The evaluation system for the assessment of teaching and teachers at the University of Luxembourg Fernand Anton Marian van der Meulen

Luxembourg  A multicultural and trilingual country in the heart of Europe  Around inhabitants  Around 43 % foreigners  Languages: Luxembourgish, French, German

University of Luxembourg  Founded in 2003  5700 students  thereof 380 PhD-students  11 Bachelor degrees  26 Master degrees  9 other qualifications

Our Profile  Multilingual and international  Research centered  Close proximity to the financial centre and to the EU Institutions  Connected to the business world and to the society  A university with a personal touch

Faculties (organized in research units and teaching units)

Five Focus Areas of Research  Security, Reliability and Trust in Information Technology  Molecular and Systems Biomedicine  International Finance  European and Business Law  Education and Multilingualism

External Evaluation June 27, 2007

Committee Group of experts Established by the Minister Independence

Purpose –Assist the University in reflecting constructively on its achievements –Provide an element of international consultancy to the University in key areas of its activities –Give the University the opportunity to plan its own future development through constructive evidence-based discussion with international colleagues

Main Characteristics Independence of Committee Specificity of the University of Luxembourg Peer review Final Public Report

Organisation Committee –Organisation and supervision of external evaluation Panels for evaluation of – research priorities – teaching programmes

Areas evaluated Research and Innovation Teaching and Learning Organisation and Management According to international standards and taking into account national impact

Research and Innovation 6 Panels (one for each priority) Composition : –1 committee member (chairing the panel) –2 international experts –1 student (Ph D level)

Teaching and Learning 3 Panels (one for each Faculty) Evaluation based upon representative samples of programmes from each faculty Composition : 1 Committee member (chairing the panel) 1 Expert per field of study (number of fields to be defined) 1 Student

University Input Self evaluation (Guidelines provided by the Committee) It is an evidence based process. It requires : –Basic data –Indicators –SWOT analysis (Central, Faculties, Priorities) –Full participation of faculty members, administration and students

Tools Handbook –Guidelines for self evaluation –Protocol for external evaluation Procedures Grids of analysis for the three areas evaluated

Guidelines for the self-evaluation: Overview Setting up a steering committee responsible for the organisation of the self- evaluation and for the self-evaluation report Respond to strategic and reflective questions Grids for the three areas to be evaluated Specific guidelines for each area

Strategic and reflective questions What does the unit want to achieve? How does the unit operate? How does the unit monitor its performance? How dynamic / adaptive is the unit?

Teaching and Learning Grid Input: Physical/material and human infrastructure, student selection and intake Process: Objectives, curriculum, programme contents and teaching/learning processes, « learning outcomes » Output: Realisation of objectives (outcomes of learning, employability, mobility), efficiency Quality Assurance: Effective internal quality assurance and culture

Panels Selection of high quality panel members (propositions and decisions) Information given to panel members (data and training) Site visits Report to Committee

Content of Final Report Commentary on research and programmes with an assessment on a 4 point scale Commentary on organisation and management Recommendations for improvement of research, programmes and management

Use of Final Report Provides a public picture of the current state of the University Gives indications of possible developments and follow-ups Helps to prepare next strategic plan and next « contrat quadriennal »

Long-term perspective This exercise is a first step How to envisage long term arrangements for quality enhancement?

Evaluation of courses by students (each semester, Moodle)

Evaluation of teaching programmes by students (after completion of each programme., Moodle)

EXTERNAL EVALUATION REPORT OF THE UNIVERSITY OF LUXEMBOURG BY THE COMMITTEE OF EXTERNAL EVALUATION Luxembourg – January 2009 (146 pages) BY THE COMMITTEE OF EXTERNAL EVALUATION available here

Handbook for the second External evaluation of the University of Luxembourg 2012 ‐ 1013 [version 6 ‐ 03/11/2011] Handbook for the second External evaluation of the University of Luxembourg 2012 ‐ 1013 [version 6 ‐ 03/11/2011] Next external evaluation in process!! available here

Thank you for your attention!