QUALITY ASSURANCE AND QUALITY ASSURANCE AND EMPLOYABILITY. LESSONS FROM EMPLOYABILITY. LESSONS FROM THE UNIVERSITY OF BUCHARESTTHE UNIVERSITY OF BUCHAREST

SORIN GEORGE TOMASORIN GEORGE TOMA

MONICA ARDELEANUMONICA ARDELEANU

RODICA IANOLERODICA IANOLE

QA DEPARTMENTQA DEPARTMENT

UNIVERSITY OF BUCHARESTUNIVERSITY OF BUCHAREST

QA DEPARTMENT, UBQA DEPARTMENT, UB

INTRODUCTIONINTRODUCTION

I. THE BOLOGNA PROCESS AND ITS DRIVERSI. THE BOLOGNA PROCESS AND ITS DRIVERS

II. QA AND EMPLOYABILITY: LESSONS FROM II. QA AND EMPLOYABILITY: LESSONS FROM THE UNIVERSITY OF BUCHARESTTHE UNIVERSITY OF BUCHAREST

CONCLUSIONSCONCLUSIONS

QA DEPARTMENT, UBQA DEPARTMENT, UB

INTRODUCTIONINTRODUCTIONACCORDING TO THE LISBON AGENDA UNIVERSITIES ACCORDING TO THE LISBON AGENDA UNIVERSITIES

ARE MAIN ACTORS IN BUILDING A KNOWLEDGE ARE MAIN ACTORS IN BUILDING A KNOWLEDGE

SOCIETY AND A COMPETITIVE ECONOMY IN EUROPESOCIETY AND A COMPETITIVE ECONOMY IN EUROPE

EUROPE NEEDS STRONG UNIVERSITIES THAT ARE EUROPE NEEDS STRONG UNIVERSITIES THAT ARE

AUTONOMOUS, ADEQUATELY FUNDED AND AUTONOMOUS, ADEQUATELY FUNDED AND

ACCOUNTABLE ACCOUNTABLE

QA DEPARTMENT, UBQA DEPARTMENT, UB

THE BOLOGNA PROCESS HAS EMPHASIZED THETHE BOLOGNA PROCESS HAS EMPHASIZED THENECESSITY OF PROMOTION OF QUALITYNECESSITY OF PROMOTION OF QUALITYASSURANCE (QA) AND EMPLOYABILITY ACROSSASSURANCE (QA) AND EMPLOYABILITY ACROSSEUROPE EUROPE

THE AIM OF OUR PAPER IS TO HIGHLIGHT THE ROLETHE AIM OF OUR PAPER IS TO HIGHLIGHT THE ROLEOF QA IN HE FOR ENHANCING EMPLOYABILITY BYOF QA IN HE FOR ENHANCING EMPLOYABILITY BYPRESENTING THE CASE OF THE UNIVERSITY OFPRESENTING THE CASE OF THE UNIVERSITY OF

BUCHARESTBUCHAREST

QA DEPARTMENT, UBQA DEPARTMENT, UB

I.I. THE BOLOGNA PROCESS AND ITS THE BOLOGNA PROCESS AND ITS DRIVERSDRIVERS

QUALITY ASSURANCE IS A MULTIFACETED QUALITY ASSURANCE IS A MULTIFACETED PROBLEM, FURTHER ARGUMENTED BY THE PROBLEM, FURTHER ARGUMENTED BY THE NUMBER OF PARTIES INTERESTED IN IT AND THE NUMBER OF PARTIES INTERESTED IN IT AND THE MULTITUDE OF THEIR RESPECTIVE CONCERNSMULTITUDE OF THEIR RESPECTIVE CONCERNS

DEFINITIONS OF QUALITY DEFINITIONS OF QUALITY IN EDUCATIONIN EDUCATION

QUALITY ASCONTROL

QUALITY AS

TRANSFORMATION

QUALITYAS

EXCELLENCE

QUALITY AS ENHANCEMENT

QUALITY ASVALUE FOR

MONEY

QUALITY AS CUSTOMER

SATISFACTION

QUALITY AS A COMPLIANCE(ZERO ERRORS)

QUALITY AS FITNESS

FOR PURPOSE

QUALITY

QA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

QUALITY OBJECTIVES

SOCIAL INCLUSIVENESS

VALUEFOR

MONEYEMPLOYABILITY

STUDENT ACHIEVEMENT

PARTICIPATION RATE

WHAT IS EMPLOYABILITY?WHAT IS EMPLOYABILITY?

THERE HAVE BEEN MANY ATTEMPTS IN THE LITERATURE TO THERE HAVE BEEN MANY ATTEMPTS IN THE LITERATURE TO DEFINE EMPLOYABILITY AND MANY OF THESE CONFINE THE DEFINE EMPLOYABILITY AND MANY OF THESE CONFINE THE DEFINITION TO A CONSIDERATION OF THE SKILLS DEFINITION TO A CONSIDERATION OF THE SKILLS DEVELOPED BY STUDENTS DURING THEIR TIME IN HIGHER DEVELOPED BY STUDENTS DURING THEIR TIME IN HIGHER EDUCATION EDUCATION

FOR SOME, IT IS SIMPLY ABOUT ‘GETTING A JOB’ FOR SOME, IT IS SIMPLY ABOUT ‘GETTING A JOB’ ACCORDING TO HILLAGE & POLLARD (1998):ACCORDING TO HILLAGE & POLLARD (1998):

‘‘IN SIMPLE TERMS, EMPLOYABILITY IS ABOUT BEING IN SIMPLE TERMS, EMPLOYABILITY IS ABOUT BEING CAPABLE OF GETTING AND KEEPING FULFILLING WORK. CAPABLE OF GETTING AND KEEPING FULFILLING WORK. MORE COMPREHENSIVELY EMPLOYABILITY IS THE MORE COMPREHENSIVELY EMPLOYABILITY IS THE CAPABILITY TO MOVE SELF-SUFFICIENTLY WITHIN THE CAPABILITY TO MOVE SELF-SUFFICIENTLY WITHIN THE LABOUR MARKET TO REALISE POTENTIAL THROUGH LABOUR MARKET TO REALISE POTENTIAL THROUGH SUSTAINABLE EMPLOYMENT’.SUSTAINABLE EMPLOYMENT’.

QA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

DEVELOPING EMPLOYABILITY IS ALSO ABOUT THE WIDER DEVELOPING EMPLOYABILITY IS ALSO ABOUT THE WIDER RELATIONSHIP THE UNIVERSITY HAS WITH EMPLOYERS AND RELATIONSHIP THE UNIVERSITY HAS WITH EMPLOYERS AND THE LABOUR MARKETTHE LABOUR MARKET

EMPLOYABILITY INVOLVES TWO ELEMENTS:EMPLOYABILITY INVOLVES TWO ELEMENTS:

GRADUATE EMPLOYABILITYGRADUATE EMPLOYABILITY WHICH IS A SET OF WHICH IS A SET OF ACHIEVEMENTS (SKILLS, UNDERSTANDING AND PERSONAL ACHIEVEMENTS (SKILLS, UNDERSTANDING AND PERSONAL ATTRIBUTES) THAT MAKES AN INDIVIDUAL MORE LIKELY TO ATTRIBUTES) THAT MAKES AN INDIVIDUAL MORE LIKELY TO GAIN EMPLOYMENT AND BE FULFILLED IN THEIR CHOSEN GAIN EMPLOYMENT AND BE FULFILLED IN THEIR CHOSEN OCCUPATIONS.OCCUPATIONS.

EMPLOYABILITY OF UNIVERSITY GRADUATESEMPLOYABILITY OF UNIVERSITY GRADUATES WHICH WHICH INVOLVES DEVELOPING THE INTERRELATIONSHIPS INVOLVES DEVELOPING THE INTERRELATIONSHIPS BETWEEN THE UNIVERSITY, ITS SCHOOLS AND SERVICES BETWEEN THE UNIVERSITY, ITS SCHOOLS AND SERVICES WITH THE LABOUR MARKET AND EMPLOYERS.WITH THE LABOUR MARKET AND EMPLOYERS.

QA DEPARTMENT, UBQA DEPARTMENT, UB MODELS OF EMPLOYABILITYMODELS OF EMPLOYABILITY

HILLAGE & HILLAGE & POLLARD(1998)POLLARD(1998)

BENNETT, BENNETT, DUNNE & DUNNE &

CARRÉ(1999) CARRÉ(1999)

YORKE & YORKE & KNIGHT’S(2004)KNIGHT’S(2004)

•EMPLOYABILITY EMPLOYABILITY ASSETSASSETS

•PRESENTATIONPRESENTATION

•PERSONALPERSONAL

•CIRCUMSTANCES CIRCUMSTANCES

•DISCIPLINARY DISCIPLINARY CONTENT CONTENT KNOWLEDGEKNOWLEDGE

•DISCIPLINARY DISCIPLINARY SKILLSSKILLS

•WORKPLACE WORKPLACE AWARENESAWARENES

•WORKPLACE WORKPLACE EXPERIENCEEXPERIENCE

•GENERIC SKILLSGENERIC SKILLS

•UNDERSTANDINGUNDERSTANDING

•SKILLS (OR SKILFUL SKILLS (OR SKILFUL PRACTICES)PRACTICES)

•EFFICACY BELIEFSEFFICACY BELIEFS

•METACOGNITIONMETACOGNITION

THE ESSENTIAL COMPONENTS OF THE ESSENTIAL COMPONENTS OF GRADUATE EMPLOYABILITYGRADUATE EMPLOYABILITY

R eflection and Evaluation

Se

lf-Effic

ac

y

Em ployability

Career D evelopment Learning

E xperience (W ork & Life)

D egree Subject Knowledge, U nderstanding & Skills

G eneric Skills

E motional In telligence

CareerEDGE - The Key to Em ployability

Se

lf-Co

nfid

en

ce

Se

lf-Es

tee

m

CareerD evelopmentLearning

E xperience(W ork & Life)

D egreeSubject Knowledge, U nderstanding & Skills

G enericSkills

E motionalIn telligence

Source: Dacre Pool & Sewell (2007)

GENERIC SKILLSGENERIC SKILLS

THE TERM IS WIDELY USED TO REFER TO A RANGE OF THE TERM IS WIDELY USED TO REFER TO A RANGE OF QUALITIES AND CAPACITIES THAT ARE INCREASINGLY VIEWED QUALITIES AND CAPACITIES THAT ARE INCREASINGLY VIEWED AS IMPORTANT IN HIGHER EDUCATION. THESE INCLUDE AS IMPORTANT IN HIGHER EDUCATION. THESE INCLUDE THINKING SKILLS SUCH AS:THINKING SKILLS SUCH AS:

– LOGICAL AND ANALYTICAL REASONING, PROBLEM SOLVING, LOGICAL AND ANALYTICAL REASONING, PROBLEM SOLVING, INTELLECTUAL CURIOSITYINTELLECTUAL CURIOSITY

– EFFECTIVE COMMUNICATION SKILLS, TEAMWORK SKILLS, EFFECTIVE COMMUNICATION SKILLS, TEAMWORK SKILLS, CAPACITIES TO IDENTIFY, ACCESS AND MANAGE KNOWLEDGE AND CAPACITIES TO IDENTIFY, ACCESS AND MANAGE KNOWLEDGE AND INFORMATIONINFORMATION

– PERSONAL ATTRIBUTES SUCH AS IMAGINATION, CREATIVITY AND PERSONAL ATTRIBUTES SUCH AS IMAGINATION, CREATIVITY AND INTELLECTUAL RIGOR INTELLECTUAL RIGOR

– VALUES SUCH AS ETHICAL PRACTICE, PERSISTENCE, INTEGRITY VALUES SUCH AS ETHICAL PRACTICE, PERSISTENCE, INTEGRITY AND TOLERANCEAND TOLERANCE

QA DEPARTMENT, UBQA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

WHY ARE GENERIC SKILLS IMPORTANT?WHY ARE GENERIC SKILLS IMPORTANT?

THE GROWING EMPHASIS ON GENERIC SKILLS IN HIGHER THE GROWING EMPHASIS ON GENERIC SKILLS IN HIGHER EDUCATION HAS SEVERAL SOURCES. EDUCATION HAS SEVERAL SOURCES.

TRADITIONAL JOBS HAVE DISAPPEARED AND PEOPLE TRADITIONAL JOBS HAVE DISAPPEARED AND PEOPLE ENTERING THE JOB MARKET NEED TO HAVE DIFFERENT ENTERING THE JOB MARKET NEED TO HAVE DIFFERENT ATTRIBUTES. ATTRIBUTES.

ONE IS THE INCREASING EVIDENCE OF DEMAND FROM ONE IS THE INCREASING EVIDENCE OF DEMAND FROM BUSINESS AND EMPLOYER ORGANIZATIONS FOR BUSINESS AND EMPLOYER ORGANIZATIONS FOR GRADUATES TO POSSESS GENERIC SKILLS. GRADUATES TO POSSESS GENERIC SKILLS.

THERE ARE ALSO VARIOUS ECONOMIC, TECHNOLOGICAL THERE ARE ALSO VARIOUS ECONOMIC, TECHNOLOGICAL AND EDUCATIONAL ARGUMENTS THAT HAVE BROUGHT AND EDUCATIONAL ARGUMENTS THAT HAVE BROUGHT GENERIC SKILLS TO WIDER ATTENTION. GENERIC SKILLS TO WIDER ATTENTION.

THE CONTEMPORARY FOCUS ON GENERIC SKILLS IS REALLY THE CONTEMPORARY FOCUS ON GENERIC SKILLS IS REALLY PART OF A BIGGER, AS YET UNRESOLVED, DEBATE ABOUT PART OF A BIGGER, AS YET UNRESOLVED, DEBATE ABOUT THE PURPOSE OF UNIVERSITY EDUCATION AND HOW TO THE PURPOSE OF UNIVERSITY EDUCATION AND HOW TO DEVELOP WELL EDUCATED PERSONS WHO ARE BOTH DEVELOP WELL EDUCATED PERSONS WHO ARE BOTH EMPLOYABLE AND CAPABLE OF CONTRIBUTING TO CIVIL EMPLOYABLE AND CAPABLE OF CONTRIBUTING TO CIVIL SOCIETY (SEE KEMMIS 1998).SOCIETY (SEE KEMMIS 1998).

QA DEPARTMENT, UBQA DEPARTMENT, UB

GENERIC SKILLS AND QUALITY ASSURANCEGENERIC SKILLS AND QUALITY ASSURANCE

GENERIC SKILLS CAN ALSO PLAY A SIGNIFICANT ROLE IN GENERIC SKILLS CAN ALSO PLAY A SIGNIFICANT ROLE IN QUALITY ASSURANCE MEASURES THAT ARE SUITABLE FOR QUALITY ASSURANCE MEASURES THAT ARE SUITABLE FOR USE IN HIGHER EDUCATION. USE IN HIGHER EDUCATION.

FOR EXAMPLE, HAVING A CONSISTENT TERMINOLOGY FOR FOR EXAMPLE, HAVING A CONSISTENT TERMINOLOGY FOR DESCRIBING COURSE OUTCOMES CAN IMPROVE COURSE DESCRIBING COURSE OUTCOMES CAN IMPROVE COURSE DEVELOPMENT ACROSS AN INSTITUTION. DEVELOPMENT ACROSS AN INSTITUTION.

IT CAN ALSO IMPROVE COMMUNICATION TO THOSE OUTSIDE IT CAN ALSO IMPROVE COMMUNICATION TO THOSE OUTSIDE OF THE INSTITUTION. OF THE INSTITUTION.

LIKEWISE, HIGHER EDUCATION INSTITUTION COULD USE LIKEWISE, HIGHER EDUCATION INSTITUTION COULD USE WELL-GROUNDED SETS OF GENERIC SKILLS TO FACILITATE WELL-GROUNDED SETS OF GENERIC SKILLS TO FACILITATE RECOGNITION AND ACCREDITATION OF PRIOR LEARNING, RECOGNITION AND ACCREDITATION OF PRIOR LEARNING, E.G. OF NON-GRADUATES STUDENTS INTO POST-GRADUATE E.G. OF NON-GRADUATES STUDENTS INTO POST-GRADUATE PROGRAMS. PROGRAMS.

SUCH A PROCEDURE COULD GENERATE GREATER PUBLIC SUCH A PROCEDURE COULD GENERATE GREATER PUBLIC CONFIDENCE IN THE ASSESSMENT DECISIONS THAT ARE CONFIDENCE IN THE ASSESSMENT DECISIONS THAT ARE MADE BY EDUCATORS.MADE BY EDUCATORS.

QA DEPARTMENT, UBQA DEPARTMENT, UB

IN ORDER TO PROVIDE STUDENTS WITH THE IN ORDER TO PROVIDE STUDENTS WITH THE MAXIMUM BENEFIT FROM ATTENDING UNIVERSITY MAXIMUM BENEFIT FROM ATTENDING UNIVERSITY (AND HIGHEST EMPLOYMENT FIGURES) HIGHER (AND HIGHEST EMPLOYMENT FIGURES) HIGHER EDUCATION INSTITUTIONS (HEIs) NEED TO EDUCATION INSTITUTIONS (HEIs) NEED TO CONSIDER ALL STAKEHOLDERS WHEN CONSIDER ALL STAKEHOLDERS WHEN FORMULATING AN EMPLOYMENT STRATEGYFORMULATING AN EMPLOYMENT STRATEGY

QA DEPARTMENT, UBQA DEPARTMENT, UB

STAKEHOLDERSSTAKEHOLDERS INCLUDE: INCLUDE:

THE GOVERNMENTTHE GOVERNMENT EMPLOYERSEMPLOYERS HEIHEISS STUDENTSSTUDENTS ACADEMIC STAFFACADEMIC STAFF TEACHERS AND PARENTS/GUARDIANSTEACHERS AND PARENTS/GUARDIANS TRADE UNIONS ETC.TRADE UNIONS ETC.

QA DEPARTMENT, UBQA DEPARTMENT, UB

THE GOVERNMENTTHE GOVERNMENT

TO SUSTAIN ECONOMIC GROWTH AND MAINTAIN TO SUSTAIN ECONOMIC GROWTH AND MAINTAIN NATIONAL SOCIAL WELL BEINGNATIONAL SOCIAL WELL BEING

TO WIDEN PARTICIPATION IN HIGHER EDUCATIONTO WIDEN PARTICIPATION IN HIGHER EDUCATION POVERTY REDUCTIONPOVERTY REDUCTION SOCIAL INCLUSIONSOCIAL INCLUSION CONTROL OF WAGE INFLATIONCONTROL OF WAGE INFLATION IMPROVED PRODUCTIVITYIMPROVED PRODUCTIVITY

QA DEPARTMENT, UBQA DEPARTMENT, UB

EMPLOYERSEMPLOYERS

STRONG LINKS TO BE DEVELOPED WITH EMPLOYERS AND STRONG LINKS TO BE DEVELOPED WITH EMPLOYERS AND EMPLOYER GROUPS TO ‘MAXIMISE OPPORTUNITIES FOR EMPLOYER GROUPS TO ‘MAXIMISE OPPORTUNITIES FOR GRADUATE EMPLOYMENT’GRADUATE EMPLOYMENT’

UNIVERSITIES WOULD BENEFIT FROM ‘A MORE COHERENT UNIVERSITIES WOULD BENEFIT FROM ‘A MORE COHERENT INSTITUTIONAL APPROACH’ TO LARGER ORGANISATIONS INSTITUTIONAL APPROACH’ TO LARGER ORGANISATIONS AND THE PUBLIC SECTORAND THE PUBLIC SECTOR

EMPLOYERS WILL ENGAGE WITH UNIVERSITIES IF THEY EMPLOYERS WILL ENGAGE WITH UNIVERSITIES IF THEY PROVIDE WHAT EMPLOYERS NEED – GOOD PLACEMENT PROVIDE WHAT EMPLOYERS NEED – GOOD PLACEMENT STUDENTS, GRADUATE RECRUITS AND ‘QUICK AND VISIBLE STUDENTS, GRADUATE RECRUITS AND ‘QUICK AND VISIBLE BENEFITS TO THEIR BUSINESS’BENEFITS TO THEIR BUSINESS’

QA DEPARTMENT, UBQA DEPARTMENT, UB

HIGHER EDUCATION INSTITUTIONSHIGHER EDUCATION INSTITUTIONS

EDUCATION AND TRAINING ARE THE MAIN EDUCATION AND TRAINING ARE THE MAIN INSTRUMENTS AVAILABLE TO GOVERNMENTS AND INSTRUMENTS AVAILABLE TO GOVERNMENTS AND THE COMMUNITY TO PREPARE INDIVIDUALS FOR A THE COMMUNITY TO PREPARE INDIVIDUALS FOR A RAPIDLY-CHANGING, INCREASINGLY-DEMANDING RAPIDLY-CHANGING, INCREASINGLY-DEMANDING WORLD OF WORK, AND TO IMPROVE THEIR WORLD OF WORK, AND TO IMPROVE THEIR EMPLOYABILITYEMPLOYABILITY

THE DILEMMA FOR HIGHER EDUCATION IS KNOWING THE DILEMMA FOR HIGHER EDUCATION IS KNOWING WHERE TO CONCENTRATE ITS EFFORTSWHERE TO CONCENTRATE ITS EFFORTS

QA DEPARTMENT, UBQA DEPARTMENT, UB

STUDENTSSTUDENTS

MANY STUDENTS WERE SEEN TO BE MANY STUDENTS WERE SEEN TO BE MOTIVATED TO STUDY AT UNIVERSITY MOTIVATED TO STUDY AT UNIVERSITY PRINCIPALLY BY THE PROSPECT OF GETTING PRINCIPALLY BY THE PROSPECT OF GETTING A ‘GOOD’ (WELL PAID) JOB, AN AIM WHICH A ‘GOOD’ (WELL PAID) JOB, AN AIM WHICH WAS RARELY VOICED BY STUDENTS IN THE WAS RARELY VOICED BY STUDENTS IN THE PASTPAST

QA DEPARTMENT, UBQA DEPARTMENT, UB

STUDENTS NEED TO BE EQUIPED FOR ‘A LIFE OF STUDENTS NEED TO BE EQUIPED FOR ‘A LIFE OF WORK’ AND A WORLD OF LIFE LONG LEARNING WORK’ AND A WORLD OF LIFE LONG LEARNING

A FUNDAMENTAL SHIFT IN THE CONTRACT WITH THE A FUNDAMENTAL SHIFT IN THE CONTRACT WITH THE STUDENT TO EMBRACE A MORE CLEARLY DEFINED STUDENT TO EMBRACE A MORE CLEARLY DEFINED ELEMENT OF PERSONAL AND CAREER ELEMENT OF PERSONAL AND CAREER DEVELOPMENTDEVELOPMENT

HIGH PRIORITY GIVEN TO EMPLOYMENT SUCCESS HIGH PRIORITY GIVEN TO EMPLOYMENT SUCCESS BY UNIVERSITIES’ STUDENTS AND PROSPECTIVE BY UNIVERSITIES’ STUDENTS AND PROSPECTIVE STUDENTSSTUDENTS

QA DEPARTMENT, UBQA DEPARTMENT, UB

THE OPPORTUNITY TO BENEFIT FROM A RANGE OF THE OPPORTUNITY TO BENEFIT FROM A RANGE OF LEARNING FROM WORK OPPORTUNITIES INCLUDING LEARNING FROM WORK OPPORTUNITIES INCLUDING PLACEMENTS, INTERNSHIPS, LIVE PROJECTS, PLACEMENTS, INTERNSHIPS, LIVE PROJECTS, VOLUNTEERING ETC. VOLUNTEERING ETC.

SELF-DEVELOPMENT AND SUCCESS IN EXTRA-SELF-DEVELOPMENT AND SUCCESS IN EXTRA-CURRICULAR ACTIVITIES WILL BE RECOGNISED AND CURRICULAR ACTIVITIES WILL BE RECOGNISED AND REWARDEDREWARDED

NEW ALUMNI PROVISION TO ENHANCE NEW ALUMNI PROVISION TO ENHANCE RELATIONSHIPS WITH STUDENTS FOLLOWING RELATIONSHIPS WITH STUDENTS FOLLOWING GRADUATIONGRADUATION

QA DEPARTMENT, UBQA DEPARTMENT, UB

II. QA AND EMPLOYABILITY: LESSONS FROM THE II. QA AND EMPLOYABILITY: LESSONS FROM THE UNIVERSITY OF BUCHARESTUNIVERSITY OF BUCHAREST

ROMANIA- A BOLOGNA PROCESS SIGNATORY ROMANIA- A BOLOGNA PROCESS SIGNATORY COUNTRYCOUNTRY

ONE OF THE AIMS OF THE STRUCTURAL REFORM ONE OF THE AIMS OF THE STRUCTURAL REFORM TAKING PLACE IN ROMANIA IS TO FULLY TAKING PLACE IN ROMANIA IS TO FULLY IMPLEMENT THE STANDARDS AND GUIDELINES IMPLEMENT THE STANDARDS AND GUIDELINES FOR QA IN THE EUROPEAN HIGHER EDUCATION FOR QA IN THE EUROPEAN HIGHER EDUCATION AREA AREA

THE ROMANIAN AGENCY FOR QA IN HIGHER THE ROMANIAN AGENCY FOR QA IN HIGHER EDUCATION (ARACIS)- AN AUTONOMOUS PUBLIC EDUCATION (ARACIS)- AN AUTONOMOUS PUBLIC INSTITUTIONINSTITUTION

QA DEPARTMENT, UBQA DEPARTMENT, UB

““QUALITY ASSURANCE IS ONE QUALITY ASSURANCE IS ONE OF THE STRATEGIC GOALS OF OF THE STRATEGIC GOALS OF THE ACADEMIC MANAGEMENT. THE ACADEMIC MANAGEMENT. UNIVERSITY OF BUCHAREST IS UNIVERSITY OF BUCHAREST IS PROUD OF ITS QUALITY PROUD OF ITS QUALITY STANDARDS, RAISED THROUGH STANDARDS, RAISED THROUGH COMPARISON WITH COMPARISON WITH INTERNATIONAL INSTITUTIONS, INTERNATIONAL INSTITUTIONS, AND WITH THE BENEFIT OF AND WITH THE BENEFIT OF HAVING MANY YOUNG STAFF HAVING MANY YOUNG STAFF TRAINED IN EUROPE AND TRAINED IN EUROPE AND NORTH AMERICA” NORTH AMERICA”

(PROFESSOR IOAN PANZARU, (PROFESSOR IOAN PANZARU, RECTOR, UNIVERSITY OF RECTOR, UNIVERSITY OF BUCHAREST) BUCHAREST)

QA DEPARTMENT, UBQA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

QA DEPARTMENT, UBQA DEPARTMENT, UB

UB - THE LEADING INSTITUION OF HIGHER EDUCATION IN ROMANIA, ENJOYING AN IMPRESSIVE INTERNATIONAL PRESTIGE, ACQUIRED OVER ALMOST145 YEARS

UB IS AMONG THE FIRST 500 UNIVERSITIES OF THE WORLD (QUACQUAREELLI SYMONDS AND TIMES HE SUPPLEMENT)

UNIVERSITY OF BUCHAREST (UB) HAS MORE THAN 30000 STUDENTS ENROLLED IN 19 FACULTIES AND OVER 50 INSTITUTES, DEPARTMENTS AND RESEARCH CENTRES

QA DEPARTMENT, UBQA DEPARTMENT, UB

UB STARTED TO DESIGN AND DEVELOP AN UB STARTED TO DESIGN AND DEVELOP AN INTERNAL QA SYSTEM SINCE 2004INTERNAL QA SYSTEM SINCE 2004

LOOKING CONFIDENTLY TOWARDS LOOKING CONFIDENTLY TOWARDS INTERNATIONALISATION, UB TOP MANAGEMENT HAS INTERNATIONALISATION, UB TOP MANAGEMENT HAS INITIATED THE PROCESS OF QA IMPLEMENTATIONINITIATED THE PROCESS OF QA IMPLEMENTATION

QA DEPARTMENT, UBQA DEPARTMENT, UB

THE QA STRATEGY OF UB EMPHASIZES THE FOLLOWING THE QA STRATEGY OF UB EMPHASIZES THE FOLLOWING DOMAINS:DOMAINS:- THE INSTITUTIONAL CAPACITY- THE INSTITUTIONAL CAPACITY- THE EDUCATIONAL EFFICIENCY- THE EDUCATIONAL EFFICIENCY- THE QUALITY MANAGEMENT- THE QUALITY MANAGEMENT

MAIN OBJECTIVES OF QA STRATEGY:MAIN OBJECTIVES OF QA STRATEGY:- INTRODUCTION OF A QUALITY MANAGEMENT APPROACHINTRODUCTION OF A QUALITY MANAGEMENT APPROACH- DEVELOPMENT OF A STRONG INSTITUTIONAL QUALITY DEVELOPMENT OF A STRONG INSTITUTIONAL QUALITY

CULTURE CULTURE - ENHANCING THE EMPLOYABILITY OF ITS GRADUATESENHANCING THE EMPLOYABILITY OF ITS GRADUATES

QA DEPARTMENT, UBQA DEPARTMENT, UB

STARTING WITH 2005 UB LAUNCHED THE FIRST STARTING WITH 2005 UB LAUNCHED THE FIRST COLLABORATIVE PROJECT “DIALOGUES FOR COLLABORATIVE PROJECT “DIALOGUES FOR PERFORMANCE” WITH CODECSPERFORMANCE” WITH CODECS

THE AIM WAS TO IDENTIFY THE OPTIMAL SET OF THE AIM WAS TO IDENTIFY THE OPTIMAL SET OF COMPETENCES NEEDED TO A GRADUATE FOR COMPETENCES NEEDED TO A GRADUATE FOR EMPLOYEMENTEMPLOYEMENT

CODECS HAS ORGANISED THESE MEETING AND CODECS HAS ORGANISED THESE MEETING AND INTERMEDIATED THE RELATIONSHIPS BETWEEN UB INTERMEDIATED THE RELATIONSHIPS BETWEEN UB AND THE EMPLOYERSAND THE EMPLOYERS

QA DEPARTMENT, UBQA DEPARTMENT, UB

CODECS IS A NON-GOVERNMENTAL ORGANISATION, CODECS IS A NON-GOVERNMENTAL ORGANISATION, SET UP IN 1003, WITH THE SUPPORT OF THE KNOW SET UP IN 1003, WITH THE SUPPORT OF THE KNOW HOW FUND IN GREAT BRITAIN AND OF THE HOW FUND IN GREAT BRITAIN AND OF THE ROMANIAN FOUNDATION FOR DEMOCRACYROMANIAN FOUNDATION FOR DEMOCRACY

CODECS IS THE ONLY PARTNER OF THE OPEN CODECS IS THE ONLY PARTNER OF THE OPEN UNIVERSITY IN ROMANIA, FOR ITS COURSES AND UNIVERSITY IN ROMANIA, FOR ITS COURSES AND TRAINING PROGRAMMES.TRAINING PROGRAMMES.

QA DEPARTMENT, UBQA DEPARTMENT, UB

4 MEETINGS WERE ORGANISED, TAKING INTO 4 MEETINGS WERE ORGANISED, TAKING INTO ACCOUNT THE VARIOUS PROFILES OF THE 19 ACCOUNT THE VARIOUS PROFILES OF THE 19 FACULTIESFACULTIES

THE PARTICIPANTS WERE:THE PARTICIPANTS WERE: STUDENTSSTUDENTS REPRESENTATIVES OF THE EMPLOYERSREPRESENTATIVES OF THE EMPLOYERS PROFESSORSPROFESSORS TOP MANAGEMENT OF UB(RECTOR, VICE-RECTORS, TOP MANAGEMENT OF UB(RECTOR, VICE-RECTORS,

QA STAFF)QA STAFF)

QA DEPARTMENT, UBQA DEPARTMENT, UB

SOME OF THE OUTCOMES OF THE PROJECT:SOME OF THE OUTCOMES OF THE PROJECT:

A HIGHER FLEXIBILITY OF THE EDUCATIONAL OFFERA HIGHER FLEXIBILITY OF THE EDUCATIONAL OFFER A BALANCE BETWEEN ACADEMIC CULTURE AND A A BALANCE BETWEEN ACADEMIC CULTURE AND A

PRACTICAL APPROACH OF CURRICULAPRACTICAL APPROACH OF CURRICULA A STUDENT CENTERED APPROACHA STUDENT CENTERED APPROACH A FOCUS ON THE PRACTICAL DIMENSIONS OF A FOCUS ON THE PRACTICAL DIMENSIONS OF

LEARNING OUTCOMES LEARNING OUTCOMES A INCREASING RESPONSIBILITY OF UB TOWARDS ITS A INCREASING RESPONSIBILITY OF UB TOWARDS ITS

STAKEHOLDERSSTAKEHOLDERS

QA DEPARTMENT, UBQA DEPARTMENT, UB

THERE WERE IDENTIFIED THE FOLLOWING NEEDED THERE WERE IDENTIFIED THE FOLLOWING NEEDED LEARNING OUTCOMES OF A BACHELOR GRADUATE:LEARNING OUTCOMES OF A BACHELOR GRADUATE:

GENERAL COMPETENCIESGENERAL COMPETENCIES INTERPERSONAL COMPETENCIESINTERPERSONAL COMPETENCIES CAREER MANAGEMENT SKILLSCAREER MANAGEMENT SKILLS COGNITIVE SKILLSCOGNITIVE SKILLS

QA DEPARTMENT, UBQA DEPARTMENT, UB

CONCLUSIONSCONCLUSIONS HIGHER EDUCATION AND THE LABOUR MARKET HIGHER EDUCATION AND THE LABOUR MARKET

ARE CHANGING RAPIDLY, THE ECONOMY IS ARE CHANGING RAPIDLY, THE ECONOMY IS INCREASINGLY KNOWLEDGE BASED AND INCREASINGLY KNOWLEDGE BASED AND COMPETITIVE, AND THE NATURE OF GRADUATES' COMPETITIVE, AND THE NATURE OF GRADUATES' WORK IS BEING TRANSFORMED AND WORK IS BEING TRANSFORMED AND DIVERSIFYING. DIVERSIFYING.

ENHANCING ACADEMIC QUALITY AND THE ENHANCING ACADEMIC QUALITY AND THE EMPLOYABILITY OF GRADUATES ARE THE TWO EMPLOYABILITY OF GRADUATES ARE THE TWO MOST FREQUENTLY MENTIONED DRIVING FORCES MOST FREQUENTLY MENTIONED DRIVING FORCES BEHIND THE BOLOGNA PROCESSBEHIND THE BOLOGNA PROCESS ACCORDING TO ACCORDING TO THE REPRESENTATIVES OF MINISTRIES, RECTORS' THE REPRESENTATIVES OF MINISTRIES, RECTORS' CONFERENCES AND HIGHER EDUCATION CONFERENCES AND HIGHER EDUCATION INSTITUTIONS.INSTITUTIONS.

QA DEPARTMENT, UBQA DEPARTMENT, UB

QUALITY REPRESENTS A VALUE GENERATOR FOR QUALITY REPRESENTS A VALUE GENERATOR FOR HEIs, ENSURING A HIGHER EMPLOYABILITYHEIs, ENSURING A HIGHER EMPLOYABILITY

HEIs SHOULD BE ENCOURAGED TO SEEK A CLOSE HEIs SHOULD BE ENCOURAGED TO SEEK A CLOSE DIALOGUE WITH PROFESSIONAL ASSOCIATIONS AND DIALOGUE WITH PROFESSIONAL ASSOCIATIONS AND EMPLOYERS IN REFORMING THEIR CURRICULAEMPLOYERS IN REFORMING THEIR CURRICULA

EMPLOYABILITY HAS GROWN IN IMPORTANCE AS A EMPLOYABILITY HAS GROWN IN IMPORTANCE AS A DRIVER OF CHANGE OF UNIVERSITIESDRIVER OF CHANGE OF UNIVERSITIES

THANK YOU!THANK YOU!