Two studies provide evidence of the impact of participating in QM Peer Reviews and QM Professional Development. Data analysis of the QM review exit survey highlights who is making change, not only on their online, but also  face-to-face courses.   A study done by researchers at The University of Pittsburgh explored the impact of QM PD workshops and courses on faculty’s pedagogical practices in online, face-to-face, and blended instructional modes. Both studies point to participating in QM PD impacts teaching across delivery formats.

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Selection of external experts to participate in the evaluation of the pilots of the TeSLA Project



The TeSLA project is looking for experts to participate in the external evaluation committees in order to evaluate the quality aspects in the implementation of the 3 pilot tests to be carried out during the courses 2016-2017 and 2017-2018 in 7 European universities.

The aim of the TeSLA project is the creation of an e-assessment system that will be able to provide effective proof of student identity and authorship within the integration of anti-plagiarism tools and biometric analysis.

During the pilots, experts will provide proposals for the improvement of the subsequent pilots and the assessment methodology, among other aspects.

The call will be open from 11 to November 25 inclusive (Send an email to

Specific details of the call and the registration form can be found at the following link.


PDF Call for experts – TeSLA project


WORD CV Template Academic

WORD CV Template QA professional

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WORD CV Template Technological expert

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Data, Quality Assurance and improving the Student Experience – Jisc student experience blog


Data, Quality Assurance and improving the Student Experience

Data is a fact of life for everyone in higher education. And there’s a lot of it. Among other things, there’s data about students, staff, estates and research. At a national level data turns into metrics, benchmarks and performance indicators. There are percentages, proportions, a standard registration population, headcounts and full person equivalents.

Data–driven decision making

This proliferation of internal and external data leads institutions into taking a more data-driven approach to strategic decision making, one which focuses on student outcomes and experiences.

The findings of Higher Education Reviews (HERs) undertaken by the Quality Assurance Agency (QAA) highlight some of these approaches. Data is being used to improve the student experience in many ways: from supporting changes in curriculum and assessment approaches, to strategic decision making on estates and improving key performance indicators. For example, at De Montfort University they have implemented a new suite of self-service reports and data visualisations that have led to more affective academic monitoring and strategic planning[1].

A set of examples of good practice from reviews is given at the end of this post.



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ENQA’s working group on quality assurance and e-learning acknowledges that much has been done already in the area of quality assurance and e-learning, however, as it would seem existing work has not yet been adequately adopted, the group sees a need to improve it, to raise the discussion by providing more neutral, reality-based, concrete examples – bearing in mind the diverse user profiles and forms of e-provision and that online education comes with its own specific competencies – and by referring more explicitly to the ESG.

The working group aims to make more clear how online education, which is creating some challenges and increasing the complexity of QA agencies’ work as they struggle to determine how this non-traditional form of education can be evaluated using traditional methodologies, can be better evaluated by QA agencies, thereby also helping HEIs to understand and improve their own IQA processes.

Members of the working group

Ana Capilla, FCM, Spain
Esther Huertas, AQU Catalunya, Spain (Chair)
Raúl de Andrés Pérez, FCM, Spain
Charlotte Ejsing, UKÄ, Sweden
Eduardo García Jiménez, AAC-DEVA, Spain
Liza Kozlowska, NVAO, Netherlands
Liia Lauri, EKKA, Estonia
Sandra Marcos Ortega, ACSUCYL, Spain
Michael Ofner, AQ Austria, Austria
Marvin Oxenham, EEAA, Germany
Frano Pavic, ASHE, Croatia
Monica Risse, AAQ, Switzerland
Georg Seppmann, Evalag, Germany
Nora Skaburskiene, SKVC, Lithuania
Pranas Stankus, SKVC, Lithuania

This working group is coordinated by Lindsey Kerber.

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EDEN – 2016 Quality in open, online and technology enhanced learning



Tuesday, November 8, 2016, 13:00-14:30 CET

Format: Presentations and discussion

Moderator: Wim Van Petegem, EDEN vice-president

Introduction: In this webinar we will discuss quality issues in open, online and technology enhanced learning. Taking into account new developments and new challenges for education in the next decades, we need to reconsider the concept and methods of quality assurance, and even rethink the whole quality culture in open, online and technology enhanced learning. In this webinar we will discuss what quality means, what it entails to install a quality culture and how we can assure quality levels when  the learner takes the control of his or her learning in a global learning environment. Five presenters will give their perspective on quality issues, and discuss with the audience how quality improvement will affect the future of open, online and technology enhanced learning.


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TEQSA spearheads APEC workshop in quality assuring online learning, Bali

The Tertiary Education Quality and Standards Agency (TEQSA), which is Australia’s national quality assurance and regulatory agency for higher education, will share its experience in the quality assurance of online learning in Bali, Indonesia, with fellow Asia-Pacific Economic Cooperation (APEC) economies including Vietnam, China and Mexico.

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Quality Principles and Standards Released for Competency-Based Education Programs


Competency-Based Education Network

Quality Principles and Standards Released for Competency-Based Education Programs

October 20th, 2016

Quality Principles and Standards Released for Competency-Based Education Programs

October 20, 2016—The Competency-Based Education Network (C-BEN) today released eight draft Quality Principles and Standards for Competency-Based Educational Programs that are designed to address, head on, the quality and intentionality of competency-based education (CBE) programs and how well these programs meet the needs of students and institutions.

The draft quality standards for CBE programs were outlined by a panel of institutional experts at the CBExchange convening, which drew over 400 CBE visionaries and practitioners.

“Our goal is to provide standards to the field that institutions can draw on to inform the design or scaling of high-quality programs,” said Charla Long, executive director of C-BEN. “These quality elements can provide guideposts and assurances to policymakers and accreditors tasked with regulating this vibrant, and still emerging, field of practice.”

The eight elements, with expanded principles and related standards, include:

  • Coherent, competency-driven program and curriculum design
  • Clear, measurable, meaningful and complete competencies
  • Credential-level assessment strategy with robust implementation
  • Intentionally designed and engaged student experience
  • Collaborative engagement with external partners
  • Transparency of student learning
  • Evidence-driven continuous improvement processes
  • Demonstrated institutional commitment to capacity for CBE innovation
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Students are spending as little as £20 for essays online, but the cost to academia is immeasurable. We need fight back against this damaging industry

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What is a Whiteboard Declaration?

A declaration is a positive statement FOR integrity and against contract cheating. It lets everyone know that we want to bring down the contract cheating industry (#defeatthecheat) and engage in learning (#excelwithintegrity).

To have your campus participate in the Whiteboard Declarations on the October 19th International Day of Action, complete the following steps:

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Athens, Greece

ENQA is pleased to invite its members, affiliates, and other interested stakeholders to participate in the conference on the “Social dimension of e-learning – Addressing challenges through QA” to discuss plagiarism and fraud, accessibility, the social dimension of e-learning, and quality assurance and to learn more about the TeSLA project.

Participation in the event is free. Registration is open to all interested stakeholders (closing date: 23 November):

Username: ENQAseminar
Password: Brussels2016

Participants who would like to stay at the Royal Olympic Hotel (the event venue) are kindly requested to book their accommodation by 4 November.


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