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EUA Institutional Evaluation Programme: University of Maribor

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Presentation on theme: "EUA Institutional Evaluation Programme: University of Maribor"— Presentation transcript:

1 EUA Institutional Evaluation Programme: University of Maribor
28 June, 2013

2 Distinctive Features Strong emphasis on the self-evaluation phase
A European perspective A peer-review approach Improvement oriented Focus on institution as a whole Aim: Contribute to the dynamics of development and evaluates the university’s capacity for change

3 Methodology Examination of short and long term objectives (mission statement) Examination of external and internal constraints, as well as the strengths, weaknesses, opportunities and threats Recommendation of strategies to improve the quality of the institution No standardised solution nor imperative proposals, but support to the institution for improvement A voluntary process

4 4 Key questions What is the institution trying to do?
How is the institution trying to do it? What proves that it works? How does the institution change in order to improve?

5 Evaluation Process Self-evaluation resulting in Self-Evaluation Report
Two visits by the Evaluation Team Oral report (main findings) Written report by the Evaluation Team Dissemination by the University and the IEP Follow-up evaluation (optional)

6 IEP Evaluation Team Kerstin Norén, Chair Gerard Wrixon Simona Lache
Jacob Müller Fabrice Hénard, Team Coordinator

7 Governance Integration of faculties
Dissemination of good examples Cooperation between faculties in multidisciplinary teams Keeping track of national and European changes/developments Complication of governance structure Who is responsible? Good integration of students in governing bodies

8 Governance We support idea of a more cohesive university
Visibility Reputation Central intelligence Subsidiarity remains Enhance communication to achieve consistency Lobby for multi-year financing contract to secure development

9 Teaching and learning Students are pleased with their studies
Uneven development of Bologna process Duplication of courses Need for more practical training Too much concentration on research development could threaten undergraduate education

10 Teaching and learning Make sure that habilitation process includes deep knowledge of the Bologna Process Continuous improvement of didactics Develop Life Long Learning Make sure resources are not used to duplicate courses Start careful restructuring and search for coherence and mutual recognition between faculties Promote further contacts with stakeholders for (re)- design of programmes

11 Research Excellence in research and development
Predominant applied research, basic research in some limited areas Good examples of multidisciplinary research in the region between “Poland-Black Sea”

12 Research Research as a service to the society
Students needs for contacts with employers Possibility of European funding Characteristics of the country profiling the university Internationalisation in the wider area = Applied research should be favoured

13 Services to the society
University is important for the stakeholders The way the Career Center works Good work with surrounding society

14 Services to the society
Expand contacts with society around and undertake collaborative projects Formalised structure for the stakeholders Increase Alumni students contacts in all faculties Become the focal point for the region

15 Internationalisation
Ambitious new university-wide strategy including both research and education High number of incoming students Strategic links with universities

16 Internationalisation
Tighten strategic links at faculty level Look for university networks with similar universities Advocate for English-taught programmes

17 Quality Assurance Good system with Quality Development Centre and the Quality Assessment Committee Round table discussions following programme evaluation for improvement of questionnaires Results of reports are not always implemented

18 Quality Assurance Incentives to take up decisions on QA
A portion of funding should be tied to the extent to which the faculty responds to recommendations in the yearly quality reports Quality Development Centre to include Teaching and Learning Development (including staff development).

19 Thank you!


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