GLOBAL: Postgraduate quality principles adopted

Assessment of quality in postgraduate education is critical to the success of masters and doctoral students, and to the future of global research within and outside academe, according to a set of principles adopted at an international conference of higher education leaders from 17 countries held in Brisbane this month.

At the same time, the goals of quality assessment must be considered in relation to the diverse contexts in which students are trained, the principles state. International discussions of quality assessment must therefore respect differences in the priorities and approaches of different countries, institutions and disciplines, and the variety of educational, research and professional needs of their students.

The Fourth Annual Strategic Leaders Global Summit, Measuring Quality in (Post)Graduate Education and Research Training, was sponsored by the US-based Council of Graduate Schools and the Australian Group of Eight research-intensive universities. The summit is an annual event designed to promote international best practices on key issues in masters and doctoral education.

The 43 participants included deans and other leaders of graduate schools, representatives of national and international associations involved with graduate education, and government officials responsible for the quality of graduate education in their countries.

A release from the summit says that in response to growing demands for accountability and greater transparency, academic and research systems around the globe "have intensified efforts to meaningfully assess the quality and outcomes of university education". But so far, governments, international organisations and the higher education sector have focused efforts almost exclusively on undergraduate education.

"The more specialised nature of doctoral and masters education, particularly in their research components, generally requires that assessment be based on more specific outcomes, such as measurable skills for research, teaching, and other professional activities, as well as theses and dissertations, which reflect the overall quality of training," the release states.

Those attending the summit could attend sessions on quantitative and qualitative measurements of learning outcomes in areas such as attrition and completion, programme content and design, mentoring and supervision, international collaboration, skills and competencies, and employment.

"The summit has been a great opportunity for the leaders in postgraduate education from around the world to learn from each other about how we might better assess the quality and outcomes of postgraduate research and consequently improve the postgraduate education of future generations of researchers," said Professor Max King, dean of graduate studies at Monash University in Melbourne.

During the final session, participants reached agreement on the set of principles intended to serve as a framework for establishing and exchanging best practices in quality assessment, both in the participants' home countries and via international networks.

Council of Graduate Schools President Debra Stewart said improving and advancing quality in graduate education was a "truly a global objective".

"This year's summit has enriched our collective understanding of strategies and tools for achieving that goal," Stewart said "The summit continues to be one of our most effective vehicles for sharing best practices across national boundaries."

Previous summits focused on international collaboration in graduate education (Banff, 2007 and San Francisco, 2009) and promoting scholarly integrity (Florence, 2008). A report based on the latest proceedings will be available next year

For more information on the summit click here.


Principles and Practices for Assessing the Quality of Post-Graduate Education and Research Training

Preamble

The assessment of quality in post-graduate education is critical to the success of masters and doctoral students and to the future of the global research enterprise both within and outside academia. All countries and regions stand to benefit from assessment efforts that seek to improve outcomes for students and countries. At the same time, the goals of quality assessment must be considered in relation to the diverse contexts in which students are trained. International discussions of quality assessment must therefore respect differences in the priorities and approaches of different countries, institutions, and disciplines, and the variety of educational, research and professional needs of their students. Acknowledging the differences in our national contexts, the delegates of the 2010 Strategic Leaders Global Summit have agreed to a set of common principles for assessing the quality of (post)-graduate education and research training.

1- The primary objective of quality assessment is to ensure and improve the quality of (post)-graduate training and student learning and professional development. Evaluation must go beyond the assessment of research quality to address topics such as:

* Admission criteria and recruitment
* Student Learning Outcomes, including transferable skills
* Mentoring and supervising structures
* Infrastructure for (post)-graduate student training
* Quality of student experience
* Measures of completion and attrition
* Career placement both inside and outside academe

2- Another key objective of quality assessment is to assure external stakeholders of the quality of (post)-graduate education. Sharing the goals and outcomes of assessment with all relevant stakeholders, including the public, helps ensure that assessment efforts are understood and valued.

3- While quality can be assessed in a variety of ways, evaluation should be based on clearly defined objectives, criteria and processes, and the intended uses of the results should be made clear to all relevant stakeholders. Different or multiple processes may be needed to meet different goals and audiences.

4- The development of specific quality metrics for research degrees is a key priority. Areas to be considered in review of research degrees include:

* Monitoring progress through the degree
* Quality of the dissertation/thesis
* Exposure to interdisciplinary and global research experiences
* Skills for generating and communicating research
* Quality of the research training environment
* Research impact

5- Quality assessment is most effective when academic staff (faculty) play a role in designing or refining evaluation procedures.

6- Regular processes of internal and external review should be used to sustain and advance quality in (post)-graduate education.

7- Graduate education leaders have particular responsibilities for defining, measuring, benchmarking, and improving the professional and transferable skills of students. To support this effort to improve programme quality, it is important to closely follow workforce trends, develop better methods of tracking graduates' career trajectories, and ensure that students are trained to adapt to evolving career demands.

8- The assessment of quality in international collaborations is integral to (post)-graduate research training in the 21st century. The globalisation of (post)-graduate education and research demands rigorous, coordinated efforts to measure the outcomes of international experiences for graduate students, and to identify desired outcomes not currently achieved.

9- The success of future assessment efforts depends on the refinement of existing tools, qualitative and quantitative, and the development of new methodologies for measuring quality. Key priorities in this area include the comparison of tools existing or under development, the exchange of best practices in their use, and the development of new technologies that support assessment and the sharing of data.

10- National and regional groups of university leaders responsible for (post)-graduate education and research training provide an important mechanism for sharing best practices.