Quality Assurance in Higher Education- the Norwegian Way
Tove Blytt Holmen

The Higher Education Institutions (HEIs) in Norway 42 state-owned institutions (6 full-scale universities, 5specialized universities, 25 university colleges, 2Academies of Fine Art and 4 military colleges). 70% of thestudents attend state-owned universities. No student fees
are allowed.

 20 private colleges with financial support from the state (1specialized university, 1 university college, 18 notaccredited as institutions. 30% of the students attend
private institutions for higher education. Student fee isrequired.

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The Quality Reform of Higher Education

 Change in governance at the institutional level Increased institutional autonomy
 New funding formula for the institutions
 NOKUT – The Norwegian Agency for Quality
Assurance in Education
 New degree structure New forms of student guidance, evaluation andassessment
 New financial support to students
 Internationalisation

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Governance at the Institutional Level
 The Board of each state-owned HEI will consist of elevenmembers: four academic representatives, one representativefrom the technical and administrative staff, two student
representatives, four external members appointed by the Ministry Student representatives should have at lest 20% of the seats,
two seats at the minimum, in all executive bodies of theinstitution

 For a private institution the Board shall be composed by at least
five members and have representatives from the students andstaff. If the Board has more than ten members, the groups
representing studients and staff shall have at least two members.

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Institutional Autonomy

Universities

Specialised
universities

Accredited
university
colleges

Nonaccredited

PhD.
MasterBachelor

Power to establish any study programme (BA, MA, PhD)Power is limited. The institusjonen can not offer study
programmes in the field without accreditation and a final
decision by The Ministry of Education.
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NOKUT - Mandate Evaluation of institutional quality assurance systems(institutional audits)
 Initial accreditation of higher education institutions
 Initial accreditation of course provisions (HE) Revisions of accreditations
 Evaluations for enhancement purposes Approval of shorter, vocational education (tertiary, butnot HE)
 Recognition of foreign education

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The Norwegian Model of Quality Assurance

Accreditation

Revision ofaccreditation
HEIsand theirportefolio

QASAudit

Revision ofaccreditation

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Tumble-stones
 Division of labour and responsibility between NOKUT and theMinistry: NOKUT conducts what should be reliable, independent
academic assessments. The Ministry is the owner and politicalinstans.
 The Ministry may not instruct NOKUT in excess of what isauthorized by statute or laid down by the Ministry inregulations, and may not revise accreditations judgements
by turning them from No to Yes.

 HEIs have been heard when designing models for quality
assurance, standards and criteria

 All evaluations conducted by NOKUT are public and NOKUT
shall make efforts to ensure that they are made known to thepublic.

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When quality fails

 If NOKUT finds that an institution no longer fulfils theconditions for accreditation, the institution shall beallowed a limited time implement necessarymeasures.
 NOKUTs decision to withdraw accreditation of a study
programme shall be sent to the institution concernedwith a copy to the Ministry. The institution shallwithdraw the study programme immediately.

16.10.2006|9Appeals

 NOKUTs decisions - other than the judgements doneby the external panels - can be appealed to an
appeals board appointed by the Ministry.

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Programme accreditation; standards and criteria
Universities and university colleges shall promote thepurpose of the Act by providing higher education on thebasis of the foremost within research, academic andartistic development work and empirical knowledge• Curriculum• Staff• Internationalisation• Infrastructure• Quality assurance

16.10.2006| 11Criteria

 Fairly detailed, but gives the experts room for
qualitative judgements All criteria have to be met at a certain minimum level

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The Quality Reform
There were two main reasons for the Reform: to achieve improved quality in higher education andresearch The Bologna Process and Norway’s obligations in thisrespect
Years of cooperation between the parties:
HEIs, NOKUT and the Ministryshow that we are moving in the right direction

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