introduction - ekka€¦ · web viewshould be modernized to reduce the burden of factual...

Estonian quality agency for higher and vocational education

Assessment Report

Name of SPGName(s) of HEI(s)

Year

ContentsINTRODUCTION.................................................................................................................3

Assessment Report on Life Sciences

GENERAL FINDINGS AND RECOMMENDATIONS.........................................................................41. ASSESSMENT REPORT OF SPG AT …................................................................................5

1.1. INTRODUCTION......................................................................................................51.2. GENERAL FINDINGS AND RECOMMENDATIONS AT THE STUDY PROGRAMME GROUP LEVEL.......51.3. STRENGTHS AND AREAS FOR IMPROVEMENT OF STUDY PROGRAMMES BY ASSESSMENT AREAS.........................................................................................................................5

1.3.1. NAME OF STUDY PROGRAMME............................................................................61.3.2. NAME OF STUDY PROGRAMME..........................................................................15

2. ASSESSMENT REPORT OF SPG AT …..............................................................................232.1. INTRODUCTION....................................................................................................232.2. GENERAL FINDINGS AND RECOMMENDATIONS AT STUDY PROGRAMME GROUP LEVEL...........232.3. STRENGTHS AND AREAS FOR IMPROVEMENT OF STUDY PROGRAMMES BY ASSESSMENT AREAS.......................................................................................................................23

2.3.1. NAME OF STUDY PROGRAMME..........................................................................242.3.2. NAME OF STUDY PROGRAMME..........................................................................242.3.3. NAME OF STUDY PROGRAMME..........................................................................24

2


Introduction

Pre-filled by EKKA coordinator (following the example below) and amended by the assessment team.

Quality assessment of a study programme group involves the assessment of the conformity of study programmes and the studies and development activities that take place on their basis to legislation, national and international standards and developmental directions with the purpose of providing recommendations to improve the quality of studies.

The goal of quality assessment of a study programme group is supporting the internal evaluation and self-development of the institution of higher education. Quality assessment of study programme groups is not followed by sanctions: expert assessments should be considered recommendations.

Quality assessment of a study programme group takes place at least once every 7 years based on the regulation approved by EKKA Quality Assessment Council for Higher Education Quality Assessment of Study Programme Groups in the First and Second Cycles of Higher Education.

The aim of the assessment team was the evaluation of the Study Programme Group (SPG) of Transport Services in two higher education institutions: Tallinn University of Technology, and TTK University of Applied Sciences.

The team was asked to assess the conformity of the study programmes belonging to the study programme group and the instruction provided on the basis thereof to legislation and to national and international standards and/or recommendations, including the assessment of the level of the corresponding theoretical and practical instruction, the research and pedagogical qualification of the teaching staff and research staff, and the sufficiency of resources for the provision of instruction.

The following persons formed the assessment team:

Name (Chair) Position

Name Position

... Position

Name Position

Name Position

Name Position

Name Position

3

http://ekka.archimedes.ee/wp-content/uploads/Guidelines_SPG_07.08.12_ENG.pdf

http://ekka.archimedes.ee/wp-content/uploads/Guidelines_SPG_07.08.12_ENG.pdf


The assessment process was coordinated by ... (EKKA).

After the preparation phase, the work of the assessment team in Estonia started on ..., with an introduction to the Higher Education System as well as the assessment procedure by EKKA, the Estonian Quality assurance organization for higher and vocational education. The members of the team agreed the overall questions and areas to discuss with each group at the three institutions, who were part of the assessment process. The distribution of tasks between the members of the assessment team was organised and the detailed schedule of the site visits agreed.

During the following days, meetings were held with the representatives of ... (date) and ... (date). In all cases, the schedule for discussion on site for each of the various study programmes only allowed for short time slots to be available for team members to exchange information, discuss conclusions and implications for further questions.

On date, the team held an all-day meeting, during which both the structure of the final report was agreed and findings of team meetings were compiled in a first draft of the assessment report. This work was executed in a cooperative way and the members of the team intensively discussed their individual views on the relevant topics.

In the following two sections, the assessment team summarise their general findings, conclusions and recommendations which are relevant across the whole SPG. The team provides an external and objective perspective on the programmes and the contexts within which they are delivered. The intention is to provide constructive comment and critique which may form the basis upon which improvements in the quality of the programmes may be achieved.

General findings and recommendationsSummary of the general findings, conclusions and recommendations which are relevant across the whole SPG. Please provide constructive comment and critique which may form the basis upon which improvements in the quality of the programmes in HEI-s under review may be achieved.

4


1. Assessment report of SPG at …1.1. Introduction This part is prefilled by EKKA coordinator (general data) and amended by the committee. It includes main characteristics of the institution and position of the study programme group concerned inside the institution; description of the scope of the review (programmes assessed, numbers of students, admission trends etc the assessment team considers as relevant).

1.2. General findings and recommendations at the study programme group levelGeneral findings, strengths, areas of improvement and recommendations which are relevant for all study programmes. Please don’t repeat the aspects presented in this part of the report in sections dealing with individual study programmes, unless there are some specific topics to be added.

1.3. Strengths and areas for improvement of study programmes by assessment areasAssessments of study programmes may be conducted by individual study programme or by related study programmes or by sets of study programmes developed in the 3+2 system. If possible, the structure of the SER should be followed. In the case of a smaller higher education institution or a smaller study programme group, it could mean that self-evaluations of individual study programmes are replaced by a self-evaluation of the entire study programme group, indicating distinctions between individual study programmes, where appropriate.

The assessment of study programmes follows the structure of assessment areas. At the beginning of each assessment area there are standards shown in Italic which are established by the regulation, ‘Quality Assessment of Study Programme Groups in the First and Second Cycles of Higher Education’. but the place of an answer may vary (e.g., some questions that are outlined under ‘Students’ may be answered under ‘Study Programme Development’). If any aspect extends to all study programmes, it will be appropriate to indicate it separately under ‘General findings’ and not to mention it again under ‘Study Programmes’. Under each assessment area, it is important to provide information regarding the compliance with the requirements and/or the degree of achievement of objectives.

Under each assessment area there is a box presenting standards and some questions the assessment team may find useful. The questions aim at facilitating the understanding of each assessment area and at illustrating the range of topics covered by the standards. The questions should be deleted when drafting the

5


report, so that each assessment area consists of the standards and the description of the way in which the standards are met. For each assessment area, the report should include:

Comments

A short description of the situation in the HEI, based on elements from the self-evaluation report and on findings from the site-visit indicating the compliance and/or not-compliance with standards.

Strengths

A list of strengths (if applicable) – examples of good practices, excellent achievements, innovative solutions etc.

Areas of improvement and recommendations

A list of problem areas (and non-compliances, if applicable) to be dealt with, following by or linked to the recommendations of how to improve the situation (if available). For example: The programme should be modernized to reduce the burden of factual knowledge and allow time for reflection and critical thinking skills to develop.

Elements from the self-evaluation report should be quoted and findings from the site-visit referenced (e.g. “as indicated during the interview with academic staff”).

The report may also address other issues which the team finds relevant.

1.3.1. Name of study programme

Study programme and study programme development

Standards The launch or development of the study programme is based on the

Standard of Higher Education and other legislation, development plans, analyses (including labour market and feasibility analyses), and professional standards; and the best quality is being sought.

The structure and content of modules and courses in a study programme support achievement of the objectives and designed learning outcomes of the study programme.

Different parts of the study programme form a coherent whole. The study programme includes practical training, the content and scope

of which are based on the planned learning outcomes of the study programme.

The study programme development takes into account feedback from students, employers, alumni and other stakeholders.

You may also consider following questions:

- Who are involved in study programme development (launching,

6


changing, internal evaluation), what is taken into account (strategies, the needs of society, etc.)?

- Please evaluate a) whether the study programme remains current and consistent with developments in society (labour market, digital technologies, etc.), and b) whether the content and objectives of the study programme are in accordance with each other? What are these estimates based on?

- How is coherence of the study programme ensured, i.e., logical sequence and coherence of courses? How are substantial overlaps between courses avoided? How is it ensured that the teaching staff are aware of the content and outputs of their colleagues’ work within the same study programme?

- How does the study programme support development of the learners’ general competencies (including digital literacy, foreign language skills, entrepreneurship, communication and teamwork skills)?

- What are the scope and objectives of practical training in the study programme – practical training being the application of acquired knowledge and skills in the work environment; or in the field of the arts, the work performed outside of the studio? environment?

- How has been the feedback from students, alumni, employers, academic staff taken into account? Are there some concrete examples?

- Have study programmes been compared to other similar study programmes, including internationally, and to what purpose? The results of comparisons?

- What are the opportunities for international students to participate in the study programme (courses/modules taught in a foreign language)?

CommentsA short description of the situation in the HEI, based on elements from the self-evaluation report and on findings from the site-visit indicating the compliance and/or not-compliance with standards.

StrengthsA list of strengths (if applicable) – examples of good practices, excellent achievements, innovative solutions etc.

Areas of improvement and recommendations

7


A list of problem areas (and non-compliances, if applicable) to be dealt with, following by or linked to the recommendations of how to improve the situation (if available). For example: The programme should be modernized to reduce the burden of factual knowledge and allow time for reflection and critical thinking skills to develop.


Resources

Standards Resources (teaching and learning environments, teaching materials,

teaching aids and equipment, premises, financial resources) support the achievement of objectives in the study programme.

There is a sufficient supply of textbooks and other teaching aids and they are available.

Adequacy of resources is ensured for changing circumstances (change in student numbers, etc.).

Resource development is sustainable.


- Evaluate the supply of teaching materials and equipment (including teaching labs, expendable materials, etc.), the condition of classrooms, adequacy of financial resources to conduct the study programme and achieve its objectives. What needs to be supplemented/improved?

- What is the feedback from the teaching staff on the availability of teaching materials, classrooms, etc.?

- Are the resources in accord with actual (changing) needs and contemporary requirements? How is the effectiveness of using resources ensured?

- What are the resource-related trends and future risks (risks arising from changing numbers of students, obsolescence of teaching equipment, etc.); how are these trends taken into account; and how are the risks mitigated?


8



Areas of improvement and recommendationsA list of problem areas (and non-compliances, if applicable) to be dealt with, following by or linked to the recommendations of how to improve the situation (if available). For example: The programme should be modernized to reduce the burden of factual knowledge and allow time for reflection and critical thinking skills to develop.


Teaching and learning

Standards The process of teaching and learning supports learners’ individual and

social development. The process of teaching and learning is flexible, takes into account the

specifics of the form of study and facilitates the achievement of planned learning outcomes.

Teaching methods and tools used in teaching are modern, effective and support the development of digital culture.

Practical and theoretical studies are interconnected. The organisation and the content of practical training support

achievement of planned learning outcomes and meet the needs of the stakeholders.

The process of teaching and learning supports learning mobility. Assessment of learning outcomes is appropriate, transparent and

objective, and supports the development of learners.


- How is it monitored that the teaching staff base their choice of teaching and assessment methods on objectives and planned learning outcomes of the study programme and subjects? Do the teaching staff provide mutual feedback on the design and the conduct of educational activities?

- How are students’ different abilities, learning needs and learning opportunities taken into consideration when conducting educational activities?

- How is the development of students’ general competencies (including digital skills) supported in educational activities?

9


- How is it ensured that innovative teaching methods, learning environments and learning aids that support learning are diverse and used in educational activities?

- Are the teaching staff using digital tools and e-learning options in order to make the teaching process more effective?

- How is it ensured that theory and practice are interconnected in teaching and learning?

- How is practical training organised (finding practical training positions, guidelines for practical training, supervision, reporting, feedback, etc.)? What role does practical training have in achieving objectives of the study programme? What is student feedback on the content and arrangement of practical training?

- How is supervision of student research papers (seminar papers, speciality projects, workshops, applied projects, theses, etc.) organised? What is student feedback on supervision? How is student involvement in research and development set up?

- What is the proportion and role of independent work by students in the learning process? How is independent work defined within a subject, how is it supervised and assessed, what are the conditions for independent work – environment, learning resources, etc.?

- How is it ensured that the actual student workload is in accordance with the workload expressed by credit points?

- How are the assessment methods chosen and to what extent do students get supportive feedback on their academic progress during their studies and courses? How is the objectivity and relevance of student assessment ensured (assessment of the degree of achievement of the planned learning outcomes)? Are people outside of the higher education institution involved in the assessment of learning outcomes (including during the defence of theses)?

- How is the procedure of recognition for prior learning and work experience ensured, including recognition of study results acquired at foreign higher education institutions? Describe the problems and their solutions.

- What is done to reduce/prevent academic fraud? How does the higher education institution address fraud cases?


10





Teaching staff

Standards There is teaching staff with adequate qualifications to achieve the

objectives and planned learning outcomes of the study programme, and to ensure quality and sustainability of the teaching and learning.

Overall student assessment on teaching skills of the teaching staff is positive.

The teaching staff collaborate in the fields of teaching and research within the higher education institution and with partners outside of the higher education institution (practitioners in their fields, employers, and staff members at other Estonian or foreign higher education institutions).

Recognised foreign and visiting members of the teaching staff and practitioners participate in teaching the study programme.

The teaching staff is routinely engaged in professional and teaching-skills development.

Assessment of the work by members of the teaching staff (including staff evaluation) takes into account the quality of their teaching as well as of their research, development and creative work, including development of their teaching skills, and their international mobility.


- How are (novice) members of the teaching staff supported with regard to the development of their teaching skills? How is feedback given to members of the teaching staff regarding their teaching results and teaching skills?

- How is the teaching performance of the academic staff assessed (including their teaching skills)? How does their teaching performance affect their remuneration, evaluation and/or (re)selection?

- Is teaching by the teaching staff (courses, supervision) connected with

11


their research, development and/or creative activity?

- Is the level of participation of the members of staff in international research projects and networks and their mobility sufficient for the needs of teaching?

- Does the higher education institution involve visiting academic staff from other Estonian and international HEi-s? How do you evaluate this cooperation, its scope and quality?

- Please evaluation (preferably in international comparison) the number (adequacy), workload, qualifications and age structure of the teaching staff and the proportion of foreign teaching staff.

- Please evaluate student feedback obtained over the past three academic years on the teaching staff associated with the study programme under review (their teaching skills, proficiency in English in the case of international study programmes, etc.). Have the results of student feedback (teaching skills, proficiency in English in the case of international study programmes, etc.) been analysed and taken into account, and how (e.g., when planning in-service training for the teaching staff)?





12


Students

Standards Student places are filled with motivated and capable students. The dropout rate is low; the proportion of students graduating within the

standard period of study is large. Students are motivated to learn and their satisfaction with the content,

form and methods of their studies is high. As part of their studies, students attend other Estonian and/or foreign

higher education institutions as visiting or international students. Employment rate of alumni is high. Alumni and their employers are pleased with their professional

preparation and social competencies.


- What are the objectives for the students’ academic progress, counselling, mobility, etc., as set by the higher education institution or its structural unit? How have these objectives been achieved within the given study programme? What indicators are used to assess the fulfilment or degree of achievement of these objectives?

- What are the admission requirements for the study programme? How is the students’ prior preparation/education assessed (including the level of international students, for example)? What are the capabilities of the higher education institution to assess applicants’ motivation to learn as well as the adequacy of their preparation during the admission process?

- What are the reasons for dropping out (voluntary withdrawal)? What has been done to reduce the number of such students?

- What has been done to reduce the number of students deleted from the matriculation register on the initiative of the higher education institution?

- What has been done to bring dropouts back to the university?

- How is student learning and graduating within the standard period of study supported (student counselling, flexibility of the study programme, etc.)?

- How are students’ special needs considered (different capabilities, different levels of academic preparation, special needs due to physical disabilities, etc.)? How/to what extent can students themselves design the content of their studies? What are students’ options within the study programme and outside of it?

- How is the HEI evaluating the success of your alumni in the labour market? Feedback from graduates of the study programme on their employment and continuation of studies, and how; do you use it, and how? What are the conclusions?

13


- How has national and international student mobility been supported? Evaluate national and international mobility rates.

- Evaluate student feedback on support services. Based on student feedback, which support services (including information flow, counselling) need further development?






Study programme and study programme development Standards The launch or development of the study programme is based on the

Standard of Higher Education and other legislation, development plans, analyses (including labour market and feasibility analyses), and professional standards; and the best quality is being sought.

The structure and content of modules and courses in a study programme support achievement of the objectives and designed learning outcomes of the study programme.

Different parts of the study programme form a coherent whole. The study programme includes practical training, the content and scope

of which are based on the planned learning outcomes of the study

14


programme. The study programme development takes into account feedback from

students, employers, alumni and other stakeholders.


- Who are involved in study programme development (launching, changing, internal evaluation), what is taken into account (strategies, the needs of society, etc.)?

- Please evaluate a) whether the study programme remains current and consistent with developments in society (labour market, digital technologies, etc.), and b) whether the content and objectives of the study programme are in accordance with each other? What are these estimates based on?

- How is coherence of the study programme ensured, i.e., logical sequence and coherence of courses? How are substantial overlaps between courses avoided? How is it ensured that the teaching staff are aware of the content and outputs of their colleagues’ work within the same study programme?

- How does the study programme support development of the learners’ general competencies (including digital literacy, foreign language skills, entrepreneurship, communication and teamwork skills)?

- What are the scope and objectives of practical training in the study programme – practical training being the application of acquired knowledge and skills in the work environment; or in the field of the arts, the work performed outside of the studio? environment?

- How has been the feedback from students, alumni, employers, academic staff taken into account? Are there some concrete examples?

- Have study programmes been compared to other similar study programmes, including internationally, and to what purpose? The results of comparisons?

- What are the opportunities for international students to participate in the study programme (courses/modules taught in a foreign language)?


Strengths

15


A list of strengths (if applicable) – examples of good practices, excellent achievements, innovative solutions etc.



Resources

Standards Resources (teaching and learning environments, teaching materials,

teaching aids and equipment, premises, financial resources) support the achievement of objectives in the study programme.

There is a sufficient supply of textbooks and other teaching aids and they are available.

Adequacy of resources is ensured for changing circumstances (change in student numbers, etc.).

Resource development is sustainable.


- Evaluate the supply of teaching materials and equipment (including expendable materials, etc.), the condition of classrooms, adequacy of financial resources to conduct the study programme and achieve its objectives. What needs to be supplemented/improved?

- What is the feedback from the teaching staff on the availability of teaching materials, classrooms, etc.?

- Are the resources in accord with actual (changing) needs and contemporary requirements? How is the effectiveness of using resources ensured?

- What are the resource-related trends and future risks (risks arising from changing numbers of students, obsolescence of teaching equipment, etc.); how are these trends taken into account; and how are the risks mitigated?

Comments

16






Teaching and learning

Standards The process of teaching and learning supports learners’ individual and

social development. The process of teaching and learning is flexible, takes into account the

specifics of the form of study and facilitates the achievement of planned learning outcomes.

Teaching methods and tools used in teaching are modern, effective and support the development of digital culture.

Practical and theoretical studies are interconnected. The organisation and the content of practical training support

achievement of planned learning outcomes and meet the needs of the stakeholders.

The process of teaching and learning supports learning mobility. Assessment of learning outcomes is appropriate, transparent and

objective, and supports the development of learners.


- How is it monitored that the teaching staff base their choice of teaching and assessment methods on objectives and planned learning outcomes of the study programme and subjects? Do the teaching staff provide mutual feedback on the design and the conduct of educational activities?

- How are students’ different abilities, learning needs and learning

17


opportunities taken into consideration when conducting educational activities?

- How is the development of students’ general competencies (including digital skills) supported in educational activities?

- How is it ensured that innovative teaching methods, learning environments and learning aids that support learning are diverse and used in educational activities?

- Are the teaching staff using digital tools and e-learning options in order to make the teaching process more effective?

- How is it ensured that theory and practice are interconnected in teaching and learning?

- How is practical training organised (finding practical training positions, guidelines for practical training, supervision, reporting, feedback, etc.)? What role does practical training have in achieving objectives of the study programme? What is student feedback on the content and arrangement of practical training?

- How is supervision of student research papers (seminar papers, speciality projects, workshops, applied projects, theses, etc.) organised? What is student feedback on supervision? How is student involvement in research and development set up?

- What is the proportion and role of independent work by students in the learning process? How is independent work defined within a subject, how is it supervised and assessed, what are the conditions for independent work – environment, learning resources, etc.?

- How is it ensured that the actual student workload is in accordance with the workload expressed by credit points?

- How are the assessment methods chosen and to what extent do students get supportive feedback on their academic progress during their studies and courses? How is the objectivity and relevance of student assessment ensured (assessment of the degree of achievement of the planned learning outcomes)? Are people outside of the higher education institution involved in the assessment of learning outcomes (including during the defence of theses)?

- How is the procedure of recognition for prior learning and work experience ensured, including recognition of study results acquired at foreign higher education institutions? Describe the problems and their solutions.

- What is done to reduce/prevent academic fraud? How does the higher education institution address fraud cases?

Comments

18






Teaching staff

Standards There is teaching staff with adequate qualifications to achieve the

objectives and planned learning outcomes of the study programme, and to ensure quality and sustainability of the teaching and learning.

Overall student assessment on teaching skills of the teaching staff is positive.

The teaching staff collaborate in the fields of teaching and research within the higher education institution and with partners outside of the higher education institution (practitioners in their fields, employers, and staff members at other Estonian or foreign higher education institutions).

Recognised foreign and visiting members of the teaching staff and practitioners participate in teaching the study programme.

The teaching staff is routinely engaged in professional and teaching-skills development.

Assessment of the work by members of the teaching staff (including staff evaluation) takes into account the quality of their teaching as well as of their research, development and creative work, including development of their teaching skills, and their international mobility.


- How are (novice) members of the teaching staff supported with regard to the development of their teaching skills? How is feedback given to members of the teaching staff regarding their teaching results and

19


teaching skills?

- How is the teaching performance of the academic staff assessed (including their teaching skills)? How does their teaching performance affect their remuneration, evaluation and/or (re)selection?

- Is teaching by the teaching staff (courses, supervision) connected with their research, development and/or creative activity?

- Is the level of participation of the members of staff in international research projects and networks and their mobility sufficient for the needs of teaching?

- Does the higher education institution involve visiting academic staff from other Estonian and international HEi-s? How do you evaluate this cooperation, its scope and quality?

- Please evaluation (preferably in international comparison) the number (adequacy), workload, qualifications and age structure of the teaching staff and the proportion of foreign teaching staff.

- Please evaluate student feedback obtained over the past three academic years on the teaching staff associated with the study programme under review (their teaching skills, proficiency in English in the case of international study programmes, etc.). Have the results of student feedback (teaching skills, proficiency in English in the case of international study programmes, etc.) been analysed and taken into account, and how (e.g., when planning in-service training for the teaching staff)?




20



Students

Standards Student places are filled with motivated and capable students. The dropout rate is low; the proportion of students graduating within the

standard period of study is large. Students are motivated to learn and their satisfaction with the content,

form and methods of their studies is high. As part of their studies, students attend other Estonian and/or foreign

higher education institutions as visiting or international students. Employment rate of alumni is high. Alumni and their employers are pleased with their professional

preparation and social competencies.


- What are the objectives for the students’ academic progress, counselling, mobility, etc., as set by the higher education institution or its structural unit? How have these objectives been achieved within the given study programme? What indicators are used to assess the fulfilment or degree of achievement of these objectives?

- What are the admission requirements for the study programme? How is the students’ prior preparation/education assessed (including the level of international students, for example)? What are the capabilities of the higher education institution to assess applicants’ motivation to learn as well as the adequacy of their preparation during the admission process?

- What are the reasons for dropping out (voluntary withdrawal)? What has been done to reduce the number of such students?

- What has been done to reduce the number of students deleted from the matriculation register on the initiative of the higher education institution?

- What has been done to bring dropouts back to the university?

- How is student learning and graduating within the standard period of study supported (student counselling, flexibility of the study programme, etc.)?

- How are students’ special needs considered (different capabilities, different levels of academic preparation, special needs due to physical disabilities, etc.)? How/to what extent can students themselves design the content of their studies? What are students’ options within the

21


study programme and outside of it?

- How is the HEI evaluating the success of your alumni in the labour market? Feedback from graduates of the study programme on their employment and continuation of studies, and how; do you use it, and how? What are the conclusions?

- How has national and international student mobility been supported? Evaluate national and international mobility rates.

- Evaluate student feedback on support services. Based on student feedback, which support services (including information flow, counselling) need further development?





2. Assessment report of SPG at …

2.1. Introduction

22


2.2. General findings and recommendations at study programme group level

2.3. Strengths and areas for improvement of study programmes by assessment areas




23

introduction - ekka€¦ · web viewshould be modernized to reduce the burden of factual...

Documents