1. WORKSHOP: INSTITUTIONAL SELF-EVALUATION, PART 2 OF THE REVIEW
Helka Kekäläinen & Kati Isoaho
FINEEC

2. AZERBAIJAN STATE ECONOMIC UNIVERSITY

3. THE PURPOSE OF SELF-EVALUATION
Self-evaluation report is a key material for the evaluation group prior the site visit
Self-evaluation is often the most valuable part of the whole evaluation process for the institution! (Shared discussions, rising the quality culture)
Remember that you will do this part for your own development work
Keep the discussion and reporting phase as reflective as possible
Provide concrete examples of practical approach related to the quality work. The biggest success in my department/unit

4. INTENDED OUTCOMES OF THE SELF-EVALUATION
Strenghts are identified for the each assessment area
Areas in need of improvement are identified and
Good practices in internal quality assurance have been identified and shared within the university
Evalution group is provided a reflective view to the whole university and its key activities in the form of self-evaluation report

5. TODAY’S GOAL IS
To continue the creation process of the university´s self-evaluation report
Identify and document key findings in the chosen assessment areas to support the actual writing of the self-evaluation afterwards
Present the more detailed schedule of the self-evaluation and site-visit

6. CHARACTERISTICS OF A GOOD SELF-EVALUATION
It is reflective, analytical and evidence-based;
It is open and honest (transparent) about areas for further improvement;
It is consistent narrative but reflecting institutional diversity

7. SELF-EVALUATION PROCESS

8. FRAMEWORK OF THE SELF-EVALUATION
Standards and Guidelines for Quality Assurance of
Higher Education in Azerbaijan
- Manual for Pilot Evaluations
Includes assessment areas (7 pieces) and their descriptions as a lists of evaluative questions
Introduced in detail in the first workshop by Ms. Kirsi Hiltunen/FINEEC and Ms. Hannele Keränen/University of Lapland in September 2016

9. REVIEWING FOUR ASSESSMENT AREAS TODAY
1 Strategic Planning (led by Kati)
2 Management (led by Helka)
3 Human Resources (led by Kati)
6 Research Activities (led by Helka)

10. WORKING METHOD OF THE WORKSHOP
Discussions in smaller groups (appr. 4 persons in each)
Evaluation forms provided by Twinning Experts (AZ, EN)
Define at least 5 points to each category per assessment area
Strengths
Areas for improvement
Good Practises
Planned improvement activities

11. SCHEDULE
Timeframe
10 am – 01 pm: discussions on the assessment areas and documentation of the findings
01 pm – 02 pm: lunch
02 pm – 04 pm: share of the results
Twinning Experts give a short introduction to the each assessment area prior the discussions
Participants are asked to keep the filled evaluation forms for the report writing purposes

12. AREA 1: STRATEGIC PLANNING
Role (mission and vision) of the institution in the context of national education system is well defined and supported by relevant (internal and external) stakeholders.
The development strategy approved by the Scientific Council of the institution is compliant with the mission statement and objectives of the institutions. Short and/or mid-term plans for its realization are in place.
Development strategy of the institution is line with its resources (finances, staff, infrastructure), capacity of attracting additional resources, changes in labour market and needs of the society.
Relevant stakeholders (teaching staff, students and employers) are involved in the strategic development process of the institution.
Processes to evaluate the achievement of the objectives set in the strategy are in place, short and/or mid-term plans are followed and the implementation monitored.
Information about higher education institution’s mission, vision and objectives is publicly available (website, media, other channels).

13. AREA 2: MANAGEMENT
The management structure of the institution supports the achievement of institutional objectives set in the development strategy.
Rights and responsibilities of structural units (Scientific Council, faculty, chair and others) are clearly defined and the implementation of decisions taken is effective.
Staff members filling managerial positions have relevant qualifications, their rights and responsibilities are clearly defined; institution supports the development of their managerial skills and competences.
The allocation of financial resources inside the institution supports the implementation of the development strategy (including short and/or mid-term plans) of the institution.
Structural units of higher education institution have mutual and functional relations (internal collaboration) and they cooperate with other institutions and organizations (external collaboration).
The internal (formal and informal) communication between different levels of the management staff, teaching staff and students is purposeful and effective.
Internal quality assurance system (monitoring, analysis, assessment and forecasting) is supporting the strategic management of the institution.

14. AREA 3: HUMAN RESOURCES
Rights and responsibilities of staff members as well as the qualification required are defined according to the purpose of their position (e.g. in job descriptions). Recruitment process is transparent.
The number (proportion) of full-time teaching staff members is in accordance with national requirements.
The distribution of full-time teaching staff by age and qualifications facilitates the sustainability of studies in a certain study area.
Existence of monitoring and assessment mechanism of the teaching activity of teaching staff (quality and professionalism) in higher education institution.
Relevance of teaching support staff to regulatory requirements (number, major etc.) in higher education institution.
The institution monitors, supports and encourages the professional and teaching-skills development of the academic staff on a regular basis.
Academic staff members participate in international exchange programmes, projects and conferences.
The institution has a HR development (including motivation) system in place. Assessment of the work of the teaching staff takes into account the quality of their teaching as well as of their research, including development of their teaching and research skills, and their international mobility.

15. AREA 6: RESEARCH ACTIVITIES
The objectives for scientific and research activity are defined in the mission, strategy and development plan of the institution. The institution monitors the needs of society and the economy, and takes them into account in planning its research activities.
The achievement of the objectives and the impact research activities are regularly measured and analysed (scientific and educational publications, doctoral students, patents etc.).
The institution promotes and upholds high quality academic and ethical standards of research; procedures for dealing with allegations of research misconduct are defined and followed.
Institution has an effective system to encourage and support the research and scientific activities of academic staff members (e.g., incentives for conducting research, counselling related to intellectual property, support for publishing in international journals, motivating the cooperation with employers).
Students are involved in research and development activities; the supervision of students’ research papers (seminar papers, applied projects, final thesis) is well organised.
The institution participates in different regional and international scientific and research networks in their areas of academic activities.
The institution has financial resources needed for scientific and research activities and a strategy that supports their acquisition in order to be competitive at international level.

16. A VIEW TO THE NEXT STEPS

17. NEXT STEPS: CONTINUATION OF THE REPORT DRAFTING
Twinning Project Team provides a template for the self-evaluation report
Contact persons have now been provided a template
Universities are recommended to:
Approach the report writing as a process
Discuss the report draft and workshop outcomes with the various actors within the university: representatives of professors, lecturers, administrative staff, leadership, students, external stakeholders

18. SITE-VISIT: 4 – 6 APRIL 2017 23 Jan
1st workshop
Introduction of Manual for Pilot Evaluations
Examples of good practises from Finland
September 2016
2nd workshop
Review of the assessment areas
4,5 and 7
October 2016
3rd workshop
1,2,3 and 6
29 November
2016
Drafting the self-evaluation report
October January
2017
Submission of the self-evaluation report 23
Jan

19. ABOUT THE SELF-EVALUATION REPORT
The length of the self-evaluation report is max 40 pages (excluding the appendices)
Required appendices:
A data package (described in detail in the report template)
An organisation chart and a concise description of the organisation of the higher education institution
Development strategy and implementation plans of the institution
University-level description of the curricula design (e.g. instructions, parties involved, process of preparing and decision-making etc.)

20. LANGUAGE OF THE SELF-EVALUATION REPORT
The language of the final self-evaluation report to be submitted to the evalution team should be English
The university may draft the completed self-evaluation report in Azerbaini or in English
And Twinning Project Team arranges translation if requested
The upcoming evaluation team shall work in English; however, there will be interpreter available during the site visit interviews

21. THANK YOU FOR YOUR PARTICIPATION. helka. kekalainen@karvi. fi kati
THANK YOU FOR YOUR PARTICIPATION!