching within higher education institutions, and stakeholders agree that this should remain a central priority. Overloading the ESG with additional topics could dilute their effectiveness and decrease their acceptance among stakeholders. While relevant links should be made, the ESG should not be appropriated as a general tool for monitoring all EHEA policy commitments.

The revision of the ESG should be considered in the broader context of evolving higher education policy, and national authorities are called upon to reflect on the most appropriate body and mechanism to address each topic.

Consortium

ENQA – European Association for Quality Assurance in Higher Education, Belgium (Coordinator)

ESU – European Students’ Union, Belgium

EUA – European University Association, Belgium

EURASHE – European Association of Institutions in Higher Education, Belgium

EQAR – European Quality Assurance Register for Higher Education, Belgium

ANOSR – National Alliance of Student Organisations in Romania, Romania

FINEEC – Finnish Education Evaluation Centre, Finland

IUA – Irish Universities Association, Ireland

MOESGE (associate partner) – Ministry of Education and Science of Georgia, Georgia

Funding and duration

Call: ERASMUS-EDU-2021-EHEA-IBA – European Higher Education Area (EHEA) – Initiative to support to the implementation of the reforms

Timeline: The project is being held from 1 June 2022 to 30 November 2024 (30 months).

For further information, please contact

Mirella Harri

Counsellor of Evaluation

Contact person for Swedish-speaking education, Higher education

+358 29 533 5541 mirella.harri@karvi.fi Helsinki