Quality of Norwegian Higher Education: Pathways, Practices and Performances

The objective of the project "Quality of Norwegian Higher Education: Pathways, Practices and Performances" has been to provide new knowledge regarding quality in higher education to researchers, practitioners (including teachers in higher education as well as leaders) and policymakers. The project has investigated ongoing quality work in national and institutional contexts, the organization and governance of study programs and degree structures, and quality in educational processes, teaching, feedback and assessment. The project has been a collaboration between two main partners, NIFU and the Department of Education at the University of Oslo (IPED/UiO), with NIFU as the formal project owner. In addition, researchers from national and international partner institutions have contributed to the project. The project has a focus on the study programme, through different methodological and analytical lenses. This includes quantitative methods (system-wide mappings and surveys) and qualitative case-based approaches (document analysis, interviews and observations). A selection of the messages from the project includes: - A multidsiciplinary literature review identified gaps in existing research regarding a more systematic analysis of teaching and learning in different pedagogical formats and across various knowledge domains, and the way in which various framework conditions influence quality enhancement processes within higher education institutions. - An analysis of existing indicators of quality on system level shows that there is a considerable amount of data collected regarding quality in the Norwegian system and current indicators have different functions, scope and purpose. However, there is much emphasis on output indicators, with limited process indicators available. Data is frequently categorised in a way that makes it unsuitable for further analysis. - A nationwide survey among study programme leaders in Norway showed that there is little standardisation regarding this role, with clear differences between traditional disciplinary and professional programmes. The role often has a collaborative aspect, and sometimes implies the role of a coordinator rather than a leader. This diversity can be seen as weakness, but it can also be interpreted as a flexible means to address complex institutional reality. A similar survey carried out in Denmark showed that the results at Danish universities were to a large extent similar to the Norwegian results. - Case studies of quality systems conducted in the project show that institutions have a range of different initiatives to enhance educational quality. In some institutions, the administrative reporting systems have become considerable. While institutions face similar external demands, the internal systems have diverse structure and core logic with respect to the degree of centralisation, standardisation and strategic emphasis. - Analysis of study plans shows that various aspects related to alignment of study programme elements, an aspect often emphasized as a key aspect of curriculum planning, can take multiple forms. Findings illustrate how various combinations of study programme elements and teaching and learning activities are set in play in diverse and complex ways in different study programs. Often both horizontal and vertical coherence are aimed for in curriculum design in higher education. - The project has conducted observation-based studies of educational practices in eight courses which employed different ?student-centred? approaches. The analyses showed that student-centred approaches have high potential and are generally embraced, but they also generate challenges for teachers and students where demands to collaboration and clear communication of purposes and expectations are concerned. Whilst these teaching and learning activities are dependent on students? active participation, the analyses documented extensive variation in students? ways of engaging. Teacher dilemmas are related to supporting learning in an increasingly diverse body of students; to balance mandatory and optional activities; to make well-thought-through choices between more steered and more open-ended explorative activities, and to balance the need to communicate in advance what a course will offer with securing sufficient space for adaptation to students? emerging engagement. Quality work on the educational practice level should attend to these issues and also pay attention to the ways in which course designs and activities relate to the overall study programme and its knowledge domain. The project has this far yielded in journal articles, book chapters, presentations, reports and working papers. After the formal end date, current publication plans include an edited volume, special issues, and conference symposia, as well as additional analysis from the project. Follow the newest project results at: www.qnhe.no

The aim of this project is to produce research-based knowledge through identifying and examining factors affecting educational quality at system levels as well as in educational practices; with study programs as the main focus of investigation. The proj ect progresses in three phases. First phase: literature review of research on higher education quality, and analyses of academic studies and empirical data as regards quality in (Norwegian) higher education. Second phase: empirical examination of selecte d study programs with focus on (a) basic structural conditions for quality work, and (b) educational practices. Focus on structural conditions includes a nation-wide survey to educational leaders and system level analysis of study programs, and selected i n-depth case studies to examine conditions for quality work across and within institutions through interviews and document analysis. The educational practice analysis will focus on teaching and learning activities, based on observational studies of select ed modules/course segments, supported by interview data and document analysis, to provide insights into the micro processes of quality development in educational practices. These activities will be undertaken with an international comparative dimension in cluded. Third phase: integrated analyses of findings from first and second phase, synthesising explanations of the interplay between structural/systemic and program-level educational practices in quality work, and provision of policy- and practice-orient ed recommendations for further quality enhancement activities in Norwegian higher education. A multi-level approach is used to provide a comprehensive picture of quality issues and dynamics between external (new reforms, resource considerations, European /global trends) and internal (disciplinary developments, cultures and pedagogical choices/theories) pressures influencing the organisation and effectiveness of quality work in Norwegian study programs.