NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
6.1. NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, 14 February 2005
6.2. Overview of Compulsory Appendices to the self-evaluation Report 6.3. Self-evaluation Tables
6.4. Checklist
6.5. Independence of the Assessment Visiting committee 6.5.1. Introduction
6.5.2. General Guarantees and Measures
6.5.3. Rules of Behaviour for the Members of the Assessment Visiting committee 6.5.4. Incompatibility Grounds
6.5.5. Declaration of Independence
6.6. Decision of the Higher Education Accreditation Committee to Establish Criteria for the Ratification of the Composition of Assessment Visiting committees proposed by the Flemish Interuniversity Council and the Flemish Council for colleges of higher education
6.7. Internet Links with Useful Information on Decrees, Ministerial Decisions and Accreditation Framework, etc
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
APPENDIX 6.1. NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders,
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
Accreditation
Framework
for
Existing Higher Education Study
programmes in Flanders
14 February 2005
This final version of this framework was established by the NVAO Board on 14 February 2005. The text will now be submitted to the Flemish government for ratification. Article 10 of the Accreditation Treaty lays down that the frameworks apply in the Flemish Community only after they have been ratified by the Flemish government.
Parkstraat 28 | Postbus 556 | 2501 CN Den Haag P.O. Box 556 | 2501 CN The Hague | The Netherlands T 31 (0)70 312 2300 | F 31 (0)70 312 2301
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
Contents
1 Structure of the Accreditation Framework 3
2 Accreditation of Study programmes on the basis of a Published
External Assessment 5
2.1 Framework for Assessment 5
2.1.1 Study programme Objectives 5
2.1.2 Curriculum 7
2.1.3 Deployment of Staff 9
2.1.4 Facilities 9
2.1.5 Internal Quality assurance 9
2.1.6 Results 10
2.2 Special Quality Characteristics 11
2.3 Assessment Decision Rules 12
2.3.1 Assessment of Aspects 12
2.3.2 Assessment of Study programmes 12
2.4 Accreditation Decision Rules 13
2.4.1 Evaluation of the External Assessment 13
2.4.2 Accreditation Decision Rules 14
3 Accreditation of Study programmes on the basis of a
Foreign Accreditation 15
4 Transitional Regulation for Assessment and Accreditation of Converted College of higher education Academic Study programmes, with respect to the Interweaving of Education and Research (Period 2005-2013) 18
4.1 Introduction 18
4.2 Relevant Subjects and Aspects from the Accreditation Framework 19
4.3 Assessment of the Transitional Character 19
4.4 Interpretation of the Accreditation Criteria in the Transitional Period 20
Commentary 22
Commentary by chapter 28
Commentary to the Transitional Accreditation System 33 Appendix 1. Interpretation of the Accreditation Criteria for Academic Study
programmes resulting from the Conversion of College of higher
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
1 Structure of the Accreditation Framework
The Accreditation Treaty entrusts the NVAO with the accreditation of existing bachelor’s and master’s study programmes and with the ‘new study programme test’ in the Netherlands and the Flemish Community. This accreditation framework1 relates to the applications for accreditation submitted by boards of higher education institutions in the Flemish Community. The NVAO can check the presence of sufficient generic quality assurances in the accreditation in two ways (Article 58 of the Structure Decree):
- The NVAO may base its opinion on a published external assessment of the study programme (the ‘assessment visit report’); or
- A study programme may be accredited on the basis of an already acquired ‘foreign accreditation’ if the NVAO is of the opinion that the foreign accreditation was granted on the basis of a comparable methodological approach.
Chapter 2 contains the framework for the assessment of existing higher education study programmes based on an external assessment.
For the accreditation the study programme is assessed on six subjects (see 2.1). These subjects are:
- Objectives of the study programme; - Curriculum;
- Deployment of staff; - Facilities;
- Internal quality assurance; - Results.
The subjects listed above are assessed by means of aspects and the corresponding criteria, with a differential depending on the level (bachelor’s or master’s) and the orientation (vocational or academic) of the study programme.
An institution has the option of asking an evaluation body to assess special quality characteristics of the study programme, on which a note can be included in the accreditation report. The assessment of special quality characteristics has no impact on the outcome of the accreditation (see 2.2).
An assessment scale is applied in the assessment, as are decision rules that are based on a weighing up of the aspects (see 2.3).
Accreditation is dependent on validation by the accreditation body of the external assessment. Criteria have been established to assess the evaluation body’s working method and report (see 2.4).2
Chapter 3 describes the criteria governing the NVAO’s decision to declare a foreign diploma equivalent. These criteria relate to the equivalence of the method applied by the foreign accreditation body. If equivalence is established, the NVAO may grant accreditation to the study programme in question.
Chapter 4 describes the transitional regulation (period 2005-2013) for the assessment and accreditation of converted academic study programmes offered by colleges of higher education, with respect to the interweaving of education and research.
1
Article 10.1 of the Accreditation Treaty authorises the NVAO to develop an assessment framework. Based on that framework the NVAO assesses study programmes with respect to the presence of sufficient generic quality assurances. This assessment framework must be ratified by the Flemish government.
2
The working method for processing accreditation applications is also described in the NVAO’s Handleiding accreditatie Vlaamse Gemeenschap (Flemish Community Accreditation Guide).
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005 The Commentary clarifies:
- The provisions of the accreditation framework;
- The transitional accreditations granted by Decree at the time of the introduction of the accreditation system.
Appendix 1 provides an overview of the interpretation in the transitional period of the criteria in the accreditation framework that are relevant for research embedding of academic bachelor’s and master’s study programmes that result from the conversion of basic two-cycle College of higher education study programmes.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
2
Accreditation of Study programmes on the basis of a Published External
Assessment
2.1 Framework for Assessment 2.1.1 Study programme Objectives
Aspects Criteria
Level and Orientation: Higher Vocational Education Bachelor’s Degree
The study programme objectives are focused on developing the student’s:
- command of such general competences as intellect and reasoning; acquisition and processing of information; capacity for critical reflection and project-based working; creativity; capacity to realise simple management tasks; capacity to communicate information, ideas, problems and solutions to experts and non-experts; and gearing to lifelong learning;
- command of such general vocation-oriented competences as ability to work in a team; ability to work in a solution-oriented way in the sense of being able to independently define and analyse complex problem situations in the practice of a vocation and to apply sensible solution strategies; and the realisation of social responsibility connected to the practice of a vocation;
- command of vocation-specific competences at the level of a person starting a new career.
Level and Orientation: Academic Education Bachelor’s Degree
The study programme objectives are focused on developing the student’s:
- command of such general competences as intellect and reasoning; acquisition and processing; capacity for critical reflection and project-based working; creativity; capacity to realise simple management tasks; capacity to communicate information, ideas, problems and solutions to experts and non-experts; and gearing to lifelong learning;
- command of such general academic competences as an investigative attitude; knowledge of research methods and techniques, and ability to apply those appropriately; capacity to collect relevant data that can guide a judgement on social, academic and ethical issues; appreciation of the uncertainty, ambiguity and boundaries of the knowledge; and the capacity to initiate problem-driven research; - understanding of basic academic-discipline knowledge specific to a given academic
or artistic domain; systematic knowledge of the key elements of a discipline including the acquisition of coherent and detailed knowledge inspired in part by the newest advancements in the discipline; and an understanding of the structure of the field of study and the coherence with other fields of study.
Level and Orientation: Master’s Degree
The study programme objectives are focused on developing the student’s:
- command of such general competences at an advanced level as capacity to think and act in an academic way; ability to deal with complex problems; ability to reflect on own thinking and working and ability to translate that reflection into the development of more suitable solutions; capacity to communicate own research and problem solutions to confreres and non-experts; and capacity to form a judgement in an uncertain context;
- command of such general academic competences at an advanced level as ability to use methods and techniques in research; ability to devise research; ability to apply paradigms in the domain of science or art and indicate the limits of paradigms; capacity to be original and creative so as to continuously extend knowledge and insights; and ability to work with others in a multidisciplinary environment;
- an advanced understanding of and insight into academic-discipline knowledge specific to a given academic or arts domain; insight into the newest knowledge in the field of study or parts thereof; ability to follow and interpret the way in which theory forming develops; ability to make an original contribution to knowledge in one or more parts of a field of study; and possession of specific skills belonging to the field of study, such as devising, researching, analysis and diagnosis;
- either command of the competences needed to conduct academic research or practice the arts independently at the level of a person starting as a researcher or artist; or command of the general and specific vocation-oriented competences needed for the independent application of academic or artistic knowledge at the level of a person starting a new career.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005 Domain-specific
requirements3
The objectives of the study programme (expressed in final qualifications of the student) are in line with the requirements set by (foreign) confreres and the relevant professions for the study programme in the applicable domain (field of study/discipline and/or vocational practice or artistic practice). In the case of regulated professions, they are in accordance with the relevant regulations or legislation.
For vocation-oriented bachelor’s study programmes the final qualifications are evaluated in the context of the relevant vocational field.
For academic-oriented bachelor’s study programmes and master’s study programmes the final qualifications are derived from requirements from the academic and/or artistic discipline, the international academic practice and for eligible study programmes practice from the relevant vocational field.
2.1.2 Curriculum
Aspects Criteria Requirements of vocational
and academic orientation
Vocation-oriented bachelor’s study programme
- Students develop knowledge through vocational literature, through study material derived from vocational or artistic practice and through interaction with vocational practice, artistic practice and/or (applied) research;
- The curriculum has demonstrable links to current developments in the field/discipline.
- The curriculum guarantees the development of vocational or artistic skills and has demonstrable links to current practice.
Academic-oriented bachelor’s study programmes and master’s study programmes: - Students develop knowledge through interaction between the study programme and
academic research (including research in the arts) within relevant disciplines; - The curriculum is in line with developments in the relevant discipline or disciplines
through demonstrable links with current academic theories;
- The curriculum guarantees the development of skills in academic research and/or the development and practice of the arts;
- With regard to applicable study programmes, the curriculum has demonstrable links with current practice in the relevant vocations.
Relationship between objectives and content of the curriculum
The curriculum is a satisfactory expression of the curriculum’s final qualifications in terms of level, orientation and domain-specific requirements.
The final qualifications are satisfactorily translated into learning goals of (components of) the curriculum.
The curriculum content offers students the opportunity to achieve the formulated final qualifications.
Cohesion of the curriculum Students follow a curriculum that is cohesive in terms of content.
Study burden The actual study time is evaluated and is in harmony with the standards established by decree.
The curriculum is suitable for study because factors that relate to that curriculum and that obstruct the study progress have been removed as much as possible.
3
The domain-specific requirements make the generic quality assurances operational. They are secondary to these assurances.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
Entrance conditions The form and content of the curriculum are attuned to the qualifications of the student intake 4:
Bachelor’s:
- Certificate of secondary education; certificate of short-type higher education with full syllabus; certificate of higher education for social education or a certificate or attestation recognised as equivalent in or by virtue of a law, Decree, European directive or other international agreement;
- Conditions established by the board of the institution for persons that do not fulfil the above conditions.
Bachelor’s after bachelor’s:
- Bachelor’s degree with a qualification or qualifications established by the board of the institution, complemented with any suitability or competence study or a preparatory curriculum.
Master’s:
- Bachelor’s degree with a qualification or qualifications established by the board of the institution, complemented with any individualised study programme, preparatory curriculum or transitional curriculum.
Master’s after master’s:
- Master’s degree with a qualification or qualifications established by the board of the institution, complemented with any suitability or competence study or a preparatory curriculum.
Study scope The study programme fulfils formal requirements with regard to the study scope: - Bachelor’s: at least 180 study credits,
- Bachelor’s after bachelor’s: at least 60 study credits, - Master’s: at least 60 study credits,
- Master’s after master’s: at least 60 study credits.
Alignment between form and content
The didactic concept is in line with the objectives. The work methods are aligned with the didactic concept.
Assessment and testing The assessment, tests and examinations satisfactorily verify whether the students have realised the learning targets of (components of) the curriculum in a way that is insightful to students.
Master’s paper The master’s study programme is rounded off with a master’s paper in which the student
shows analytical capacity or an independent problem-solving capacity at academic level, or the capacity of artistic creation. The project reflects the student’s general critical-reflective attitude or research orientation. The master’s paper accounts for no less than one-fifth of the total number of study credits, with a minimum of 15 study credits and a maximum of 30 study credits.
4
The entrance conditions stated here are as established in the Structure Decree. As from 2005-2006 entrance conditions in higher education are regulated by the Flexibility Decree. The substance of these entrance conditions will be identical to those enumerated here.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
2.1.3 Deployment of Staff
Aspects Criteria Requirements of vocational
and academic orientation
The study programme fulfils the following criteria for the deployment of staff in a vocation-oriented or an academic-oriented study programme:
Vocation-oriented study programmes:
- A large part of the education is manned by staff that links the study programme to vocational or artistic practice
Academic-oriented study programmes:
- A large part of the education is manned by researchers that contribute to the development of the field of study (including research in the arts);
- Sufficient staff in the appropriate study programmes must also have knowledge of and insight into the relevant vocational or artistic practice.
Number of staff Sufficient staff are deployed to ensure the study programme is of the desired quality.
Quality of staff The staff are qualified for the substantive, educational and organisational realisation of the curriculum.
2.1.4 Facilities
Aspects Criteria
Material facilities The premises and material facilities are adequate for the realisation of the curriculum.
Study guidance The study guidance and the information provision to students are adequate for the development of the study.
The study guidance and the information provision to students meets the needs of those students.
2.1.5 Internal Quality assurance
Aspects Criteria
Evaluation of the results The study programme is evaluated periodically, based on among other things measurable targets.
Improvement measures The results of this evaluation are the basis for demonstrable improvement measures that contribute to the achievement of the targets.
Involvement of staff, students, alumni and the vocational field
Staff, students, alumni and the vocational customers of the study programme are actively involved in the internal quality assurance.
2.1.6 Results
Aspects Criteria
Level achieved The final qualifications realised are in line with the level, orientation and domain-specific requirements of the desired competences.
Success rate Target figures are formulated for the education yield in comparison with other relevant study programmes.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
2.3 Assessment Decision Rules 2.3.1 Assessment of Aspects
The assessment of the study programme is conducted by an external assessment visiting committee (panel of experts) under the coordination of an evaluation body that establishes the assessment visit protocol. The following scale is used for the assessment of the aspects in the assessment framework:
- Excellent; - Good; - Satisfactory; - Unsatisfactory.
2.3.2 Assessment of Study Programmes
The opinion on each subject must be ‘satisfactory’ for a positive final opinion on the study programme. The assessment visiting committees apply the grades ‘satisfactory’/’unsatisfactory’ for the assessment of the subjects. The opinion on each subject is established on the basis of a weighing of opinions on the individual aspects of that subject. The assessment visiting committee must show how the assessment of the various aspects led to the overall opinion on a subject, in other words: how – based on the analysis per aspect and given the criteria in the accreditation framework and the reference framework used – the opinion per subject was formed.
The assessment visiting committee must show how final opinion on the quality of the study programme is grounded in the facts, its analysis of the facts and the assessment of the study programme on the basis of this accreditation framework and the reference framework. In the final opinion on the study programme, the assessment visiting committee must state whether there are sufficient generic quality assurances – based on the criteria in the assessment framework – to formulate a positive final assessment on the study programme.
If there are various main subjects, for the assessment to produce a positive result the assessment must show that there are sufficient generic quality assurances for each main subject.
If the same study programme is offered at several locations, for the assessment to produce a positive result the assessment must show that there are sufficient generic quality assurances at each location.
2.4 Accreditation Decision Rules
2.4.1 Evaluation of the External Assessment
The evaluation body publishes a report by the assessment visiting committee on the quality of the study programme. The accreditation body assesses the report to evaluate whether it can be used as a basis for the accreditation decision on the study programme.
The report also describes the working method used in the external assessment, so that it can be assessed by the accreditation body.
The accreditation body checks whether the external assessment was conducted in accordance with the rules established by virtue of the Accreditation Treaty or the Decree. In doing so, the accreditation body checks:
1. whether the assessment visiting committee has followed the assessment visit protocol established by the evaluation body,
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
includes the subjects and aspects in the accreditation body’s accreditation framework for existing study programmes, including a domain-specific translation.
3. whether the assessment visiting committee has satisfactorily applied the decision rules described in the accreditation framework.
4. whether the procedure followed is in accordance with the testing framework for the working method of the VLIR and the VLHORA as evaluation bodies or in the recognition regulation of other evaluation bodies.
The accreditation body also checks whether the external assessment was conducted with due care. In doing so, the accreditation body checks:
1. whether the assessment visiting committee’s quality opinion is among other things based on a comparison with related study programmes and wherever possible to international standards for study programmes in the domain in question.
2. whether the report of the evaluation body by the assessment visiting committee contains sufficient evidence that the study programme fulfils or does not fulfil the criteria in the assessment framework (chapter 2) to ensure that sufficient generic quality assurances are available. The report handles no less than six subjects stated in the accreditation framework and all aspects per subject are given attention. Each aspect is graded according to a four-grade scale, on which basis the final opinion on each subject is given. The opinions are substantiated with facts and analyses wherever possible. The report is completed with an overall opinion on the study programme. whether the report also provides insight into the quality of the assessment visiting committee (the panel of experts) that visited the study programme. Information should be provided on the size of the assessment visiting committee and its composition with respect to the knowledge and experience, independence, expertise and authority of the members.
2.4.2 Accreditation Decision Rules
If the accreditation body judges that the external assessment was conducted with due care5, it will express its opinion on whether sufficient generic quality assurances are present.
In making this decision the accreditation body applies the same decision rules as those that apply for the assessment visiting committees.
The essence of these decision rules is laid down in the regulation for the establishment of administrative principles applicable to decision-making on accreditation and new study programmes tests with respect to study programmes in the Flemish Community”. The text of Articles 7 and 8 of that regulation reads:
“Article 7. An accreditation decision and/or test report is positive if all overall opinions on the subjects in the accreditation framework and/or test report are satisfactory. The subject is assessed as „satisfactory‟ if the NVAO is of the opinion that aspects assessed as „unsatisfactory‟ are compensated by strengths in other aspects of the same subject.
Article 8. If there is more than one main subject and/or location the subject‟s assessment as „satisfactory;‟ requires that this assessment is provided for the various main subjects and/or locations individually.”
5
As the case arises, after exhaustion of the remedial possibilities referred to in Article 59bis of the Structure Decree.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
3 Accreditation of Study programmes on the basis of a Foreign Accreditation
The regulation in this chapter makes the provisions of Article 60sexies of the Structure Decree operational. This states that in the assessment of accreditation applications supported by foreign accreditations the accreditation body should check whether the foreign accreditation was granted in accordance with a methodological approach comparable to that used for the accreditations on the basis of an external assessment.Equivalence criteria General
The equivalence of a foreign accreditation is tested using equivalence criteria, which can be classified in five theme groups:
- The foreign accreditation provides a positive assessment of the quality of the study programme;
- The foreign accreditation is sufficiently recent;
- The foreign accreditation is based on a public external assessment; - The foreign accreditation body has an adequate organisational structure; - The foreign accreditation body applies valid quality criteria.
In principle all equivalence criteria must be fulfilled in each theme before the accreditation body can grant accreditation.
Theme 1
The foreign accreditation provides a positive assessment of the quality of the study programme
The foreign accreditation or the study that preceded it must show that the quality of the study programme was positively assessed. The foreign accreditation may relate to other study programmes, provided there is a positive individual quality assessment of the study programme.
Theme 2
The foreign accreditation is sufficiently recent
The foreign accreditation must be sufficiently recent in order to allow a reasonable assessment of the equivalence. For that reason the date on which the foreign accreditation was issued and the date on which the accreditation application was submitted to the NVAO must be no more than one year apart.
Theme 3
The foreign accreditation is based on a public external assessment
The foreign accreditation must be granted on the basis of an external assessment of the study programme, of the group of study programmes to which the study programme belongs or of the institution. The external assessment is laid down in a report, which must be made public. The external assessment must be conducted on the basis of quality guidelines made known in advance. These guidelines must be issued by an institution that is independent of the higher education institutions. That means: an international partnership or body; the legislative or executive authority of the state in question; the foreign accreditation body itself; an evaluation body recognised by the foreign accreditation body; or an evaluation body with which the foreign accreditation body has concluded an administrative agreement that especially relates to the independent functioning of the evaluation body.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
up of peers and one or more students, unless no candidate students were found and/or the involvement of the students in the external assessment in the study programme, group of study programmes or institution was realised differently.
At least the following expertise was represented in the panel of experts:
- Domain-specific expertise in the discipline and customer field in question. Where relevant this expertise should be supplemented with expertise in the international development of the discipline;
- Educational expertise and expertise in didactics; - Evaluation expertise.
Theme 4
The foreign accreditation body has an adequate organisational structure The foreign accreditation must be granted by an independent accreditation body.
‘Independent’ means that the political authorities of the state and the institution in question must not exercise a decisive influence on the decision-making process in the accreditation body. The fact that administrative appeals can be made against decisions of an accreditation body does not in itself mean that the body does not function independently. The administrative appeal must only lead to suspension or rejection of the disputed accreditation decision. The administrative appeal may not lead to the final decision on accreditation being taken by another body than the accreditation body. In that case the final decision is not taken by the accreditation body (which is a prerequisite), but by a separate (government) body. The foreign accreditation must be granted by an organisation that develops real and continuous accreditation practice based on public rules of functioning. The accreditation may not be granted ad hoc. The accreditation of study programmes must accordingly be the main objective (or one of the main objectives) of the foreign accreditation body.
To guarantee its sustainability, the foreign accreditation body must be officially recognised. That recognition may be academic-oriented or vocation-oriented.
To make sure it has knowledge of the developments in higher education, the foreign accreditation body must have regular contact with the higher education stakeholders in the state in question.
The accreditation body also checks whether the foreign accreditation body applies and respects a clearly adequate system of internal quality assurance.
Theme 5
The foreign accreditation body applies valid quality criteria
The foreign accreditation body must certainly have assessed the subjects tested in the accreditation framework. For that reason, the foreign accreditation body must have demonstrably conducted a study into:
- the coherence and relevance of the objectives of the study programme or group of study programmes, or the way in which study programme coherence and relevance are guaranteed in the institution;
- the coherence and relevance of the curriculum of the study programme or group of study programmes, or the way in which the curriculum is developed in/by the institution; - the quality of the staff deployed in the study programme or the group of study
programmes, or in the study programmes in the institution;
- the quality of the facilities and provisions in the study programme or the group of study programmes, or in the study programmes in the institution;
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
-
the functioning of the internal quality assurance for the study programme or the group of study programmes, or for the study programmes in the institution;-
the quality of the output of the study programme or the group of study programmes, or for the study programmes in the institution.In testing quality, the foreign accreditation body must have used the Dublin descriptors for higher education quality or another coherent set of criteria that does not differ substantially from the Dublin descriptors.
The foreign accreditation must provide insight into whether the study programme has an academic or vocational character.
In its testing, the foreign accreditation body must also demonstrably show that it checked the degree to which the study programme or the group of study programmes, or the study programmes in the institution fulfil broadly supported and properly inventoried domain-specific requirements.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
4 Transitional Regulation for Assessment and Accreditation of Converted
College of higher education Academic Study programmes, with respect to the
Interweaving of Education and Research (Period 2005-2013)
4.1 Introduction
An essential characteristic of both bachelor’s and master’s academic study programmes is the presence of sufficient
- academic support, and
- the interweaving of education and academic research.
In this memorandum, this trait of academic character, which is made up of the two aspects6, is termed ‘embedding of education in research’ or more succinctly ‘research embedding’. Various criteria, aspects and subjects in the accreditation framework’s assessment framework refer to the required presence of this characteristic in an academic study programme.
In the conversion of two-cycle College of higher education study programmes to academic study programmes it cannot be assumed that the required ‘research embedding’ is already sufficiently present from the moment the converted study programme is introduced. The conversion into academic study programme is undoubtedly a tough assignment for many of these study programmes, especially with respect to the above aspects. These study programmes will be academised over the coming years. The term ‘academisation’ covers the process that leads to the educational aspect of a study programme being increasingly embedded in academic research until the study programme fulfils all the conditions of an academic study programme. The academisation process must be completed by the end of the academic year 2012-2013. That is why there is a transitional regulation for the assessment of the academic character of the study programmes with respect to the accreditation of those study programmes for which the assessment visit report is published after 1 January 2005. In the period until 2013, with respect to the accreditation of these study programmes the demands relating to research embedding are less tough than they are for other academic study programmes. Just like other academic study programmes, however, these study programmes must fulfil all the conditions in the accreditation framework for the other subjects and aspects from the accreditation framework from 2005.
This transitional regulation is described in Article 124 §9 of the Structure Decree added by the supplementary Decree:
Art 124 §9 The accreditation body assesses the presence of sufficient generic quality assurances in the College of higher education academic study programmes referred to in § 1 and
§4 and in Article 125ter, with due consideration for the transitional character of the academic support and the interweaving of the education in the study programme with academic research, insofar as the College of higher education has submitted the accreditation file before the end of the academic year 2012-2013.
The purpose of this chapter is to explain the transitional regulation with respect to the assessment elements in the accreditation framework. In doing so, first a check is conducted into the subjects in the accreditation framework in which aspects or criteria are present that are directly related to research embedding. That is followed by a discussion on the way in which the criteria in question are assessed as part of the above-formulated transitional regulation.
6
The first aspect is primarily related to the academic ‘environment’ round the study programme, and so primarily the way in which educational staff are actively involved in research. The second aspect is related to the degree to which the students are brought into contact with academic research.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
This transitional regulation is applicable to College of higher education academic study programmes that result from the conversion of two-cycle study programmes for which no assessment visit report was published before the end of 2004. It also applies to College of higher education academic study programmes that result from the conversion of further education and the conversion of adult education centres taken over by colleges of higher education. This transitional regulation does not apply to academic study programmes that result from the conversion of two-cycle College of higher education study programmes, for which an assessment visit report was published before the end of 2004. A transitional accreditation applies to these study programmes until 1 October 2012 or 1 October 2013, depending on whether the assessment visit report was published in 2003 or 2004. A progress test was set up for these study programmes at the end of 2007 to assess the academisation status. This progress report is made under the responsibility of the Recognition Committee. These study programmes must fulfil all the demands in the accreditation framework for accreditation in 2012 or 2013 respectively.
4.2 Relevant Subjects and Aspects in the Accreditation Framework
When the subjects, aspects and criteria in the accreditation framework are checked the following subjects have a direct relation to research embedding: Objectives, Curriculum, Deployment of Staff and Facilities. The following aspects are relevant here:
- Objectives
- Level and orientation of academic bachelor’s - Level and orientation of master’s
- Domain-specific requirements - Programme
- Vocation and academic orientation requirements - Relation between curriculum objectives and content - Master’s paper
- Deployment of staff - Academic orientation - Facilities
- Material facilities (for research-related infrastructure relevant to education)
All subjects, criteria and aspects relating to academic study programmes are enumerated in Appendix 1. Criteria or sub criteria in italics are relevant to the assessment of the transitional character of the research embedding.
4.3 Assessment of the Transitional Character
The essence of the transitional assessment is that less strict demands are put on the criteria relating to research embedding in the transitional period (2005-2013). The general principle of the transitional regulation is that the study programme must be plausible to fulfil all the demands in the accreditation framework in 2013 based on the status at the time of the assessment visit and the plans for the further academisation of the study programme.
The working method for the accreditation of these study programmes during the period 2005-2013 corresponds to the general working method for accreditation of existing study programmes, as described in the draft accreditation framework for existing study programmes. The conversion file (including additional information requested by the Recognition Committee) is a source of information for the assessment visiting committees here, together with the plans for further academisation. These committees must assess:
- Whether the academisation status at the time of the external assessment corresponds to the intentions in the conversion file and plans for further academisation; and
- Whether it is plausible, based on the status and the further plans, that the study programme will fulfil all the demands on research embedding in the accreditation framework by 2013.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
From October 2013 only the status and no longer the additional potential as compensation for insufficient capacity will be taken into consideration in the accreditation of these study programmes.
The subject ‘Objectives’7
should be given special attention here. The conversion to academic study programmes must naturally entail fulfilment of meeting the criteria in the accreditation framework relating to the objectives of an academic study programme. On the other hand, there will most often be no possibility of fully realising this academic character. That is why achievable objectives will be set for the study programme in the transitional period, which will develop in the course of the transitional period into the objectives of an academic study programme. The assessment will accordingly distinguish between:
- long-term objectives: the objectives of the (academic) study programme with respect to the development of competences applicable when the academisation process is complete;
- short-term objectives: the objectives of the study programme with respect to the development of competences that are to be achieved in the course of the transition period. In the evaluation, the assessment visiting committee must check whether these short-term objectives have been achieved (by the curriculum) and whether it is plausible that the long-term objectives will be achieved by 2013 at the latest.
The conversion shall be realised gradually over the coming years. Academic bachelor’s degrees will start in the academic year 2004/2005 or 2005/2006; the corresponding master’s degrees will start in the academic year 2007/2008 or 2008/2009. This should be taken into account in the assessment. In concrete terms, for the accreditation of the College of higher education study programmes this means:
- the emphasis in the first few years will be on describing the objectives and the curriculum, and the intentions with respect to deployment of staff and facilities for research embedding,
- more attention will be gradually be given to the status of research embedding of the bachelor’s study programmes from the academic year 2005/2005 or 2006/2007 and of the master’s study programmes from the academic year 2008/2009 or 2009/2010.
4.4 Interpretation of the Accreditation Criteria in the Transitional Period
The supplementary Decree lays down that the College of higher education academic bachelor’s and master’s study programmes to which the transitional regulation applies receive four-year accreditation, if they apply for accreditation before the end of the academic year 2008-2009 and use the transitional regulation. Such study programmes that apply for accreditation after this date receive accreditation for six years. That is why a distinction is made between the period 2005-2008 and the period 2008-2012 when applying these accreditation criteria. That is a response to the question of what generally needs to be achieved in what period to make it plausible that the study programme will fulfil all the criteria in the accreditation framework in by 2013. These are accordingly more like benchmarks than hard criteria. Neither is the time given to be seen as a strict deadline, rather it should be considered as being a reference date.
The table in Appendix 1 surveys the interpretation in the transitional period of the criteria in the accreditation framework that are relevant to the research embedding of academic bachelor’s and master’s study programmes resulting from conversion of basic two-cycle College of higher education study programmes. These criteria are assessed more flexibly in the transitional period up to 2013 for the study programmes in question than they are for the other academic study programmes. No transitional assessment is provided for the other criteria, aspects and subjects that are not related to the research embedding.
7
The term ‘Objectives’ in the Structure Decree and the accreditation framework indicates the competences the study programme wants to develop in the student.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005 The table is structured as follows:
- Column 1 describes all subjects, aspects and criteria for academic study programmes in the draft accreditation framework for existing study programmes and indicates the elements relating to research embedding in italics;
- Column 2 describes the related interpretation for the transitional assessment of the criteria or subcriteria related to research embedding with a view to accreditation of these study programmes if assessment occurs before 2008;
- Column 3 describes the same if assessment occurs in or after 2008;
- As an explanation for evaluation bodies and the Recognition Committee, column 4 describes the information needed for an assessment of whether the study programme fulfils the criteria for research embedding. This information relates to status and plans. The conversion file, which describes among other things the status of the research embedding at the time of its writing and the academisation intentions, is used as a source of information here, together with the plans for further academisation. The plans for further policy up to 2013 at the latest on the academisation process of the study programme are also essential information documents.
The conversion file is also the reference for the progress test that will be conducted under the responsibility of the Recognition Committee. The scheduling of the progress test at the end of 2007 is another reason to choose 2008 as a turning point in the transitional regulation.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
Commentary
General Starting points
Accreditation is ‘the formal recognition of a study programme on the basis of a decision of an independent body in which it is stated that the study programme fulfils minimum quality and level requirements that were set in advance’. It is dependent on the presence of sufficient generic quality assurances. Accreditation is the copingstone in the assessment of the quality of study programmes by the provision of a formal quality label. The label is awarded by an accreditation body after an external assessment drawn up by an assessment visiting committee under the coordination of an evaluation body. The point of application for accreditation is the study programme. The initiative for applying for accreditation rests with the institution.
With the signing of the Bologna Declaration all European countries agreed to the implementation of a two-cycle educational model with a view to the creation of a single European educational space. In connection with the Bologna Declaration, accreditation systems are being introduced in many European countries to determine the bachelor’s and master’s level and quality of the study programmes. This also improves the international mobility of students.
The accreditation body for Flanders was established on the basis of a treaty between the Flemish and Dutch governments. The treaty regulates the tasks, composition and powers of the accreditation body. The treaty also regulates the way in which the accreditation framework to be established by the accreditation body is given legal force.
The accreditation body has exclusive competence in decisions on the accreditation of bachelor’s and master’s study programmes. The assessment visit of related bachelor’s and master’s study programmes can be conducted jointly however. The assessment visiting committee will however have to pronounce an overall opinion – ‘satisfactory’ or ‘unsatisfactory’ – on each study programme (and so also individually for bachelor’s and (contiguous) master’s study programmes).
Accreditation Framework
The starting points in drawing up this accreditation framework were the Flemish Structure Decree and the accreditation framework for existing study programmes dd. 14 February 2003 established by the Dutch Accreditation Organisation (NAO). In view of the opinions of the organisations that were involved in among other things the consultations, the aim was to achieve the greatest degree of conformity between the Dutch and the Flemish framework, although the Dutch framework is deviated from where the Flemish Structure Decree or differences between Flemish and Dutch higher education necessitate it. In this commentary an explicit description is given for various aspects of the relationship to the regulations of Flemish higher education, and the subjects, aspects and criteria are described within the framework of the Flemish situation.
The accreditation of existing study programmes is based on an assessment of six subjects: - Objectives;
- Curriculum;
- Deployment of staff; - Facilities;
- Internal quality assurance; - Results.
These subjects are subdivided into aspects and criteria, with a differentiation based on the level (bachelor’s or master’s) and the orientation (vocational or academic) of the study programme.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
The table below shows how the subjects and aspects in the accreditation framework correspond to the generic quality assurances in the Structure Decree (Article 58).
Generic quality assurances of Structure Decree Accreditation Framework for existing study programmes in Flanders
Educational content:
- nature and level of education - cohesion of curriculum - study burden
- relationship between objectives and content
Objectives:
- level and orientation:
higher vocational education bachelor’s degree - level and orientation:
academic education bachelor’s degree - level and orientation: master’s degree - domain-specific requirements
Curriculum:
- vocation and academic orientation requirements - relationship between objectives and content - cohesion of curriculum
- study burden - entrance conditions - study scale
Educational process:
- harmonisation of form and content - study guidance insight into assessment and testing
Curriculum:
- harmonisation of form and content - assessment and testing
- master’s paper
Facilities: - study guidance Material facilities, quality of the staff,
organisation and internal quality assurance self-evaluation methods
Deployment of staff:
- vocation and academic orientation requirements - number of staff
- quality of the staff
Facilities:
- material facilities
Internal quality assurance: - evaluation of results - measures for improvement
- involvement of employees, students, alumni and vocational field
Assessment of quality of the self- assessment (including the method used in its creation) by the assessment visiting committee
In the classification of the accreditation framework, the subjects, aspects and criteria, as well as the level of abstraction correspond as closely as possible to the Dutch accreditation framework.
Domain-specific reference framework
An assessment of the study programme cannot be based exclusively on the general criteria for objectives, curriculum, facilities, deployment of staff and internal quality assurance. There must be an express check of whether the study programme fulfils the requirements set for this specific study programme and the study area in question by (foreign) confreres and vocational or artistic practice. In the case of regulated professions the regulations or rules in question must also be taken into account. The assessment visiting committee must accordingly be able to assess the domain-specific quality and the general quality of the study programme. That places demands on the composition of the assessment visiting committee.
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
the assessment of the study programme. The evaluation body has established a working method as part of the assessment visit protocol. The (international) developments in the discipline may be embraced for academic-oriented study programmes. The Decree states that vocation-oriented bachelor’s degrees must fulfil 'vocation-specific competences’ and that academic study programmes must fulfil 'specific vocation-oriented competences needed for the independent use of knowledge'. These competences must allow the academic graduate to conduct independent research or practice art, or to use the academic or artistic knowledge independently at the level of a person starting a new career. These provisions constitute the foundation of the Decree on which domain-specific reference frameworks are based. Without such a reference framework an evaluation body is unable to assess whether a study programme fulfils the requirements set for that study programme in the field of study or by the relevant vocational practice. The evaluation body can adopt any existing vocational and study programme profiles, provided they are supported in the sector and the vocational field and provided they are in line with relevant developments in the vocational field and the subject area. The evaluation body must state the procedure used to construct a domain-specific reference framework. As the case arises, reference frameworks from past assessment visits or reference frameworks provided by the study programmes may be used, insofar as they are up-to-date and enjoy support in the discipline and the relevant (national and international) practice. The assessment visiting committee is ultimately responsible for establishing a domain-specific reference framework.
Embedding academic-oriented study programmes in academic research
An essential characteristic of academic-oriented study programmes is the research orientation of those study programmes and the interweaving of education and research. The education in academic-oriented study programmes must be based on academic research. Research orientation-related requirements are formulated in various places in the accreditation framework. These requirements relate to:
- The objectives of the study programmes (in accordance with the provisions of Article 58 of the Structure Decree)
- The curriculum (requirements with respect to academic orientation, such as interaction between education and research; alignment with academic developments and current academic theories; guarantees of skills in academic research; and the master’s paper) - The deployment of staff (a large proportion of the education is given by researchers that
contribute to the development of their field of study)
- The material facilities that relate to the research-related infrastructure relevant to education.
These requirements apply to all academic-oriented study programmes. These requirements must be tested on the basis of the research activities of the staff (including research projects, doctoral studies and academic output). These requirements will have to be interpreted differently depending on the study programme (bachelor’s, master’s or master’s after master’s) and the location in the study programme path. As a rule the embedding of the study programme in research will be stronger in the master’s study programme than in the bachelor’s study programme and the introduction of research skills in the study programme will be mainly addressed in the master’s study programme, most distinctly in the master’s paper.
As possible objectives of a master’s study programme the Structure Decree mentions instilling the command of the requisite academic competences that must allow the graduate to conduct independent academic research or independently practice the arts at the level of a person starting as a researcher or artist, or instilling the command of the general and specific vocation-oriented competencies needed for the independent use of academic or artistic knowledge at the level of a person starting a new career.
domain-NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
specific character of the study programme. For master’s study programmes especially oriented to training researchers for example (such as research master’s degrees), attempts will be made to align the domain-specific requirements for such study programmes with international standards, more weight will be given to the command of the competences needed to independently conduct academic research at the level of a person starting as a researcher in the assessment of the objectives of these study programmes; and higher requirements will be placed on embedding the study programmes in academic research. That means that higher requirements will be placed on the research capacity of the staff and their experience of training a person starting as a researcher; a great degree of research orientation in the curriculum; the academic interpretation of the master’s paper; and the alignment with current academic developments among other things.
External quality assurance and accreditation
The starting point for an accreditation is that it is developed on the basis of external quality assurance. External quality assurance is mainly focused on improving quality (improvement function), while accreditation is focused on assessing whether the requirements for basic quality as described in chapter 2 of this accreditation framework have been fulfilled.
The VLIR and the VLHORA are responsible for coordinating the external assessment of the officially registered higher-education institutions. All bachelor’s and master’s study programmes organised by these institutions must participate in the assessment visits coordinated by the VLIR and the VLHORA. The VLHORA coordinates the joint external assessment of vocation-oriented bachelor’s study programmes. The VLIR coordinates the joint external assessment of study programmes offered by the universities and the officially registered institutions that are neither a university nor a College of higher education. The VLIR and the VLHORA jointly coordinate the joint external assessment of academic-oriented bachelor’s and master’s study programmes offered by colleges of higher education as part of an association and of the study programmes organised jointly by a university and a College of higher education.
The Structure Decree prescribes joint external assessment of the same study programmes at all universities or colleges of higher education and other officially registered institutions as part of the external quality assurance by the VLIR and the VLHORA. The external assessment of (clusters of) study programmes is conducted by assessment visiting committees. The evaluation bodies publish the outcome of the assessment of the study programmes in a public report drawn up by the assessment visiting committee.
The following accreditation procedure is laid down in the Decree. The accreditation body decides to grant accreditation if it is of the opinion, based on an external assessment, that the study programme fulfils the generic quality assurances. The accreditation body assesses the evaluation body’s report. The evaluation body’s report contains an overall opinion on whether the study programme fulfils the requirements of basic quality, as described in chapter 2 of this accreditation framework.
The external assessment for the accreditation can be conducted by the VLIR, the VLHORA or another evaluation body recognised by the accreditation body. Besides the VLIR and the VLHORA, only evaluation bodies recognised by the accreditation body may conduct external assessments for the accreditation.
The report and the working method of the external assessment for the external quality assurance that is conducted under the responsibility of the VLIR and the VLHORA and used as an external assessment for the accreditation must fulfil the requirements set by the accreditation body.
It is very important that the accreditation does not affect the improvement function of the external quality assurance, which can be seen as an important asset of the assessment visit
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
system. The assurance of the improvement system is a responsibility of the VLIR and the VLHORA, as part of their task of coordinating external quality assurance as laid down in the Decree.
Scope
Accreditation relates to study programmes of officially registered institutions and to study programmes of not officially registered institutions.
Accreditation is a condition of the study programme’s inclusion in the Register of Higher Education. The study programme’s inclusion in the Register of Higher Education is a condition of the granting of recognised bachelor’s and master’s degrees by the study programme. In expectation of a new financing system for colleges of higher education and universities in the period 2003-2006, the Structure Decree provides for individual ('frozen') envelopes. According to the provisions of the Decree only study programmes in the Register of Higher Education are eligible for financing. It may be assumed that the financing of study programmes at officially registered institutions will depend on the granting of an accreditation in the future accreditation system.
The Structure Decree establishes the possibility of other institutions being registered, offering recognised bachelor’s and master’s study programmes and awarding the protected degrees of bachelor’s and master’s. The condition is that the study programmes in question are accredited and are included in the Register of Higher Education. Study programmes that are offered by these registered institutions need not fulfil all provisions of the Structure Decree (e.g. the language regulation). These not officially registered institutions are not financed by government.
Academisation
As part of the academisation, two-cycle College of higher education study programmes may be converted into academic-oriented bachelor’s and master’s study programmes in association with a university. All academic study programmes at the universities and the colleges of higher education must fulfil the same accreditation requirements by no later than the end of the period of transitional accreditation (established at the end of the academic year 2012-2013). These requirements are described in chapter 2 of this accreditation framework.
A number of two-cycle College of higher education study programmes will probably not fulfil the criteria on the embedding of the study programmes in academic research in the short term. Furthermore the embedding of the study programmes in research within the associations will take a few more years. That is why, on the request of these study programmes, a transition regulation can be applied in the accreditation of these study programmes during the transitional period up to 2013. This transition regulation is described in chapter 4. It applies to study programmes for which the first assessment visit report was published after 31 December 2004. These study programmes must apply for accreditation within one year of the publication of this report at a time that the academisation process is ongoing. The degree to which the academisation process has already been realised will strongly depend on the time of the accreditation in the transition period. In the period up to 2013 the assessment of the embedding of the study programmes in research (academisation) at College of higher education academic study programmes that make use of the transitional regulation will be based on the degree to which the criteria in the accreditation framework have been fulfilled and the intentions for the academisation of the study programme have been realised. The accreditation body has established a regulation for this, which is appended to this draft framework. This transitional assessment also applies to the academic study programmes in the colleges of higher education that result from the conversion of further education programmes or of study programmes that were taken over from adult education centres.
In the self-evaluation the study programme must state the degree of academisation realised and the steps that are being taken to fulfil all the criteria in the accreditation framework by the
NVAO │Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005
end of the transitional period. This is checked by the assessment visiting committee. If a study programme makes use of this transitional regulation for the accreditation, the accreditation term is reduced to four years if the institution submits the accreditation application before the end of the academic year 2008-2009, and to six years if the institution submits the accreditation application between 1 October 2009 and the end of the academic year 2012-2013. If the study programme does not wish to make use of the transitional assessment of the academic support and the interweaving of education and academic research in the period up to 2013 it should expressly say so in the self-evaluation.
Higher Art Education
There are a limited number of one-cycle art study programmes in Flanders that are being converted into vocation-oriented bachelor’s study programmes. In addition, there are two-cycle study programmes in two study areas: audiovisual and expressive arts, and music and performing arts. These study programmes are being converted into academic-oriented study programmes. They have to be offered as part of an association with a university and they must fulfil the demands set for academic bachelor’s study programmes and master’s study programmes as formulated in chapter 2 of this accreditation framework. That means among other things that the study programme must be intertwined with research and that a significant proportion of the teachers must be actively involved in art research.
Bachelor’s after bachelor’s and master’s after master’s
The intake requirements for bachelor’s after bachelor’s and master’s after master’s study programmes are different to those for regular bachelor’s and master’s study programmes. However, these study programmes must fulfil the same quality requirements as other bachelor’s and master’s study programmes.