R&D-based professional education – experiences from evaluations of teacher, engineering and pre-school teacher education
[Stein Erik Lid, 2012]
NOKUT has previously undertaken evaluations of three major professional higher education programs – teacher (2006), engineering (2008) and per-school teacher education (2010) - representing altogether 59 separate (local) study programs. This report presents aggregated information on different aspects related to R&D-based education as evident from the evaluations. These aspects include different interpretations, ways of realisation and experiences with respect to R&D-based education. The report also presents analyses of correlations between input factors and the R&D profiles provided by the higher eduation institutions, and the assessments of quality of the R&D-based education.
Recommendations from expert panels - As a tool for quality enhancement in accreditation processes
[Oddvar Haugland,Jon Haakstad, 2011]
In NOKUT’s processes for accreditation the expert panels make recommendations for further quality development, beyond the standard requirements for accreditation, to those institutions that receive a positive assessment. The aim of the present study has been to gain deeper insight into the way in which institutions receive and make use of these recommendations for improvement purposes. The report is based on an analysis of recommendations that have been given by expert panels, results from a survey taken at relevant institutions and interviews with academic leaders and faculty with responsibilities in connection with accreditation applications in the years 2003 – 2009.
NOKUT’s Higher Education Quality Barometer 2011
[Jon Haakstad, 2011]
The Scientific employees’ barometer 2010, that offers a profile of how teaching academics assessed various quality and quality-determining aspects, gave rise to a storm of student comment as the survey seemed to show that teachers generally identified the abilities and efforts of the students, rather than the quality of their own teaching, as the main obstacles to high quality.
The 2010 barometer was followed up in 2011, taking in a representative sample of students as well. For the present 2011 version the format was slightly modified and the student survey was designed so as to ‘mirror’ the one for academics as closely as possible with the purpose of comparison in mind.
The barometer is based on answers received from around 700 teachers in accredited higher education institutions and around 400 students in electronic surveys.
Evaluation of three vocational degree programmes in Norway
[Astrid Børsheim, 2011]
In the years 2004 – 2010, NOKUT was tasked by the Norwegian Ministry of Education and Research with evaluating three entire higher education programmes: primary and lower secondary school teacher training, engineering degree programmes and preschool teacher training. The evaluations were conducted under NOKUT's brief to carry out evaluations that may help assess the quality of higher education. This is a summary of the evaluations mandates and processes.
Criteria and Student Assessment in Music Disciplines: a Case Study
[Vidar Gynnild, 2010]
When implementing Bologna reforms after 1999 most European countries chose to keep their traditional grading scales, with supplementary use of the Bologna (ECTS) scale for ‘translation’ purposes. Norway, however, decided to apply the Bologna scale as a new national assessment scale for all higher education. One of the basic tenets of this scale is its norm-referencing function. A ‘key’ for the distribution of grades is supposed to secure fairness and consistency across subject and institution boundaries: on rough average, percentages of students who pass an exam should be approximately 10 for A, 25 for B, 30 for C, 25 for D and 10 for E. But this premise has not been too well observed and has turned out to be especially problematic in music education.
Two ‘tensions’ – or contradictions – have turned out to be acute: one is between the principle of norm-referencing inherent in the ECTS scale and a criteria-referenced approach that seems to be implied by the Qualifications Framework; another runs between holistic and analytical assessment.
This report presents and discusses a development project that was conducted in order to dig into these problems at the Norwegian Music Academy (NMA), involving teachers in vocal music but taking in data from other music academies as well.
The Scientific Employees’ Educational Quality Barometer 2010
[Jon Haakstad, 2010]
Whereas Norwegian students and candidates are regularly asked in national surveys about their experience of the quality of higher education, there is no corresponding survey of the views of those who actually teach higher education classes: the scientific employees. The Scientific Employees’ Educational Quality Barometer 2010 is an attempt to fill this gap.
The barometer is based on answers received in an electronic survey to over 1200 teachers in accredited higher education institutions.
NOKUT’s experience from external quality assurance of doctoral education
[Stein Erik Lid, 2010]
A project has been carried out by the Department of Analysis and Development
in order to analyse NOKUT`s experiences from the external quality assurance of doctoral education between 2003-2009, the results of which are presented in this report.
Meeting the Standard for Teacher Competence in BA Programmes of Nursing
[Pål Bakken, 2009]
The accreditation standard requires that at least 20 per cent of the discipline community associated with the programme must have ‘first position qualifications*, a term that includes full professors, associate professors and or assistant professors. When the accreditations of all BA programmes in nursing were revised in 2004 - 05, this requirement was met by only one out of a total of 31 programmes. All other programmes were given a two-year respite to bring their formal qualifications in line with the standard.
When these discipline communities were re-examined in 2007 -08, the institutions had all managed to bring the number of ‘first position qualified’ teachers to the level that is demanded. Consequently, all programmes retained their accreditation. By examining what strategies the institutions used in order to achieve this, this study will shed light on how NOKUT’s revision process affected the discipline communities.
On Reporting Quality
[Froestad og Haakstad, 2009]
Revising the accreditation of BA programmes in Nursing
[Berit Kristin Haugdal, 2009]
Joint Master’s Programmes – Joint Evaluations
[Amundsen, m.fl. (NOQA), 2009]
On the initiative of The Nordic Council of Ministers a project group has completed a report on the challenges concerning joint evaluation of joint degrees. The report investigates in and outlines different approaches to transnational and joint evaluation of joint Nordic master degrees.
Quality Assurance Systems in HE Institutions: the Inside Experience
[Hatlevik, Bakken, 2008]
A historical overview on NOKUT's Research and Analysis
The System of Education in India
[Bjørkly, Rovde, m.fl. (NORRIC), 2006]
The report outlines the system of education and the quality assurance of higher education in India. It covers the following topics: the administration of the primary, secondary, technical, vocational and higher education, institutional structure of both public and private higher education institutions, degree structure, teacher training and India’s response to globalisation in the higher education sector.
The System of Education in Pakistan
[Bjørkly, Rovde, m.fl. (NORRIC), 2006]
The report outlines the system of education and the quality assurance of higher education in Pakistan. It covers the following topics: the administration of the primary, secondary, technical, vocational and higher education, institutional structure of both public and private higher education institutions, degree structure, teacher training and Islamic education.
Web-based collaboration platform – technological imposition or effective tool?
[Wahl, Axelsen, 2006]
Can web-based collaboration be suitable and effective for expert evaluations? This project focuses on use of a web-based collaboration platform in connection with NOKUT’s use of experts in evaluation work.
A comparison of master degrees in Norway and the UK, with focus on recognition
[Amundsen, 2006]
NOKUT has taken the initiative to find out more about the background and the nature of the challenges we have experienced in relation to general recognition of English master degrees.
Student participation in external evaluation panels
[Froestad, Redtrøen, Grødeland, 2005]
Quality assurance in higher education implies various types of student involvement. The question of student participation in external evaluation panels is a recurring issue in international debate.