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Faculty of Business and Administration
Study Program Self-Evaluation Report
ECONOMICS
Academic year: 2017/18
Copyright IUS©2017
All rights reserved.
International University of Sarajevo Study program self-evaluation report 2017/2018
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Contents
Introduction .................................................................................................................. 4
Educational Objectives and Learning Outcomes ...................................................... 8 Educational objectives ................................................................................................................................................. 8 Learning outcomes ....................................................................................................................................................... 8 Domain specific demands .......................................................................................................................................... 14 SWOT analysis ........................................................................................................................................................... 15 Action plan .................................................................................................................................................................. 16
Curriculum .................................................................................................................. 17 Correspondence between objectives and curriculum ............................................................................................. 19 Alignment of professional and academic requirements .......................................................................................... 19 Curriculum coherence ............................................................................................................................................... 49 Workload .................................................................................................................................................................... 49 Coherence between the learning process organization and curriculum content .................................................. 50 Final paper/project (where applicable) .................................................................................................................... 50 SWOT analysis ........................................................................................................................................................... 50 Action plan .................................................................................................................................................................. 51
Human Resources ....................................................................................................... 52 Quality of academic staff ........................................................................................................................................... 52 Alignment of professional and academic demands ................................................................................................. 52 Number of academic staff .......................................................................................................................................... 57 SWOT analysis ........................................................................................................................................................... 58 Action plan .................................................................................................................................................................. 58
Students ....................................................................................................................... 59 Students’ assessment .................................................................................................................................................. 59 Practical training ........................................................................................................................................................ 60 Conditions for admission of students to the study program ................................................................................... 61 Students’ involvement in the teaching/learning process improvement ................................................................. 61 Measures for Promoting mobility of students and mutual recognition of ECTS credits ..................................... 62 Student coaching ........................................................................................................................................................ 63 System of information and complaints ..................................................................................................................... 63 SWOT analysis ........................................................................................................................................................... 65 Action plan .................................................................................................................................................................. 65
Physical Resources...................................................................................................... 66 Material aspects .......................................................................................................................................................... 66 SWOT analysis ........................................................................................................................................................... 68 Action plan .................................................................................................................................................................. 69
Internal Quality Assurance ....................................................................................... 70 Evaluation results and measures for study program improvements ..................................................................... 70 Involvement of co-workers/colleagues, students, graduated students (alumni) and labor market/professional
associations in work of QA teams/committees/evaluation panels as well as in work of introducing
innovations of curriculum ................................................................................................................................. 70 SWOT analysis ........................................................................................................................................................... 71 Action plan .................................................................................................................................................................. 72
Achieved Goals............................................................................................................ 73 Level of accomplishment ........................................................................................................................................... 73 Acquired competences ............................................................................................................................................... 73 SWOT analysis ........................................................................................................................................................... 74 Action plan .................................................................................................................................................................. 75
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Conclusion and Summary.......................................................................................... 76
Annexes ........................................................................................................................ 77 Annex 1: List of Theses .............................................................................................................................................. 77 Annex 2: Graduate/Mentor ratio .............................................................................................................................. 79 Annex 3: Library data ............................................................................................................................................... 79 Annex 4: Computer labs ............................................................................................................................................ 80 Annex 5: Comparison of Institutional, National and European Systems .............................................................. 81 Annex 6: Forms for Programs and Courses ............................................................................................................ 82 Annex 7: Course syllabus template ........................................................................................................................... 87 Annex 8: Academic staff evaluation form ................................................................................................................ 90 Annex 9: Events organized by Study Economics study program .......................................................................... 90 Annex 10: Appointment of the Team for Study Program Analysis ....................................................................... 91 Annex 11: Curriculum for 1
st Cycle ......................................................................................................................... 92
Annex 12: Mevlana exchange program agreements ............................................................................................... 96 Annex 13: Example for student survey .................................................................................................................... 99 Surveyed items were: ................................................................................................................................................. 99 Annex 15: Stakeholders’ Engagement .................................................................................................................... 101
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Tables Table .1: International Standard Classification of Education (ISCED, UNESCO) ................................................................... 17
Table .2: The matrix of objectives and learning outcomes (1st Cycle) ................................................................................ 19
Table .3: Matrix of program learning outcomes and BH Qualifications Framework (1st Cycle) ......................................... 22
Table 4: The matrix of learning outcomes and unit courses (University required and elective courses) (1st Cycle) .......... 25
Table .5: The matrix of learning outcomes and unit courses (Faculty Required Courses) (1st Cycle) ................................. 28
Table .6: The matrix of learning outcomes and unit courses (Program Required Courses) (1st Cycle)............................... 29
Table .7: The matrix of learning outcomes and unit courses (Program Elective Courses) (1st Cycle) ................................. 31
Table .8: The matrix of objectives and learning outcomes (2nd Cycle) ............................................................................... 34
Table .9: Matrix of program learning outcomes and BH Qualifications Framework (2nd Cycle) ........................................ 36
Table .10: The matrix of learning outcomes and unit courses (2nd Cycle) .......................................................................... 39
Table .11: The matrix of objectives and learning outcomes (3rd Cycle) .............................................................................. 41
Table .12: Matrix of program learning outcomes and BH Qualifications Framework (3rd Cycle) ....................................... 44
Table .13: The matrix of learning outcomes and unit courses (3rd Cycle) .......................................................................... 46
Table .14: Numbers and ratios of staff and students in academic 2013/14 ........................................................................ 57
Table V.15: Resources and infrastructure ........................................................................................................................... 68
Table .16: Number of Students Enrolled ............................................................................................................................. 74
Table A-17: Graduates /mentors ratios in 2012-2013 ......................................................................................................... 79
Table A-18: Library data ....................................................................................................................................................... 79
Table A-19: Computer labs data .......................................................................................................................................... 80
Table A-20: C-01 form .......................................................................................................................................................... 87
Table A-21: Organization of events by SP ............................................................................................................................ 90
Table A-22: Curriculum of the Economics study program ................................................................................................... 92
Table A-23: List of Elective Courses in the Economics study program ................................... Error! Bookmark not defined.
Table A-24: IUS signed Mevlana exchange program agreements ....................................................................................... 96
Table A-25: IUS signed memorandums of understanding ................................................................................................... 97
Table A-26: FENS signed cooperation agreements .............................................................................................................. 98
Table A-27: Student survey results ...................................................................................................................................... 99
Figures Figure 1: The administrative and academic structure of IUS ................................................................................................. 5
Figure 2: EQF & NQF applied at IUS and ECTS study duration and design .......................................................................... 81
Figure 3: SP-01 form ............................................................................................................................................................ 82
Figure 4: SP-02 form ............................................................................................................................................................ 83
Figure 5: SP-03 form ............................................................................................................................................................ 84
Figure 6: SP-04 form ............................................................................................................................................................ 85
Figure 7: SP-05 form ............................................................................................................................................................ 86
Figure 8: Academic staff evaluation form ............................................................................................................................ 90
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Introduction
Basic information
Name of the institution of higher education International University of Sarajevo (IUS)
Faculty Faculty of Business and Administration
Study program Economics SP
Address Hrasnička Cesta 15, 71210 Ilidža Sarajevo
Contact telephone and facsimile numbers Tel.: 033 957 100, 957 101, 957 102
Fax: 033 957 105
e-mail [email protected]
Web-address http://www.ius.edu.ba
The person in charge of self-evaluation reports Assoc. Prof. Dr. Mehmed Ganic
Contact details of the person in charge Phone +387 33 957 414 email : [email protected]
Economics study program Self-evaluation Report was prepared by the team appointed1 by the Dean of the Faculty of
Business and Administration. It consisted of representatives of academic staff, administrative, students from each cycle
and it is composed of the following members:
Realization of the Self-Evaluation and the Report
1. Prof. Dr. Metin TOPRAK, chairman,
2. Prof. Dr. Recai Aydin , member
3. Senior Assist. Azra Bico, member,
4. Nada Dreca, member (representative of third cycle),
1 Decision No. IUS-FBA-07-3274/2014, dated November 12, 2014.
Cycles of
Study
ECTS credits Duration Qualification
I cycle 240 ECTS 4 years Bachelor of Arts (B.A.) in Economics
II cycle 60 ECTS 1 years Master of Arts (M.A.) in Economics
III cycle 180 ECTS 3 years Doctor of Philosophy (Ph.D.) in Economics
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5. Merjema Aletic, member (representative of second cycle),
6. Emina Hukic, member (representative of first cycle),
7. Jahija Imamovic, member (representative of administrative staff).
Historical context
The University was established pursuant to the following administrative acts:
a) Decision of the Government of Sarajevo Canton, No.: 02-05-10404-10/03 dated 18 June, 2003, whereby the
Foundation for Development of Education had been given an approval to establish International University of
Sarajevo as an institution.
b) Decision of the Ministry of Education and Science of Sarajevo Canton No. 11-01-38 of 23 June, 2004, on
the conditions for commencement of operations of International University of Sarajevo whereby it was
established that all stipulated conditions for commencement of operations had been met.
IUS has the following organizational units:
1 Faculty of Engineering and Natural Sciences (FENS);
2 Faculty of Business and Administration (FBA);
3 Faculty of Arts and Social Sciences (FASS).
IUS started its operations in rented premises but moved to newly built campus in 2010. The campus is being
expanded ever since and currently can serve up to 3000 students and professors. IUS did update its Statute2 and
regulations in order to align them with changes in relevant laws. The most recent changes included the establishment of
departments at faculties, as well as changing the names of study programs. Other changes at IUS or legal framework do
not affect study programs directly.
Study Program (SP) of Economics exists as a separate program within the Faculty of Business and
Administration from its founding. In 2012 Department of Economics and Management was established. SP of Economics
is an integral part of Department of Economics and Management from 2012.
Education in master and doctorate degree programs started in 2011. Since 2012 the numbers of graduates are as follows:
BA:18, MA: 6, PhD:1. The study program self-evaluation report (SER) covers the period from 2013 to 2014. Upon its
completion the report was delivered to the Faculty Council for final approval.
Organizational context
Economics SP is under the Department of Economics and Management at FBA and its position in IUS structure is visible
from the chart below:
Figure 1: The administrative and academic structure of IUS
2 http://www.ius.edu.ba/sites/default/files/statut_preciscena_verzijaius_03_0.pdf
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Each faculty has its council, departments have their heads and each study program has a program coordinator
and academic advisors. A number of regulations define the ways of operations and among the most relevant documents
are study rules.3
The Economics study program is in line with IUS strategic objectives.4 Admission criteria are defined at
institutional level. Educational objectives, key learning outcomes and hence curriculum of Economics study program are
setup continuous exchange of ideas with labor market needs in public and private sectors. Besides interview with
representatives from labor market thru panels, one of the main data sources regarding feedbacks of labor market is labor
advertisement pages of newspapers.
3 http://www.ius.edu.ba/regulations
4 http://www.ius.edu.ba/ius-strategy, http://www.ius.edu.ba/ius/our-university
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There is a strict consistency between educational objectives, program learning outcomes, unit course learning
outcomes, assessment methods, course material, teaching staff and spatial and material conditions adequacy. The national
and European qualifications frameworks are the benchmarks for the establishing and developing the Economics study
program. All components of the Economics study program are based on three pillars of qualifications framework such as
knowledge, skills and competences.
The design of curriculum, course materials, teaching and assessment methods and employment policy toward
teaching and research team is dedicated to ensure the requirements of the BH Framework. The workload of teachers and
students are quite reasonable and remain within limits of internationally accepts standards. The consistency between
student workload, contact hours, ECTS credits is assured by regular student surveys and teacher feedbacks.
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Educational Objectives and Learning Outcomes
Educational objectives
Learning outcomes a) 1st Cycle
The aim of the Economics study program is to have graduates who have minimum requirements determined
by European and BH qualifications frameworks. The graduate of the Economics study program at the first
cycle will have detailed theoretical and practical knowledge, skills and competences associated with the field
of economics. The graduates also have the application of knowledge in devising and sustaining arguments, in
solving problems and in making judgments that take into account social or ethical issues. The graduate at this
level has outcomes appropriate for a professional approach to working in a complex environment.
The likely main employment environments are envisaged as public and private enterprises,
government agencies, nongovernmental organizations both domestic and international. The curriculum of the
Economics study program may be classified under three main strands: Field specific courses (program based),
methodological courses (universal and field specific) and interdisciplinary courses (narrow and broad fields of
UNESCO5). The curriculum designed based on these courses seeks to meet the minimum criteria of the first
cycle qualifications.
The Economics study program at International University of Sarajevo will prepare students to
participate effectively as active citizens in the affairs of society by enhancing their ability to assess economic
activity and to contribute productively in their careers using knowledge learned and skills acquired during
their study of economics. Through effective teaching, the program also will provide its students with
knowledge of current economic thought and will develop students' understanding of the role played by
economic institutions in society.
The objectives of the Economics study program are to graduate people who;
(i) Comprehend the theoretical framework of economics;
(ii) Conceptualize economic problems and conduct application-analysis-evaluation-reporting;
(iii) Have implementation skills to apply mathematical knowledge in the professional field;
(iv) Use software packages of accounting, finance and statistics / econometrics and information
technologies effectively;
(v) Have effective self-expression in writing and verbally in English;
(vi) Have skills in communication and social matters;
(vii) Have developed behavior in working-independently and taking-responsibility;
(viii) Have global and interrogative understanding;
(ix) Are sensitive to societal problems and have attitude of active citizenship;
(x) Have intellectual vision;
(xi) Have internalized philosophy of lifelong learning.
5 Detailed information regarding this is given in the Curriculum section.
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Learning outcomes of the Economics study program are to graduate people who;
(i) Comprehend, analyze and synthesize principles and theories in economics with an interrogative point
of view.
(ii) Keep track of scientific studies published in English related to economics, explain them and re-apply
them with different data; prepare works such as proceedings, articles, project reports.
(iii) Demonstrate mastery in accounting applications and regulations at working life on behalf of himself /
herself or of others at public or private sector.
(iv) Demonstrate advanced skills having mastery and innovation in order to solve complex and
unpredictable problems in economics.
(v) Take responsibility to make decision in unpredictable work or study contexts related to economics.
(vi) Take responsibility in the management of professional development of individuals or groups in the
field of economics.
(vii) Keep track of and report global, regional and local economic developments in a holistic standpoint;
explains them analytically and systematically; comprehend and evaluate political and social
developments in the world.
(viii) Express economic issues and problems in the means of mathematics, accounting and statistics; and
analyze and evaluate them with software packages.
(ix) Complete a project life cycle of an economic problem individually and interpret findings and develop
solution.
(x) Take various tasks as team members or leaders of the team, show awareness of the requirements of
working in a team, and are committed to lifelong learning.
(xi) Are open-minded enough to try to understand others' thoughts and actions with interrogative point of
view; socialized enough to communicate easily with others; respectful towards societal values and
competent enough to do the presentation in front of the community. Present and comment findings
and thoughts in an ethical manner.
(xii) Explain frontiers of the broad field of social sciences-business-law including economics, specifies the
relationships of each narrow field with the broad field, explain the basic concepts of the broad field.
(xiii) Comprehend the frontiers of detailed fields in the narrow field of social and behavioral sciences
including economics, explain the knowledge of basic facts, principles, processes and general
concepts of detailed fields which consist of the narrow field, conduct analysis and evaluation at basic
level by using basic methods, tools and inputs.
(xiv) Have cognitive and practical skills in order to develop solutions and solve problems by using basic
methods, tools and inputs in the detailed field including economics.
(xv) Supervise and control routine works related to the narrow field including economics, take limited
responsibility for the evaluation and improvement of working and studying activities.
(xvi) Manage complex technical or professional activities or projects in related to the narrow field including
economics.
The curriculum of the Economics study program covers all standard courses as in other prominent
universities of the developed countries. Aimed professional competences are derived from labor market needs.
The Economics study program aims to graduate students for both national and international markets.
Therefore, flexibility in the curriculum enables students to track different strands which may be in line with
the needs of local community also. The length of the Economics study program extends flexibility for further
education studies not only in domestic HEIs but also in other countries which have different but still
acceptable (in terms of Bologna Process) cycle structures.
Economics program at IUS offers interdisciplinary approach by offering specific courses from other
programs at the faculty and in the University. Our students start their education by building a background with
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calculus, statistics, sociology and history. Then, they continue with fundamental economics and management
courses such as Intermediate microeconomics, Intermediate macroeconomics, business statistics, Managerial
Mathematics, Introduction to Management Science, International political economy, Business finance and
Financial accounting.
University Courses cover various topics from calculus to humanities aiming to prepare graduates in a
changing and unpredictable future. Providing necessary skills to meet the challenges of the 21st century is one
of the main concerns of IUS and the Economics study program. There are various elective courses which give
students opportunity to design their own program according to their interests and preferences. In this way
students have the possibility to choose their future directions, e.g. some courses will prepare students for their
future carriers in different sectors of economy, (various industries, banking sector, government agencies),
while other courses will give students a good foundation for the master`s and PhD studies. Finally, the
program prepares students for the life-long learning and independent work.
b) 2nd
Cycle
The aim of the master degree studies in Economics is to prepare students for various labor market tracks. The
European and BH qualifications framework are references for the master degree requirements. The graduates
of the master degree studies in Economics will have broad theoretical and practical knowledge, including
knowledge relevant to the field of learning or occupation in economics. They also recognize the capacity to
apply knowledge and skills in developing strategic solutions to well-defined abstract and concrete problems.
Learning skills provide a basis for autonomous learning and the qualifications draw on experience of
operational interaction in work or study including management of people and projects.
The likely main employment environments are envisaged as public and private enterprises,
government agencies, nongovernmental organizations both domestic and international. The curriculum of the
master degree studies in Economics may be classified under three main strands: Field specific courses
(program based), methodological courses (universal and field specific) and interdisciplinary courses (detailed,
narrow and broad fields of UNESCO). The curriculum designed based on these courses seeks to meet the
minimum criteria of the second cycle qualifications.
The master degree studies in Economics at International University of Sarajevo will prepare students
to participate and lead effectively as active citizens in the affairs of Bosnian society by enhancing their ability
to assess economic activity and to contribute productively in their careers using knowledge learned and skills
acquired during their study of economics. Through effective teaching, the Program will also provide its
students with advanced knowledge of current economic thought and will develop students' understanding of
the role played by national and international economic institutions in the Bosnian society.
The objectives of the master degree studies in Economics are to graduate people who;
(i) Comprehend the advanced theoretical framework of economics;
(ii) Conceptualize complex economic problems and conduct application-analysis-evaluation-reporting;
(iii) Have high implementation skills to apply mathematical knowledge in the professional field;
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(iv) Use advanced techniques of software packages of accounting, finance and statistics / econometrics and
information technologies effectively;
(v) Have effective self-expression in writing scientific papers and verbally in English;
(vi) Have high skills in communication and social matters;
(vii) Have developed and leadership behavior in working-independently and taking-responsibility;
(viii) Have ability to contribute global and interrogative understanding;
(ix) Have ability to develop solutions to societal problems and have leading attitude of active citizenship;
(x) Have high intellectual vision;
(xi) Have internalized and leading philosophy of lifelong learning.
Learning Outcomes of the master degree studies in Economics are to graduate people who;
(i) Analyze, synthesize and evaluate theoretical framework of economics with an interrogative point of view.
(ii) Keep track of intermediate-level scientific studies published in English in the field of economics, explain,
evaluate and re-apply them with different data; prepare works such as proceedings, articles, project
reports consistent with this level.
(iii) Demonstrate advanced skills having mastery in order to solve complex and unpredictable problems in
economics consistent with these skills.
(iv) Take responsibility to make decision in unpredictable and complex work or study contexts related to
economics.
(v) Keep track of and report global, regional and local economic developments in a holistic standpoint;
evaluate them analytically and systematically; comprehend political and social developments in the
world.
(vi) Express complex economic issues and problems in the means of mathematics, accounting, statistics and
econometrics; and analyze and evaluate them with software packages.
(vii) Have theoretical and factual knowledge on basic facts, principles, processes and general concepts (at the
interface) for their interrelations and relative situations in the detailed field of works or studies
(economics).
(viii) Have specialized problem-solving skills in a field of work or study (economics), required in research
and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from
different fields.
(ix) Manage and transform work and study environments that are complex, unpredictable and require new
strategic approaches in a work or study field (economics).
(x) Complete a project life cycle of a complex economic problem individually and interpret findings and
develop solution.
(xi) Take various complex tasks as team member or leader of the team, have skills and competences of the
requirements of working in a team, and design and meet the needs in economics in terms of lifelong
learning.
(xii) Take responsibility and/or to review the strategic performance of teams in order to contribute to
professional knowledge and practices in a work or study field (economics).
(xiii) Take over full responsibility in the management of professional development of individuals or groups
in the field of economics.
(xiv) Are open-minded enough to work with others as team member or leader and actions with interrogative
point of view; socialized enough to communicate effectively with others; having positive attitudes
towards the diversity in the society and competent enough to do the presentation effectively in front of the
community. Present and comment findings and thoughts in an ethical manner.
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The curriculum of the master degree studies in Economics covers all expected courses as in other
prominent universities of the developed countries. Aimed professional competences are derived from labor
market needs. Master degree studies in Economics aim to graduate students for both national and international
markets. Therefore, flexibility in the curriculum enables students to track different strands which may be in
line with the needs of local community also. The length of the master degree studies in Economics is
determined by the national law. Therefore, depending length of bachelor degree, master degree studies in
Economics lasts one year.
Master in Economics at IUS offers mainly narrow field courses and interdisciplinary approach in
terms of variety of courses for this level of education. Motivation of master degree studies in Economics is
determined mainly by labor market needs and Program covers more economics and business related topics.
There are three required courses in master degree studies in Economics. Besides this, master thesis is
also required. There are various elective courses which give students opportunity to design their own program
according to their interests and preferences and to specialize in several tracks in their theses. In this way
students have the possibility to choose their future directions, e.g. some courses will prepare students for their
future carriers in different sectors of economy, (various industries, banking sector, government agencies),
while other courses will give students a good foundation for PhD studies. Finally, the program develops
students’ ability toward life-long learning and independent work. One distinguished feature of second cycle
curriculum is its focusing on methodological and instrumental courses and labor market oriented subjects.
c) 3rd
Cycle
The aim of the doctorate program in Economics is to prepare candidates for various labor market tracks. The
European and BH qualifications framework are references for the PhD degree requirements. The graduates of
the PhD in Economics will have broad and profound theoretical and practical knowledge, including
knowledge relevant to the field of learning or occupation in economics. They also recognize the capacity to
apply advanced knowledge and skills in developing strategic solutions to abstract and complex concrete
problems. Advanced learning skills provide a basis for autonomous learning and the qualifications draw on
experience of operational interaction in work or study including management of people, teams and projects.
The likely main employment environments are envisaged as public and private enterprises,
government agencies, nongovernmental organizations both domestic and international including academic and
research institutions. The curriculum of the PhD in Economics may be classified under three main strands:
Field specific courses (program based), methodological courses (universal and field specific) and
interdisciplinary courses (detailed, narrow and broad fields of UNESCO). The curriculum designed based on
these courses seeks to meet the minimum criteria of the second cycle qualifications.
The PhD in Economics at International University of Sarajevo will prepare candidates to participate
and lead creatively as active citizens in the affairs of Bosnian society by enhancing their ability to assess
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economic activity and to contribute productively in their careers using knowledge learned and skills acquired
during their study of economics. Through effective and creative teaching, the Program will also provide its
candidates with most advanced knowledge of current economic thought and will develop candidates'
evaluation of the role played by national and international economic institutions in the Bosnian society.
The main objectives of the PhD in Economics are to graduate people who;
(i) Evaluate the advanced theoretical framework of economics;
(ii) Conceptualize complex and unpredictable economic problems and conduct analysis-evaluation-creation-
reporting;
(iii) Have highest implementation skills to apply advanced mathematical knowledge in the professional field;
(iv) Use advanced techniques of software packages of accounting, finance and statistics / econometrics and
information technologies effectively, and evaluate and develop these techniques when necessary;
(v) Have most effective self-expression in writing scientific papers and verbally in English;
(vi) Have high and complex skills in communication and social matters;
(vii) Have most developed and creative leadership behavior in working-independently and taking-
responsibility;
(viii) Have ability to develop and create global and interrogative understanding;
(ix) Have ability to create solutions to complex and unpredictable societal problems and have leading and
creative attitude of active citizenship;
(x) Have the highest intellectual vision;
(xi) Have internalized, leading and creative philosophy of lifelong learning.
Learning outcomes of the PhD in Economics are to graduate people who;
(i) Synthesize, evaluate and contribute to theoretical framework of economics with an interrogative point of
view.
(ii) Keep track of advanced-level scientific studies published in English related to economics, evaluate and
re-apply them with different data and methodology; prepare works such as proceedings, articles, project
reports consistent with this level.
(iii) Demonstrate creative skills having mastery and innovation in order to solve complex and unpredictable
problems in economics consistent with these skills.
(iv) Take over full responsibility to make decision in highly complex and unpredictable advanced work or
study contexts related to economics.
(v) Express highly complex economic issues and problems in the means of mathematics, accounting,
statistics and econometrics; and evaluate them with software packages by developing new methodologies.
(vi) Knowledge at the most advanced level in a subject specific work or study field (program) to extent or
develop the borders of knowledge produced, in this framework to make it possible for advanced analysis
and evaluation of interdisciplinary facts, principles, processes and concepts in other relevant detailed
fields.
(vii) Have the most advanced and specialized skills and techniques, including synthesis and evaluation,
required to solve critical problems in research and/or innovation and to define and extend existing
knowledge or practices in a subject specific work or study field (economics).
(viii) Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and
sustained commitment to the development of new ideas or processes at the forefront of work or study
contexts including research in a work or study field (economics).
(ix) Keep track of and report complex global, regional and local economic developments in a critical and
holistic standpoint; evaluate political and social developments in the world.
(x) Complete a project life cycle of a complex and advanced economic problem individually and interpret
findings and develop solution.
(xi) Take various highly complex and unpredictable tasks as team leader, have most advanced skills and
competences of the requirements of working in a team, and design and meet the complex needs in
economics in terms of lifelong learning.
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(xii) Take over full responsibility in the management of advanced professional development of individuals or
groups in the field of economics.
(xiii) Are open-minded enough to work with others as team leader and actions with interrogative point of
view; socialized enough to communicate effectively and internalize easily feedbacks of others; appreciate
and encourage the diversity in the society and competent and tolerant enough to do the presentation
effectively in front of the community. Present and comment findings and thoughts in an ethical manner.
The curriculum of the PhD in Economics covers all expected courses as in other prominent
universities of the developed countries. Aimed professional and academic competences are derived from labor
market needs. The PhD in Economics aims to graduate students for both national and international markets.
Therefore, flexibility in the curriculum enables students to track different strands which may be in line with
the needs of local community also. The length of the PhD in Economics is determined by the national law.
Therefore, PhD in Economics takes at least three years.
PhD in Economics at IUS offers mainly narrow field and subject specific courses at this level of
education. Motivation of PhD in Economics is determined mainly by labor market needs mainly needs of
academic and research community. Accordingly, PhD in Economics covers intensively economics and
methodology related topics.
There are three required courses in PhD in Economics. Besides this, PhD thesis is also required. There
are various elective courses which give candidates opportunity to design their own program according to their
interests and preferences and to specialize in several tracks in their theses. In this way candidates have the
possibility to choose their future directions, e.g. some courses will prepare candidates for their future carriers
in different sectors of economy, (various industries, banking sector, government agencies), while other courses
will give students a good foundation for highly qualified academic and research activity. Finally, the program
develops candidates’ ability to develop and create approaches toward life-long learning and independent work.
The most distinguished feature of PhD curriculum is its focusing on complex methodological and instrumental
courses and national and international labor market oriented advanced subjects.
Domain specific demands
For all three cycles educational objectives and learning outcomes are aligned with the BH Qualifications
Framework. Relationship matrix is developed based on the level descriptors (knowledge, skills and
competences) used in this framework and program-specific learning outcomes of the Economics study
program.
The requirements of Bologna Process are truly met on the basis of ECTS Users’ Guide. The
Economics study program is aligned with other relevant Bologna process documents, policies and guidelines.
All the existing legal and professional requirements have been fully met, including IUS regulations6 and the
6 http://www.ius.edu.ba/regulations, http://www.ius.edu.ba/important-documents
International University of Sarajevo Study program self-evaluation report 2017/2018
15
Law on Higher Education7.
It is also relevant to mention that the international dimension was taken into account, evident from the
reference points used and experts who prepared and/or were consulted during the study program creation. For
PhD program Salzburg I and II criteria are also taken into consideration widely.
SWOT analysis
Strengths:
The curriculum as a whole is in line with similar study programs abroad. Recognition, transparency
and comparability dimensions of the Economics study program at IUS are quite satisfactory.
Education language and all materials regarding unit courses are in English. Therefore, the issue of
updated course material is solved easily and quickly.
Highly qualified teaching staff is one other strength of the Economics study program. Due to
education language, prominent experts from other countries are also enriching potential for new academic staff
for hiring at the Economics study program.
Following Bosnia and Herzegovina’s ratification of the Lisbon Recognition Convention, International
University of Sarajevo aligned its internal regulations and procedures with the principles of the Convention,
and thus ensured preconditions that our unit courses and qualifications are recognized automatically across the
world.
Our students are encouraged to attend seminars, conferences and lectures held outside their obligatory
workload. These events are mainly focused on personal carrier plans of students, social and ethical issues of
the societies and finally program specific studies at IUS.
Weaknesses:
IUS has been developing a central alumni database. However, it is still on its earlier phase. Although it
is not systemically designed we take feedbacks of our alumni for our decision making processes regarding
curriculum development and other academic and administrative issues.
Our students are encouraged to attend various events mainly focused on personal carrier plans of
students, social and ethical issues of the societies and finally program specific studies at IUS. However, we
have not assigned ECTS credits to seminars, conferences and lectures held outside their obligatory workload,
and assessment and grading methodology have not been developed yet.
7 Framework Law on Higher Education in Bosnia and Herzegovina (Official Gazette of BIH, No. 59/07),
http://cip.gov.ba/images/pdf/Legislativa/Engleski/Okvirni.eng.pdf or
http://www.erisee.org/downloads/library_bih/Framework%20Law%20on%20HE%20in%20BiH.pdf
International University of Sarajevo Study program self-evaluation report 2017/2018
16
Opportunities:
In the medium and long terms, the Economics study program has a comparative advantage regarding
its location, education language and international engagement. International students from various continents
and countries would increase the institutional and program level reputation. More effective alumni association
would also create an extra attraction for IUS and the Economics study program. Finally, Bosnian potential
entry into the EU will also contribute its value.
Threats:
Unpredictable, multi-layered, complex structure and decision making process of Bosnia and
Herzegovina may discourage investors, educators and students.
Security concerns and relatively higher unemployment rates would create negative incentives for
medium and long term investors and decision makers who take Bosnia as a potential activity location.
Action plan
Regarding alumni central database, we plan to finalize the establishment a wholly functioning alumni system
in a period of two years.
Students’ active participation to cultural, social and art events held at IUS would be encouraged via
giving credits to the participants of these activities. We plan to develop ECTS credits, assessment and grading
methodology for that kind of activities.
Economic analysis of Bosnian current administrative and political structure is one of the research
priorities of the Economics study program and IUS as well. We plan to conclude in a period of two years a
comprehensive research and conclude some suggestions for the solution.
International University of Sarajevo Study program self-evaluation report 2017/2018
17
Curriculum
While developing curriculum for the Economics study program (for all three cycles), the scientific
classification of UNESCO (ISCED) is followed. In this way, defining scope and content of the Economics
study program and its interrelationship with other related fields have been more reasonable and consistent. In
the ISCED classification, scientific fields are categorized vertically and horizontally in a consistent and
interrelated manner. This horizontal and vertical links are inherent in the methodology of European
Qualifications Framework (EQF) and BH Qualifications Framework. To provide a more flexible curriculum
by taking unpredictable future changes is much easier with this methodology.
Book of Rules on Proposing, Adopting and Monitoring Study Programs at IUS clearly defines the
procedure of curriculum development, revision and innovation. Different procedures are foreseen for
development, and revision and innovation of study programs at institutional level.8 The procedures have
different internal steps that also assure institutional quality assurance approach. The main motives behind
development and amendment of an existing study program come from mainly from need analysis of the labor
market and other stakeholders such as students, alumni and teaching staff. Analyses are defined as regular
monitoring tool and part of the internal quality assurance (QA) system. They start from the course level and
continue to study program (SP) level, involving all the relevant stakeholders, namely students, academic staff,
industry representatives, community, management, but also consulting the latest developments in the area and
available resources/opportunities. Such a system allows constant fine-tuning and new interconnections
between the objectives and the content.
Table .1: International Standard Classification of Education (ISCED, UNESCO)
Fields of Education and Training 2013 (ISCED-F 2013)
Broad Field
Code Broad Field
Narrow
Field
Code
Narrow Field Detailed
Field Code Detailed Field
03
Social sciences,
journalism and
information 031
Social and behavioral
science 0311 0311 Economics
0312 0312 Political sciences and civics
0313 0313 Psychology
0314 0314 Sociology and cultural studies
032
Journalism and
Information 0321 0321 Journalism and reporting
0322
0322 Library, information and archival
studies
04 Business,
administration and law 041
041 Business and
administration 0411 0411 Accounting and taxation
0412 0412 Finance, banking and insurance
0413 0413 Management and administration
8 http://www.ius.edu.ba/tr/regulations
International University of Sarajevo Study program self-evaluation report 2017/2018
18
0414 0414 Marketing and advertising
0415 0415 Secretarial and office work
0416 0416 Wholesale and retail sales
0417 0417 Work skills
042 042 Law 0421 0421 Law
International University of Sarajevo Study program self-evaluation report 2017/2018
19
Correspondence between objectives and curriculum
Alignment of professional and academic requirements First cycle
a) Correspondence between the Objectives and the Learning Outcomes of the Economics study program
All objectives of the Economics study program are met by the LOs. All objective are supported strongly by at least two LOs. Especially objectives
related to the professional dimension of economics supported strongly more than 10 LOs. The correspondence between the objectives and the learning
outcomes of the Economics study program is quite satisfactory.
Table .2: The matrix of objectives and learning outcomes (1st Cycle)
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Co
mp
rehen
d t
he
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii)
Con
ceptu
aliz
e ec
ono
mic
pro
ble
ms
and
cond
uct
app
lica
tion
-an
aly
sis-
eval
uat
ion
-rep
ort
ing
;
(iii
), H
ave
hig
h i
mple
men
tati
on
sk
ills
to
ap
ply
mat
hem
atic
al k
no
wle
dge
in t
he
pro
fess
ion
al f
ield
;
(iv
) U
se s
oft
war
e pac
kag
es o
f ac
coun
ting
, fi
nan
ce
and
sta
tist
ics
/ ec
on
om
etri
cs a
nd i
nfo
rmat
ion
tech
nolo
gie
s ef
fect
ivel
y;
(v)
Hav
e ef
fect
ive
self
-exp
ress
ion
in w
riti
ng a
nd
ver
bal
ly i
n a
fo
reig
n l
angu
age;
(vi)
Hav
e hig
h s
kil
ls i
n c
om
mu
nic
atio
n a
nd
so
cial
mat
ters
;
(vii
) H
ave
dev
eloped
beh
avio
r in
wo
rkin
g-
ind
epen
den
tly a
nd t
akin
g-r
esp
on
sibil
ity;
(vii
i) H
ave
glo
bal
and
in
terr
ogat
ive
un
der
stan
din
g;
(ix
) A
re s
ensi
tiv
e to
so
ciet
al p
roble
ms
and
hav
e
atti
tud
e o
f ac
tiv
e ci
tize
nsh
ip;
(x)
Hav
e in
tell
ectu
al v
isio
n;
(xi)
Hav
e in
tern
aliz
ed t
he
ph
ilo
sop
hy
of
life
lon
g
lear
nin
g.
Program Learning Outcomes
1. Comprehend, analyze and synthesize principles and theories in economics
with an interrogative point of view.
3 3 3 3 2 1 2 1 1 1 1
2. Keep track of scientific studies published in English related to economics,
explain them and re-apply them with different data; prepare works such as proceedings, articles, project reports.
3 3 3 3 3 1 2 1 1 1 1
3. Demonstrate mastery in accounting applications and regulations at working
life on behalf of himself / herself or of others at public or private sector.
2 2 2 3 2 2 2 2 1 2 2
International University of Sarajevo Study program self-evaluation report 2017/2018
20
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Co
mp
rehen
d t
he
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii)
Con
ceptu
aliz
e ec
ono
mic
pro
ble
ms
and
cond
uct
app
lica
tion
-an
aly
sis-
eval
uat
ion
-rep
ort
ing
;
(iii
), H
ave
hig
h i
mple
men
tati
on
sk
ills
to
ap
ply
mat
hem
atic
al k
no
wle
dge
in t
he
pro
fess
ion
al f
ield
;
(iv
) U
se s
oft
war
e pac
kag
es o
f ac
coun
ting
, fi
nan
ce
and
sta
tist
ics
/ ec
on
om
etri
cs a
nd i
nfo
rmat
ion
tech
nolo
gie
s ef
fect
ivel
y;
(v)
Hav
e ef
fect
ive
self
-exp
ress
ion
in w
riti
ng a
nd
ver
bal
ly i
n a
fo
reig
n l
angu
age;
(vi)
Hav
e hig
h s
kil
ls i
n c
om
mu
nic
atio
n a
nd
so
cial
mat
ters
;
(vii
) H
ave
dev
eloped
beh
avio
r in
wo
rkin
g-
ind
epen
den
tly a
nd t
akin
g-r
esp
on
sibil
ity;
(vii
i) H
ave
glo
bal
and
in
terr
ogat
ive
un
der
stan
din
g;
(ix
) A
re s
ensi
tiv
e to
so
ciet
al p
roble
ms
and
hav
e
atti
tud
e o
f ac
tiv
e ci
tize
nsh
ip;
(x)
Hav
e in
tell
ectu
al v
isio
n;
(xi)
Hav
e in
tern
aliz
ed t
he
ph
ilo
sop
hy
of
life
lon
g
lear
nin
g.
4. Demonstrate advanced skills having mastery and innovation in order to solve
complex and unpredictable problems in economics.
3 3 3 3 2 2 2 2 1 2 3
5. Take responsibility to make decision in unpredictable work or study contexts
related to economics.
3 3 3 3 2 2 2 2 1 2 3
6. Take responsibility in the management of professional development of
individuals or groups in the field of economics.
1 1 1 1 2 2 3 2 2 2 3
7. Keep track of and report global, regional and local economic developments in a holistic standpoint; explains them analytically and systematically;
comprehend and evaluate political and social developments in the world.
2 2 2 2 3 3 3 3 3 3 3
8. Express economic issues and problems in the means of mathematics, accounting and statistics; and analyze and evaluate them with software
packages.
3 3 3 3 1 1 1 1 1 2 3
9. Complete a project life cycle of an economic problem individually and interpret findings and develop solution.
2 2 3 3 1 3 3 2 2 2 3
10. Take various tasks as team members or leaders of the team, show awareness
of the requirements of working in a team, and are committed to lifelong learning.
1 1 1 1 1 3 3 3 3 3 3
11. Are open-minded enough to try to understand others' thoughts and actions with interrogative point of view; socialized enough to communicate easily
with others; respectful towards societal values and competent enough to do
the presentation in front of the community. Present and comment findings and thoughts in an ethical manner.
1 1 1 1 1 3 3 3 3 3 3
12. Explain frontiers of the broad field of social sciences-business-law including
economics, specifies the relationships of each narrow field with the broad
field, explain the basic concepts of the broad field.
2 2 2 - - 1 - - - 1 1
International University of Sarajevo Study program self-evaluation report 2017/2018
21
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Co
mp
rehen
d t
he
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii)
Con
ceptu
aliz
e ec
ono
mic
pro
ble
ms
and
cond
uct
app
lica
tion
-an
aly
sis-
eval
uat
ion
-rep
ort
ing
;
(iii
), H
ave
hig
h i
mple
men
tati
on
sk
ills
to
ap
ply
mat
hem
atic
al k
no
wle
dge
in t
he
pro
fess
ion
al f
ield
;
(iv
) U
se s
oft
war
e pac
kag
es o
f ac
coun
ting
, fi
nan
ce
and
sta
tist
ics
/ ec
on
om
etri
cs a
nd i
nfo
rmat
ion
tech
nolo
gie
s ef
fect
ivel
y;
(v)
Hav
e ef
fect
ive
self
-exp
ress
ion
in w
riti
ng a
nd
ver
bal
ly i
n a
fo
reig
n l
angu
age;
(vi)
Hav
e hig
h s
kil
ls i
n c
om
mu
nic
atio
n a
nd
so
cial
mat
ters
;
(vii
) H
ave
dev
eloped
beh
avio
r in
wo
rkin
g-
ind
epen
den
tly a
nd t
akin
g-r
esp
on
sibil
ity;
(vii
i) H
ave
glo
bal
and
in
terr
ogat
ive
un
der
stan
din
g;
(ix
) A
re s
ensi
tiv
e to
so
ciet
al p
roble
ms
and
hav
e
atti
tud
e o
f ac
tiv
e ci
tize
nsh
ip;
(x)
Hav
e in
tell
ectu
al v
isio
n;
(xi)
Hav
e in
tern
aliz
ed t
he
ph
ilo
sop
hy
of
life
lon
g
lear
nin
g.
13. Comprehend the frontiers of detailed fields in the narrow field of social and
behavioral sciences including economics, explain the knowledge of basic
facts, principles, processes and general concepts of detailed fields which consist of the narrow field, conduct analysis and evaluation at basic level by
using basic methods, tools and inputs.
3 3 3 3 2 1 2 1 1 1 1
14. Have cognitive and practical skills in order to develop solutions and solve
problems by using basic methods, tools and inputs in the detailed field including economics.
3 3 3 3 3 1 2 1 1 1 1
15. Supervise and control routine works related to the narrow field including
economics, take limited responsibility for the evaluation and improvement of
working and studying activities.
2 2 2 3 2 2 2 2 1 2 2
16. Manage complex technical or professional activities or projects in related to
the narrow field including economics.
3 3 3 3 2 2 2 2 1 2 3
-:No contribution 0 0 0 1 2 0 2 2 2 1 1
1:Low level contribution 3 3 3 4 4 4 1 6 9 6 6
2:Moderate contribution 5 5 4 1 8 8 6 5 2 6 1
3:High level contribution 8 8 9 10 2 4 7 3 3 3 8
Total 16 16 16 16 16 16 16 16 16 16 16
International University of Sarajevo Study program self-evaluation report 2017/2018
22
b) Correspondence between Learning Outcomes of the Economics study program and BH Qualifications Framework
BH Qualifications Framework is truly in line with the European Qualifications Framework. Therefore, referencing the Economics study program
Learning Outcome to BH QF or EQF carries equal value. Methodologies pursued in the ISCED classification and BH QF framework have been taken
into consideration and relevance of the Economics study program LOs and with BH QF is satisfactorily met. All the LOs are strictly and sufficiently
related to the BH QF.
Table .3: Matrix of program learning outcomes and BH Qualifications Framework (1st Cycle)
6.LEVEL (First Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical
-Factual
Skills
-Cognitive
-Physical -Practical
Competences -Autonomy
-Responsibility
-:No contribution (~ very low),
1:Low level contribution, 2:Moderate contribution,
3:High level contribution.
Lev
el
Desc
rip
tors
This person demonstrates
knowledge and understanding in a field of
study that builds upon their
secondary education and which is typically at a level,
whilst supported by
appropriate learning resources (texts, information
and communication
technologies), which includes some aspects that
will be informed by
knowledge of the forefront in a given field of study.
This person; (i) is able to apply acquired knowledge and
critical understanding of the principles relating to the given field of study/discipline in a manner to demonstrate
professional approach to their work or vocation, and has
competences typically demonstrated through devising and sustaining arguments and solving problems within a given
field of study; (ii) is able to apply main methods of
acquiring new knowledge and applicative research in a given discipline, and is able to decide on which approach
to use in solving a given problem and is aware of the extent
to which the selected approach is suitable for solving such a problem; (iii) is able to communicate in one or several
foreign languages and by using communication
technologies, information, ideas, problems and solutions to both specialist and non-specialist audiences for given area
of study.
Professional competence: This person (i)
demonstrates ability to gather and interpret relevant data (usually within the given field of study) to
inform judgments that include reflection on relevant
social, scientific or ethical issues. Personal competence: This person (i) has developed
learning skills to undertake further study, with a high
degree of autonomy and academic skills and attributes necessary to undertake research work, comprehend
and evaluate new information, concepts and evidence
from a range of sources; (ii) possesses a foundation for future self-directed and lifelong learning; (iii) has
acquired interpersonal skills, teamwork skills
adequate for employment and further study.
Programme Learning Outcomes Relationship Level
1. Comprehend, analyze and synthesize principles and theories in economics with an interrogative point of
view.
3 3 3
2. Keep track of scientific studies published in English
related to economics, explain them and re-apply them with different data; prepare works such as proceedings,
articles, project reports.
3 3 3
3. Demonstrate mastery in accounting applications and
regulations at working life on behalf of himself / herself or of others at public or private sector.
3 3 3
International University of Sarajevo Study program self-evaluation report 2017/2018
23
6.LEVEL (First Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution,
3:High level contribution.
Lev
el
Desc
rip
tors
This person demonstrates knowledge and
understanding in a field of
study that builds upon their secondary education and
which is typically at a level,
whilst supported by appropriate learning
resources (texts, information
and communication technologies), which
includes some aspects that
will be informed by knowledge of the forefront
in a given field of study.
This person; (i) is able to apply acquired knowledge and critical understanding of the principles relating to the given
field of study/discipline in a manner to demonstrate
professional approach to their work or vocation, and has competences typically demonstrated through devising and
sustaining arguments and solving problems within a given
field of study; (ii) is able to apply main methods of acquiring new knowledge and applicative research in a
given discipline, and is able to decide on which approach
to use in solving a given problem and is aware of the extent to which the selected approach is suitable for solving such
a problem; (iii) is able to communicate in one or several
foreign languages and by using communication technologies, information, ideas, problems and solutions to
both specialist and non-specialist audiences for given area
of study.
Professional competence: This person (i) demonstrates ability to gather and interpret relevant
data (usually within the given field of study) to
inform judgments that include reflection on relevant social, scientific or ethical issues.
Personal competence: This person (i) has developed
learning skills to undertake further study, with a high degree of autonomy and academic skills and attributes
necessary to undertake research work, comprehend
and evaluate new information, concepts and evidence from a range of sources; (ii) possesses a foundation
for future self-directed and lifelong learning; (iii) has
acquired interpersonal skills, teamwork skills adequate for employment and further study.
4. Demonstrate advanced skills having mastery and
innovation in order to solve complex and unpredictable
problems in economics.
2 3 3
5. Take responsibility to make decision in
unpredictable work or study contexts related to
economics.
1 2 3
6. Take responsibility in the management of
professional development of individuals or groups in
the field of economics.
1 2 3
7. Keep track of and report global, regional and local economic developments in a holistic standpoint;
explains them analytically and systematically;
comprehend and evaluate political and social developments in the world.
2 3 2
8. Express economic issues and problems in the means
of mathematics, accounting and statistics; and analyze and evaluate them with software packages.
3 3 2
9. Complete a project life cycle of an economic
problem individually and interpret findings and develop
solution.
2 3 3
10. Take various tasks as team members or leaders of
the team, show awareness of the requirements of
working in a team, and are committed to lifelong learning.
1 2 3
11. Are open-minded enough to try to understand
others' thoughts and actions with interrogative point of
view; socialized enough to communicate easily with others; respectful towards societal values and
competent enough to do the presentation in front of the
community. Present and comment findings and thoughts in an ethical manner.
1 1 3
International University of Sarajevo Study program self-evaluation report 2017/2018
24
6.LEVEL (First Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution,
3:High level contribution.
Lev
el
Desc
rip
tors
This person demonstrates knowledge and
understanding in a field of
study that builds upon their secondary education and
which is typically at a level,
whilst supported by appropriate learning
resources (texts, information
and communication technologies), which
includes some aspects that
will be informed by knowledge of the forefront
in a given field of study.
This person; (i) is able to apply acquired knowledge and critical understanding of the principles relating to the given
field of study/discipline in a manner to demonstrate
professional approach to their work or vocation, and has competences typically demonstrated through devising and
sustaining arguments and solving problems within a given
field of study; (ii) is able to apply main methods of acquiring new knowledge and applicative research in a
given discipline, and is able to decide on which approach
to use in solving a given problem and is aware of the extent to which the selected approach is suitable for solving such
a problem; (iii) is able to communicate in one or several
foreign languages and by using communication technologies, information, ideas, problems and solutions to
both specialist and non-specialist audiences for given area
of study.
Professional competence: This person (i) demonstrates ability to gather and interpret relevant
data (usually within the given field of study) to
inform judgments that include reflection on relevant social, scientific or ethical issues.
Personal competence: This person (i) has developed
learning skills to undertake further study, with a high degree of autonomy and academic skills and attributes
necessary to undertake research work, comprehend
and evaluate new information, concepts and evidence from a range of sources; (ii) possesses a foundation
for future self-directed and lifelong learning; (iii) has
acquired interpersonal skills, teamwork skills adequate for employment and further study.
12. Explain frontiers of the broad field of social
sciences-business-law including economics, specifies
the relationships of each narrow field with the broad field, explain the basic concepts of the broad field.
3 2 1
13. Comprehend the frontiers of detailed fields in the
narrow field of social and behavioral sciences including economics, explain the knowledge of basic
facts, principles, processes and general concepts of
detailed fields which consist of the narrow field, conduct analysis and evaluation at basic level by using
basic methods, tools and inputs.
3 2 1
14. Have cognitive and practical skills in order to
develop solutions and solve problems by using basic methods, tools and inputs in the detailed field including
economics.
1 3 2
15. Supervise and control routine works related to the narrow field including economics, take limited
responsibility for the evaluation and improvement of
working and studying activities.
1 2 3
16. Manage complex technical or professional activities
or projects in related to the narrow field including
economics.
3 3 3
International University of Sarajevo Study program self-evaluation report 2017/2018
25
c) Correspondence between the Learning Outcomes and Unit Courses
Courses in the first and second years of the Economics study program are mainly cornerstone, and university and faculty courses. The third and fourth
year courses are mainly capstone and program-specific courses. Therefore, design of curriculum start from more general and comprehensive subjects
toward more program and field specific subjects. The contribution of each unit course to program learning outcomes is depicted in terms of degree of
contribution. With the experience of three years, the curriculum of the Economics study program is evolved gradually to its own direction.
LOs of the Economics study program are met by unit courses satisfactorily. As could be seen from the tables below, only freshman year
university courses have relatively weak relationships with LOs. However, these courses are mainly related to generic competences.
Table 4: The matrix of learning outcomes and unit courses (University required and elective courses) (1st Cycle)
U
nit
Co
urse
s
Un
iver
sity
Req
uir
ed
Co
urse
s
Aca
dem
ic E
ng
lish
an
d E
ffec
tiv
e
Co
mm
un
icat
ion
Cal
culu
s I
Intr
odu
ctio
n t
o M
icro
econ
om
ics
Mat
hem
atic
al S
kil
ls
Intr
odu
ctio
n t
o M
anag
emen
t
Cri
tica
l R
eadin
g a
nd W
riti
ng
Intr
odu
ctio
n t
o M
acro
eco
no
mic
s P
rin
ciple
s o
f In
tern
atio
nal
Bu
sines
s
Sp
ok
en T
urk
ish
/Bo
snia
n I
Sp
ok
en T
urk
ish
/Bo
snia
n I
I
Un
iver
sity
Ele
ctiv
e C
ou
rses
Intr
odu
ctio
n t
o P
rog
ram
min
g
Glo
bal
izat
ion
an
d B
usi
nes
s
Un
der
stan
din
g P
oli
tics
,
Eco
no
my a
nd
Man
agem
ent
Intr
odu
ctio
n t
o L
iter
atu
re
Intr
odu
ctio
n t
o I
nte
rnat
ion
al
Rel
atio
ns
Wo
rld
His
tory
Th
e B
rain
Intr
odu
ctio
n t
o P
oli
tica
l S
cien
ce
ntr
odu
ctio
n t
o P
sych
olo
gy
Intr
odu
ctio
n t
o S
oci
olo
gy
Law
and
Eth
ics
Cri
tica
l T
hin
kin
g
Learning Program Outcomes
1. Comprehend, analyze and synthesize principles and theories in economics with an interrogative point of view.
- 2 3 1 1 - - 1 - -
.- - - - - - 1 - - - - 1
2. Keep track of scientific studies published in English related to economics,
explain them and re-apply them with different data; prepare works such as proceedings, articles, project reports.
3 - 3 - 1 3 - 1 - -
- - - - - - - - - - - -
3. Demonstrate mastery in accounting applications and regulations at working life on behalf of himself / herself or of others at public or private sector.
- - 1 2 - - - - - -
1 - - - - 2 - - - - - -
4. Demonstrate advanced skills having mastery and innovation in order to solve complex and unpredictable problems in economics.
- 2 2 2 1 - - 1 - -
2 1 1 1 1 - 1 1 1 1 - -
5. Take responsibility to make decision in unpredictable work or study contexts related to economics.
- - 2 1 - - - 2 - -
- - - - - 1 - - - - - 1
6. Take responsibility in the management of professional development of individuals or groups in the field of economics.
- - - 1 - - 2 1 - -
- - - - - 1 1 - - - 2 -
International University of Sarajevo Study program self-evaluation report 2017/2018
26
U
nit
Co
urse
s
Un
iver
sity
Req
uir
ed
Co
urse
s
Aca
dem
ic E
ng
lish
an
d E
ffec
tiv
e
Co
mm
un
icat
ion
Cal
culu
s I
Intr
odu
ctio
n t
o M
icro
econ
om
ics
Mat
hem
atic
al S
kil
ls
Intr
odu
ctio
n t
o M
anag
emen
t
Cri
tica
l R
eadin
g a
nd W
riti
ng
Intr
odu
ctio
n t
o M
acro
eco
no
mic
s P
rin
ciple
s o
f In
tern
atio
nal
Bu
sines
s
Sp
ok
en T
urk
ish
/Bo
snia
n I
Sp
ok
en T
urk
ish
/Bo
snia
n I
I
Un
iver
sity
Ele
ctiv
e C
ou
rses
Intr
odu
ctio
n t
o P
rog
ram
min
g
Glo
bal
izat
ion
an
d B
usi
nes
s
Un
der
stan
din
g P
oli
tics
,
Eco
no
my a
nd
Man
agem
ent
Intr
odu
ctio
n t
o L
iter
atu
re
Intr
odu
ctio
n t
o I
nte
rnat
ion
al
Rel
atio
ns
Wo
rld
His
tory
Th
e B
rain
Intr
odu
ctio
n t
o P
oli
tica
l S
cien
ce
ntr
odu
ctio
n t
o P
sych
olo
gy
Intr
odu
ctio
n t
o S
oci
olo
gy
Law
and
Eth
ics
Cri
tica
l T
hin
kin
g
7. Keep track of and report global, regional and local economic developments in a holistic standpoint; explains them analytically and systematically; comprehend and
evaluate political and social developments in the world.
- - 2 1 1 - - 1 - -
- 1 1 1 1 3 - 1 1 1 - -
8. Express economic issues and problems in the means of mathematics, accounting and statistics; and analyze and evaluate them with software packages.
- 3 1 2 1 - - 2 - - 2 - - - - - - - - - - 1
9. Complete a project life cycle of an economic problem individually and interpret findings and develop solution.
- 1 2 1 2 - - 3 1 1 - 1 1 1 1 - 1 1 1 1 - -
10. Take various tasks as team members or leaders of the team, show awareness of
the requirements of working in a team, and are committed to lifelong learning.
2 - - - 2 2 2 2 2 2 1 - - - - - 2 - - - 2 3
11. Are open-minded enough to try to understand others' thoughts and actions with
interrogative point of view; socialized enough to communicate easily with others; respectful towards societal values and competent enough to do the presentation in
front of the community. Present and comment findings and thoughts in an ethical
manner.
- - - - 1 - 2 2 2 2 - - - - - 1 1 - - - 2 2
12. Explain frontiers of the broad field of social sciences-business-law including
economics, specifies the relationships of each narrow field with the broad field,
explain the basic concepts of the broad field.
- 1 2 2 - - - 1 - - - 3 3 3 3 1 - 3 3 3 - 1
13. Comprehend the frontiers of detailed fields in the narrow field of social and behavioral sciences including economics, explain the knowledge of basic facts,
principles, processes and general concepts of detailed fields which consist of the
narrow field, conduct analysis and evaluation at basic level by using basic methods, tools and inputs.
- 1 3 2 1 - - 2 - - 1 3 3 3 3 1 - 3 3 3 - 1
14. Have cognitive and practical skills in order to develop solutions and solve
problems by using basic methods, tools and inputs in the detailed field including economics.
- - 1 1 1 - - 2 - - 1 1 1 1 1 - 2 1 1 1 - -
15. Supervise and control routine works related to the narrow field including
economics, take limited responsibility for the evaluation and improvement of
working and studying activities.
- - - 1 - - 1 2 2 2 - - - - - - - - - - 1 -
16. Manage complex technical or professional activities or projects in related to the
narrow field including economics.
- 1 2 1- - - - 2 - - 1 - - - - - - - - - - -
-:No contribution 14 9 4 3 6 14 12 1 12 12 9 10 10 10 10 9 9 10 10 10 12 6
1:Low level contribution 0 4 3 8 8 0 1 6 1 1 5 4 4 4 4 5 5 4 4 4 1 8
2:Moderate contribution 1 2 6 5 2 1 3 8 3 3 2 0 0 0 0 1 2 0 0 0 3 1
3:High level contribution 1 1 3 0 0 1 0 1 0 0 0 2 2 2 2 1
2 2 2 0 1
International University of Sarajevo Study program self-evaluation report 2017/2018
27
U
nit
Co
urse
s
Un
iver
sity
Req
uir
ed
Co
urse
s
Aca
dem
ic E
ng
lish
an
d E
ffec
tiv
e
Co
mm
un
icat
ion
Cal
culu
s I
Intr
odu
ctio
n t
o M
icro
econ
om
ics
Mat
hem
atic
al S
kil
ls
Intr
odu
ctio
n t
o M
anag
emen
t
Cri
tica
l R
eadin
g a
nd W
riti
ng
Intr
odu
ctio
n t
o M
acro
eco
no
mic
s P
rin
ciple
s o
f In
tern
atio
nal
Bu
sines
s
Sp
ok
en T
urk
ish
/Bo
snia
n I
Sp
ok
en T
urk
ish
/Bo
snia
n I
I
Un
iver
sity
Ele
ctiv
e C
ou
rses
Intr
odu
ctio
n t
o P
rog
ram
min
g
Glo
bal
izat
ion
an
d B
usi
nes
s
Un
der
stan
din
g P
oli
tics
,
Eco
no
my a
nd
Man
agem
ent
Intr
odu
ctio
n t
o L
iter
atu
re
Intr
odu
ctio
n t
o I
nte
rnat
ion
al
Rel
atio
ns
Wo
rld
His
tory
Th
e B
rain
Intr
odu
ctio
n t
o P
oli
tica
l S
cien
ce
ntr
odu
ctio
n t
o P
sych
olo
gy
Intr
odu
ctio
n t
o S
oci
olo
gy
Law
and
Eth
ics
Cri
tica
l T
hin
kin
g
Total
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
International University of Sarajevo Study program self-evaluation report 2017/2018
28
Table .5: The matrix of learning outcomes and unit courses (Faculty Required Courses) (1st Cycle)
Un
it C
ou
rse
s
Fa
cu
lty R
eq
uir
ed
Co
urse
s
Fin
anci
al A
cco
un
tin
g
Inte
rnat
ional
Poli
tica
l E
cono
my
Bu
sines
s F
inan
ce
Intr
odu
ctio
n t
o M
anag
emen
t S
cien
ce
Inte
rmed
iate
Mic
roec
on
om
ics
Inte
rmed
iate
Mac
roec
on
om
ics
Bu
sines
s S
tati
stic
s I
Bu
sines
s S
tati
stic
s II
Con
sum
er B
ehav
ior
Man
ager
ial
Mat
hem
atic
s
Program Learning Outcomes
1. Comprehend, analyze and synthesize principles and theories in economics with an interrogative point of view. 1 3 3
3 3 2 2 - 2
2. Keep track of scientific studies published in English related to economics, explain them and re-apply them with different data; prepare works such as proceedings, articles, project reports.
- 3 3
3 3 - - - -
3. Demonstrate mastery in accounting applications and regulations at working life on behalf of himself / herself or of
others at public or private sector.
3 - -
- - - - - -
4. Demonstrate advanced skills having mastery and innovation in order to solve complex and unpredictable problems in economics.
- 3 3
3 3 3 3 1 2
5. Take responsibility to make decision in unpredictable work or study contexts related to economics. - 2 2
2 2 2 2 - -
6. Take responsibility in the management of professional development of individuals or groups in the field of
economics.
- - -
- - 1 1 - -
7. Keep track of and report global, regional and local economic developments in a holistic standpoint; explains them analytically and systematically; comprehend and evaluate political and social developments in the world.
- 2 2
2 2 2 2 1 -
8. Express economic issues and problems in the means of mathematics, accounting and statistics; and analyze and
evaluate them with software packages.
2 1 1
1 1 3 3 1 3
9. Complete a project life cycle of an economic problem individually and interpret findings and develop solution. 1 1 1
1 1 2 2 1 1
10. Take various tasks as team members or leaders of the team, show awareness of the requirements of working in a
team, and are committed to lifelong learning.
- - -
- - 1 1 - -
11. Are open-minded enough to try to understand others' thoughts and actions with interrogative point of view; socialized enough to communicate easily with others; respectful towards societal values and competent enough to do
the presentation in front of the community. Present and comment findings and thoughts in an ethical manner.
- - -
- - 1 1 - -
12. Explain frontiers of the broad field of social sciences-business-law including economics, specifies the relationships
of each narrow field with the broad field, explain the basic concepts of the broad field.
- 1 1
1 1 2 2 3 1
13. Comprehend the frontiers of detailed fields in the narrow field of social and behavioral sciences including
economics, explain the knowledge of basic facts, principles, processes and general concepts of detailed fields which
consist of the narrow field, conduct analysis and evaluation at basic level by using basic methods, tools and inputs.
2 1 1
1 1 2 2 3 1
14. Have cognitive and practical skills in order to develop solutions and solve problems by using basic methods, tools and inputs in the detailed field including economics.
1 2 2
2 2 2 2 1 -
15. Supervise and control routine works related to the narrow field including economics, take limited responsibility for
the evaluation and improvement of working and studying activities.
1 1 1
1 1 2 2 - -
16. Manage complex technical or professional activities or projects in related to the narrow field including economics. 1 1 1
1 1 2 2 - 1
International University of Sarajevo Study program self-evaluation report 2017/2018
29
Un
it C
ou
rse
s
Fa
cu
lty R
eq
uir
ed
Co
urse
s
Fin
anci
al A
cco
un
tin
g
Inte
rnat
ional
Poli
tica
l E
cono
my
Bu
sines
s F
inan
ce
Intr
odu
ctio
n t
o M
anag
emen
t S
cien
ce
Inte
rmed
iate
Mic
roec
on
om
ics
Inte
rmed
iate
Mac
roec
on
om
ics
Bu
sines
s S
tati
stic
s I
Bu
sines
s S
tati
stic
s II
Con
sum
er B
ehav
ior
Man
ager
ial
Mat
hem
atic
s
-:No contribution 8 4 4 6 4 4 6 6 9 9
1:Low level contribution 5 6 6 6 6 6 8 8 5 4
2:Moderate contribution 2 3 3 4 3 3 2 2 0 2
3:High level contribution 1 3 3 0 3 3 0 0 2 1
Total 16 16 16 16 16 16 16 16 16 16
Table .6: The matrix of learning outcomes and unit courses (Program Required Courses) (1st Cycle)
Un
it C
ou
rse
s
Prog
ram
Req
uir
ed
Co
urse
s
Fin
anci
al I
nst
itu
tion
s an
d M
arket
s
Inte
rnat
ional
Tra
de
Lab
or
Eco
no
mic
s
Mon
ey a
nd B
ank
ing
Eco
no
met
rics
Eco
no
met
rics
II
Pu
bli
c E
cono
mic
s
Inte
rnat
ional
Mon
etar
y S
yst
em
His
tory
of
Eco
no
mic
Tho
ugh
t
Inte
rnat
ional
Fin
ance
Program Learning Outcomes
1. Comprehend, analyze and synthesize principles and theories in economics with an interrogative point of view. 3 3 3 3 2 2 3 3 3 3
2. Keep track of scientific studies published in English related to economics, explain them and re-apply them with different data;
prepare works such as proceedings, articles, project reports. 3 3 3 3 2 2 3 3 3 3
3. Demonstrate mastery in accounting applications and regulations at working life on behalf of himself / herself or of others at
public or private sector. 2 - - - - - - - - 2
4. Demonstrate advanced skills having mastery and innovation in order to solve complex and unpredictable problems in economics. 3 3 3 3 3 3 3 3 3 3
5. Take responsibility to make decision in unpredictable work or study contexts related to economics. 2 2 2 2 3 3 2 2 2 2
6. Take responsibility in the management of professional development of individuals or groups in the field of economics. - - - - 1 1 - - - -
International University of Sarajevo Study program self-evaluation report 2017/2018
30
Un
it C
ou
rse
s
Prog
ram
Req
uir
ed
Co
urse
s
Fin
anci
al I
nst
itu
tion
s an
d M
arket
s
Inte
rnat
ional
Tra
de
Lab
or
Eco
no
mic
s
Mon
ey a
nd B
ank
ing
Eco
no
met
rics
Eco
no
met
rics
II
Pu
bli
c E
cono
mic
s
Inte
rnat
ional
Mon
etar
y S
yst
em
His
tory
of
Eco
no
mic
Tho
ugh
t
Inte
rnat
ional
Fin
ance
7. Keep track of and report global, regional and local economic developments in a holistic standpoint; explains them analytically
and systematically; comprehend and evaluate political and social developments in the world.
2 2 2 2 2 2 2 2 2 2
8. Express economic issues and problems in the means of mathematics, accounting and statistics; and analyze and evaluate them
with software packages. 1 1 1 1 3 3 1 1 1 1
9. Complete a project life cycle of an economic problem individually and interpret findings and develop solution. 1 1 1 1 3 3 1 1 1 1
10. Take various tasks as team members or leaders of the team, show awareness of the requirements of working in a team, and are
committed to lifelong learning. - - - - 1 1 - - - -
11. Are open-minded enough to try to understand others' thoughts and actions with interrogative point of view; socialized enough to communicate easily with others; respectful towards societal values and competent enough to do the presentation in front of the
community. Present and comment findings and thoughts in an ethical manner.
- - - - 1 1 - - - -
12. Explain frontiers of the broad field of social sciences-business-law including economics, specifies the relationships of each
narrow field with the broad field, explain the basic concepts of the broad field. 1 1 1 1 2 2 1 1 1 1
13. Comprehend the frontiers of detailed fields in the narrow field of social and behavioral sciences including economics, explain
the knowledge of basic facts, principles, processes and general concepts of detailed fields which consist of the narrow field, conduct
analysis and evaluation at basic level by using basic methods, tools and inputs.
1 1 1 1 2 2 1 1 1 1
14. Have cognitive and practical skills in order to develop solutions and solve problems by using basic methods, tools and inputs in
the detailed field including economics. 2 2 2 2 2 2 2 2 2 2
15. Supervise and control routine works related to the narrow field including economics, take limited responsibility for the evaluation and improvement of working and studying activities.
1 1 1 1 2 2 1 1 1 1
16. Manage complex technical or professional activities or projects in related to the narrow field including economics. 1 1 1 1 2 2 1 1 1 1
-:No contribution 3 4 4 4 1 1 1 4 4 3
1:Low level contribution 6 6 6 6 3 3 3 6 6 6
2:Moderate contribution 4 3 3 3 8 8 8 3 3 4
3:High level contribution 3 3 3 3 4 4 4 3 3 3
Total 16 16 16 16 16 16 16 16 16 16
International University of Sarajevo Study program self-evaluation report 2017/2018
31
Table .7: The matrix of learning outcomes and unit courses (Program Elective Courses) (1st Cycle)
Un
it C
ou
rse
s
Prog
ram
Ele
cti
ve C
ou
rse
s
Mat
rix
Alg
ebra
Eco
no
mic
His
tory
0 I
ndu
stri
al O
rgan
izat
ion
t
I E
nv
iro
nm
enta
l E
cono
mic
s
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
s R
esea
rch
Met
hod
s
Man
agem
ent
Info
rmat
ion
Sy
stem
s
Ris
k a
nd
In
sura
nce
Inves
tmen
t &
Po
rtfo
lio M
anag
emen
t
Beh
avio
r F
inan
ce
Pu
bli
c F
inan
ce
Tim
e S
erie
s A
nal
ysi
s
Mic
rofi
nan
ce
Un
der
stan
din
g E
mer
gin
g M
ark
ets
Fin
anci
al I
nst
rum
ents
an
d A
nal
ysi
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Isla
mic
Eco
no
mic
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Inte
rnat
ional
Bu
sines
s L
aw
Inte
rnat
ional
Ban
kin
g
Pro
ject
Man
agem
ent
Mer
ger
s an
d A
cqu
isit
ion
s
Str
ateg
ic M
anag
emen
t
Fin
anci
al D
eriv
ates
and
Sim
ula
tion
s
Rea
l E
stat
e M
arket
s
Co
mm
od
ity D
eriv
ativ
es
Fin
anci
al R
isk
Man
agem
ent
Bond
Mar
ket
Pri
cing
and
Tra
din
g
Str
ateg
ies
Ad
van
ced
Fu
ture
s an
d O
pti
on
s
Pu
bli
c F
inan
ce
Mar
ket
ing
Hu
man
Res
ou
rces
Man
agem
ent
So
ciolo
gy
I B
usi
nes
s E
thic
s
Mult
inat
ional
Co
rpo
rati
on a
nd
pro
cess
of
glo
bal
iyat
ion P
roce
ss o
f In
tern
atio
nal
Fin
anci
al M
ark
ets
I E
ntr
epre
neu
rsh
ip a
nd
Sm
all
Bu
sines
s M
anag
emen
t In
no
vat
ion
Man
agem
ent
Inte
rnat
ional
Co
rpo
rate
Fin
ance
Op
erat
ion
s M
anag
emen
t
Program Learning Outcomes
1. Comprehend, analyze and synthesize principles
and theories in economics with an interrogative
point of view.
3
3 3 3 2 3 3 3 1 2 3 3 3 3 3 1 1 3 1 - - - 2 - 1 3 - 1 2 1 - - 3 3 2 3
2. Keep track of basic-level scientific studies
published in English related to economics, explain
them and re-apply them with different data; prepare works such as proceedings, articles, project reports
consistent with this level.
3 2 3 3 3 - 3 3 3 - 3 3 3 3 3 3 1 1 3 1 - - - 3 - 1 3 - - 2 - - - 3 3 2 3 -
3. Demonstrate mastery in accounting applications
and regulations at working life on behalf of himself / herself or of others at public or private sector.
- - - - - - - - 2 3 - 3 - 2 - - 2 1 - - - - - - - 1 - - 3 2 - - - 2 - 2 2 -
4. Demonstrate advanced skills in order to solve complex problems in economics.
3 - 3 3 3 2 3 3 3 - 3 3 3 3 3 3 2 1 3 1 1 1 1 3 1 1 3 1 - 2 2 1 1 3 3 2 3 -
5. Take responsibility to make decision in
predictable but complex work or study contexts
related to economics.
2 1 2 2 2 1 2 2 2 - 2 2 2 2 2 2 1 - 2 2 - - - 2 - - 2 - - 2 - - - 2 2 2 2 1
6. Take over partial responsibility in the
management of professional development of
individuals or groups in the field of economics.
- 1 - - - 1 - - - - - 2 - - - - - - - 1 - - - - - - - - - 2 - - - - - 2 - -
7. Keep track of and report global, regional and
local economic developments; explains them analytically and systematically; keep track of
political and social developments in the world.
2 - 2 2 2 2 2 2 2 - 2 2 2 2 2 2 3 1 2 1 2 1 1 2 1 1 2 2 - 2 2 1 2 2 2 2 2 -
8. Express economic issues and problems in the means of mathematics, accounting and statistics;
and analyze them with software packages.
1 2 1 1 1 2 1 1 3 2 1 2 1 3 1 1 3 - 1 2 - 1 1 1 1 - 1 - 2 2 - 1 - 1 1 2 1 1
International University of Sarajevo Study program self-evaluation report 2017/2018
32
Un
it C
ou
rse
s
Prog
ram
Ele
cti
ve C
ou
rse
s
Mat
rix
Alg
ebra
Eco
no
mic
His
tory
0 I
ndu
stri
al O
rgan
izat
ion
t
I E
nv
iro
nm
enta
l E
cono
mic
s
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
s R
esea
rch
Met
hod
s
Man
agem
ent
Info
rmat
ion
Sy
stem
s
Ris
k a
nd
In
sura
nce
Inves
tmen
t &
Po
rtfo
lio M
anag
emen
t
Beh
avio
r F
inan
ce
Pu
bli
c F
inan
ce
Tim
e S
erie
s A
nal
ysi
s
Mic
rofi
nan
ce
Un
der
stan
din
g E
mer
gin
g M
ark
ets
Fin
anci
al I
nst
rum
ents
an
d A
nal
ysi
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Isla
mic
Eco
no
mic
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Inte
rnat
ional
Bu
sines
s L
aw
Inte
rnat
ional
Ban
kin
g
Pro
ject
Man
agem
ent
Mer
ger
s an
d A
cqu
isit
ion
s
Str
ateg
ic M
anag
emen
t
Fin
anci
al D
eriv
ates
and
Sim
ula
tion
s
Rea
l E
stat
e M
arket
s
Co
mm
od
ity D
eriv
ativ
es
Fin
anci
al R
isk
Man
agem
ent
Bond
Mar
ket
Pri
cing
and
Tra
din
g
Str
ateg
ies
Ad
van
ced
Fu
ture
s an
d O
pti
on
s
Pu
bli
c F
inan
ce
Mar
ket
ing
Hu
man
Res
ou
rces
Man
agem
ent
So
ciolo
gy
I B
usi
nes
s E
thic
s
Mult
inat
ional
Co
rpo
rati
on a
nd
pro
cess
of
glo
bal
iyat
ion P
roce
ss o
f In
tern
atio
nal
Fin
anci
al M
ark
ets
I E
ntr
epre
neu
rsh
ip a
nd
Sm
all
Bu
sines
s M
anag
emen
t In
no
vat
ion
Man
agem
ent
Inte
rnat
ional
Co
rpo
rate
Fin
ance
Op
erat
ion
s M
anag
emen
t
9. Complete a project life cycle of an economic
problem individually and interpret findings and develop solution.
2 1 1 1 1 1 2 1 1 1 1 1 3 1 1 1 1 2 - 1 3 1 1 1 1 1 - 1 1 1 2 1 1 1 1 1 1 1 1
10. Take various tasks as team member or leader of
the team, show awareness of the requirements of working in a team, and identify the needs in
economics in terms of lifelong learning.
- - 1 - - - 1 - - - - - 2 - - - - - - - 2 - - - - - - - - - 1 - - - - - 1 - 1
11. Are open-minded enough to try to understand others' thoughts; socialized enough to
communicate easily with others; respectful
towards various societal values and self confident enough to do the presentation in front
of the community. Present and comment
findings and thoughts in an ethical manner.
- - - - - - 1 - - - - - 2 - - - - - - - 2 - - - - - - - - - - - - - - - 2 - -
12. Explain frontiers of the broad field of social
sciences-business-law including economics, specifies the relationships of each narrow field with
the broad field, explain the basic concepts of the
broad field.
1 1 2 1 1 1 1 1 1 1 - 1 1 1 1 1 1 1 3 1 1 2 3 3 1 3 3 1 2 - 1 2 3 2 1 1 1 1 -
13. Comprehend the frontiers of detailed fields in
the narrow field of social and behavioral sciences including economics, explain the knowledge of
basic facts, principles, processes and general
concepts of detailed fields which consist of the narrow field, conduct analysis and evaluation at
basic level by using basic methods, tools and inputs.
1 1 2 1 1 1 1 1 1 1 2 1 - 1 1 1 1 1 2 1 2 2 3 3 1 3 2 1 2 2 - 2 3 2 1 1 - 1 3
14. Have cognitive and practical skills in order to
develop solutions and solve problems by using basic methods, tools and inputs in the detailed field
including economics.
- 2 2 2 2 2 2 2 2 2 1 2 - 2 2 2 2 2 1 2 2 1 2 2 2 2 1 2 1 1 - 2 2 1 2 2 - 2 3
15. Supervise and control routine works related to
the narrow field including economics, take limited
responsibility for the evaluation and improvement of working and studying activities.
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 - 1 1 2 - - - 1 - 1 1 - 1
-
- - - 1 1 1 1 2
International University of Sarajevo Study program self-evaluation report 2017/2018
33
Un
it C
ou
rse
s
Prog
ram
Ele
cti
ve C
ou
rse
s
Mat
rix
Alg
ebra
Eco
no
mic
His
tory
0 I
ndu
stri
al O
rgan
izat
ion
t
I E
nv
iro
nm
enta
l E
cono
mic
s
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
s R
esea
rch
Met
hod
s
Man
agem
ent
Info
rmat
ion
Sy
stem
s
Ris
k a
nd
In
sura
nce
Inves
tmen
t &
Po
rtfo
lio M
anag
emen
t
Beh
avio
r F
inan
ce
Pu
bli
c F
inan
ce
Tim
e S
erie
s A
nal
ysi
s
Mic
rofi
nan
ce
Un
der
stan
din
g E
mer
gin
g M
ark
ets
Fin
anci
al I
nst
rum
ents
an
d A
nal
ysi
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Isla
mic
Eco
no
mic
s
Equ
ity I
nst
rum
ents
and
Bu
sin
ess
Val
uat
ion
Inte
rnat
ional
Bu
sines
s L
aw
Inte
rnat
ional
Ban
kin
g
Pro
ject
Man
agem
ent
Mer
ger
s an
d A
cqu
isit
ion
s
Str
ateg
ic M
anag
emen
t
Fin
anci
al D
eriv
ates
and
Sim
ula
tion
s
Rea
l E
stat
e M
arket
s
Co
mm
od
ity D
eriv
ativ
es
Fin
anci
al R
isk
Man
agem
ent
Bond
Mar
ket
Pri
cing
and
Tra
din
g
Str
ateg
ies
Ad
van
ced
Fu
ture
s an
d O
pti
on
s
Pu
bli
c F
inan
ce
Mar
ket
ing
Hu
man
Res
ou
rces
Man
agem
ent
So
ciolo
gy
I B
usi
nes
s E
thic
s
Mult
inat
ional
Co
rpo
rati
on a
nd
pro
cess
of
glo
bal
iyat
ion P
roce
ss o
f In
tern
atio
nal
Fin
anci
al M
ark
ets
I E
ntr
epre
neu
rsh
ip a
nd
Sm
all
Bu
sines
s M
anag
emen
t In
no
vat
ion
Man
agem
ent
Inte
rnat
ional
Co
rpo
rate
Fin
ance
Op
erat
ion
s M
anag
emen
t
16. Manage complex technical or professional
activities or projects in related to the narrow field including economics.
1 1 1 1 1 1 1 1 1 1 1 1 - 1 1 1 1 2 1 1 2 - - - 1 - 1 1 - 1
-
- - - 1 1 2 1 -
-:No contribution
1 4 1 4 4 4 2 4 4 3 8 4 3 4 3 4 4 4 6 4 1 10 9 9 4 9 6 4 10 8 5 9 9 10 3 4 10 3 -
1:Low level contribution
- 6 4 6 6 6 8 6 6 5 5 6 2 6 5 6 6 5 8 6 6 3 4 4 6 4 8 6 3 5 2 2 4 3 6 6 4 6 9
2:Moderate contribution
2 3 7 3 3 3 6 3 3 4 2 4 6 3 4 3 3 5 1 3 8 3 1 1 4 1 1 3 3 2 9 5 1 3 4 3 2 4 4
3:High level contribution
2 3 5 3 3 3 0 3 3 4 1 2 5 3 4 3 3 2 1 3 1 0 2 2 2 2 1 3 0 1 0 0 2 0 3 3 0 3 1
Total
2 16 0 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
International University of Sarajevo Study program self-evaluation report 2017/2018
34
2) Second Cycle
a) Correspondence between the Objectives and the Learning Outcomes of the Economics study program
All objectives of the Economics study program (2nd
Cycle) are met by the LOs. All objective are supported strongly by at least two LOs. Especially
objectives related to the professional dimension of economics supported strongly more than 10 LOs. The correspondence between the objectives and the
learning outcomes of the Economics study program is quite satisfactory.
Table .8: The matrix of objectives and learning outcomes (2nd Cycle)
Un
it C
ou
rse
s
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y
prog
ram
(i)
Co
mp
rehen
d t
he
adv
ance
d t
heo
reti
cal
fram
ewo
rk o
f ec
on
om
ics;
(ii)
Con
ceptu
aliz
e co
mp
lex e
con
om
ic
pro
ble
ms
and
cond
uct
ap
pli
cati
on
-anal
ysi
s-
eval
uat
ion
-rep
ort
ing
;
(iii
) H
ave
hig
h i
mple
men
tati
on s
kil
ls t
o
app
ly m
ath
emat
ical
kn
ow
led
ge
in t
he
pro
fess
ional
fie
ld;
(iv
) U
se a
dvan
ced
tec
hn
iqu
es o
f so
ftw
are
pac
kag
es o
f ac
coun
tin
g,
fin
ance
and
sta
tist
ics
/ ec
ono
met
rics
an
d i
nfo
rmat
ion
tec
hno
logie
s
effe
ctiv
ely
;
(v)
Hav
e ef
fect
ive
self
-exp
ress
ion
in w
riti
ng
scie
nti
fic
pap
ers
and
ver
bal
ly i
n E
ngli
sh;
(vi)
Hav
e hig
h s
kil
ls i
n c
om
mu
nic
atio
n a
nd
soci
al m
atte
rs;
(vii
) H
ave
dev
eloped
an
d l
ead
ersh
ip b
ehav
ior
in w
ork
ing
-ind
epen
den
tly a
nd t
akin
g-
resp
on
sibil
ity
;
(vii
i) H
ave
abil
ity t
o c
on
trib
ute
glo
bal
and
inte
rrog
ativ
e und
erst
andin
g;
(ix
) H
ave
abil
ity t
o d
evel
op
solu
tion
s to
soci
etal
pro
ble
ms
and
hav
e le
adin
g a
ttit
ude
of
acti
ve
citi
zen
ship
;
(x)
Hav
e h
igh
inte
llec
tual
vis
ion;
(xi)
Hav
e in
tern
aliz
ed a
nd
lea
din
g
phil
oso
phy
of
life
lon
g l
earn
ing.
Program Learning Outcomes
1. Analyze, synthesize and evaluate theoretical framework of economics with an interrogative point of view.
3 3 3 2 3 1 1 1 - 1 2
2. Keep track of intermediate-level scientific studies published in English in the
field of economics, explain, evaluate and re-apply them with different data; prepare works such as proceedings, articles, project reports consistent with this level.
3 3 3 2 3 1 1 1 - 1 2
3. Demonstrate advanced skills having mastery in order to solve complex and
unpredictable problems in economics consistent with these skills.
3 3 3 2 2 1 1 1 - 1 2
4. Take responsibility to make decision in unpredictable and complex work or study
contexts related to economics.
2 3 2 2 2 3 3 2 1 2 2
5. Keep track of and report global, regional and local economic developments in a
holistic standpoint; evaluate them analytically and systematically; comprehend political and social developments in the world.
2 2 2 2 2 3 2 3 3 3 2
6. Express complex economic issues and problems in the means of mathematics,
accounting, statistics and econometrics; and analyze and evaluate them with
software packages.
3 3 3 3 2 2 1 1 1 2 3
7. Have theoretical and factual knowledge on basic facts, principles, processes and
general concepts (at the interface) for their interrelations and relative situations in
2 2 2 2 2 3 2 3 3 3 3
International University of Sarajevo Study program self-evaluation report 2017/2018
35
Un
it C
ou
rse
s
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y
prog
ram
(i)
Co
mp
rehen
d t
he
adv
ance
d t
heo
reti
cal
fram
ewo
rk o
f ec
on
om
ics;
(ii)
Con
ceptu
aliz
e co
mp
lex e
con
om
ic
pro
ble
ms
and
cond
uct
ap
pli
cati
on
-anal
ysi
s-
eval
uat
ion
-rep
ort
ing
;
(iii
) H
ave
hig
h i
mple
men
tati
on s
kil
ls t
o
app
ly m
ath
emat
ical
kn
ow
led
ge
in t
he
pro
fess
ional
fie
ld;
(iv
) U
se a
dvan
ced
tec
hn
iqu
es o
f so
ftw
are
pac
kag
es o
f ac
coun
tin
g,
fin
ance
and
sta
tist
ics
/ ec
ono
met
rics
an
d i
nfo
rmat
ion
tec
hno
logie
s
effe
ctiv
ely
;
(v)
Hav
e ef
fect
ive
self
-exp
ress
ion
in w
riti
ng
scie
nti
fic
pap
ers
and
ver
bal
ly i
n E
ngli
sh;
(vi)
Hav
e hig
h s
kil
ls i
n c
om
mu
nic
atio
n a
nd
soci
al m
atte
rs;
(vii
) H
ave
dev
eloped
an
d l
ead
ersh
ip b
ehav
ior
in w
ork
ing
-ind
epen
den
tly a
nd t
akin
g-
resp
on
sibil
ity
;
(vii
i) H
ave
abil
ity t
o c
on
trib
ute
glo
bal
and
inte
rrog
ativ
e und
erst
andin
g;
(ix
) H
ave
abil
ity t
o d
evel
op
solu
tion
s to
soci
etal
pro
ble
ms
and
hav
e le
adin
g a
ttit
ude
of
acti
ve
citi
zen
ship
;
(x)
Hav
e h
igh
inte
llec
tual
vis
ion;
(xi)
Hav
e in
tern
aliz
ed a
nd
lea
din
g
phil
oso
phy
of
life
lon
g l
earn
ing.
the detailed field of works or studies (economics).
8. Have specialized problem-solving skills in a field of work or study (economics), required in research and/or innovation in order to develop new knowledge and
procedures and to integrate knowledge from different fields.
3 3 2 3 2 2 2 2 2 2 3
9. Manage and transform work and study environments that are complex,
unpredictable and require new strategic approaches in a work or study field (economics).
2 3 2 2 2 2 3 2 2 2 2
10. Complete a project life cycle of a complex economic problem individually and
interpret findings and develop solution.
2 3 3 3 3 2 2 2 2 2 3
11. Take various complex tasks as team member or leader of the team, have skills and competences of the requirements of working in a team, and design and meet the
needs in economics in terms of lifelong learning.
2 2 2 2 2 3 3 2 2 2 3
12. Take responsibility and/or to review the strategic performance of teams in order to contribute to professional knowledge and practices in a work or study field
(economics).
2 2 3 3 2 2 3 2 2 2 3
13. Take over full responsibility in the management of professional development of individuals or groups in the field of economics.
1 2 1 2 2 2 3 2 2 2 3
14. Are open-minded enough to work with others as team member or leader and
actions with interrogative point of view; socialized enough to communicate
effectively with others; having positive attitudes towards the diversity in the society and competent enough to do the presentation effectively in front of the community.
Present and comment findings and thoughts in an ethical manner.
1 2 2 2 2 2 3 3 3 3 3
-:No contribution 0 0 0 0 0 0 0 0 3 0 0
1:Low level contribution 2 0 1 0 0 3 4 4 2 3 0
2:Moderate contribution 7 6 7 10 11 7 4 7 6 8 6
3:High level contribution 5 8 6 4 3 4 6 3 3 3 8
Total 14 14 14 14 14 14 14 14 14 14 14
b) Correspondence between Learning Outcomes of the Economics study program and BH Qualifications Framework
International University of Sarajevo Study program self-evaluation report 2017/2018
36
BH Qualifications Framework is truly in line with the European Qualifications Framework. Therefore, referencing the Economics study program
Learning Outcome to BH QF or EQF carries equal value. Methodologies pursued in the ISCED classification and BH QF framework have been taken
into consideration and relevance of the Economics study program LOs and with BH QF is satisfactorily met. All the LOs are strictly and sufficiently
related to the BH QF.
Table .9: Matrix of program learning outcomes and BH Qualifications Framework (2nd Cycle)
7.LEVEL (Second Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low),
1:Low level contribution,
2:Moderate contribution, 3:High level contribution.
L
evel
Desc
rip
tors
This person is able to demonstrate a systematic
understanding and mastering
of knowledge in his/her field of study/discipline, that is
founded upon and extends
and/or enhances the undergraduate-level studies
(first cycle), and that provides
a basis or opportunity for originality in developing
and/or applying ides, usually
within a research context.
This person (i) demonstrates ability to apply knowledge and
understanding, and problem solving
abilities in new and unfamiliar environment within broader (or
interdisciplinary) contexts related to
their field of study; (ii) has ability to apply conceptual and abstract
thinking with a high level of
proficiency and creativity whereby enabling: - critical evaluation of
current research and academic work
at the forefront of the discipline, -evaluation of different
methodologies, development of
critical opinion and raising of alternative solutions.
Professional competence: This person (i) has ability to integrate knowledge and handle complex problems, and formulate judgments
with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their knowledge or judgments; (ii) is able to communicate the
conclusions, and the knowledge and rationale underpinning these
using appropriate language(s), to specialist and non-specialist audiences, clearly and unambiguously; Personal competence: This
person (i) is able to take own knowledge to a higher level, deepen
the understanding of their field of study/discipline and continuously develop their own new skills through individual learning and self-
development; (ii) has the learning skills to allow them to continue to
study in a manner that may be largely self directed and autonomous; (iii) has acquired interpersonal and teamwork skills appropriate to a
variety of learning and employment contexts and also demonstrates
leadership and/or initiative and makes a contribution to change and development.
Program Learning Outcomes
1. Analyze, synthesize and evaluate theoretical framework of
economics with an interrogative point of view.
3 3 2
2. Keep track of intermediate-level scientific studies published in
English in the field of economics, explain, evaluate and re-apply
them with different data; prepare works such as proceedings, articles, project reports consistent with this level.
3 3 2
3. Demonstrate advanced skills having mastery in order to solve
complex and unpredictable problems in economics consistent with
these skills.
2 3 3
4. Take responsibility to make decision in unpredictable and complex work or study contexts related to economics.
2 3 3
5. Keep track of and report global, regional and local economic developments in a holistic standpoint; evaluate them analytically
and systematically; comprehend political and social developments
in the world.
3 2 2
International University of Sarajevo Study program self-evaluation report 2017/2018
37
7.LEVEL (Second Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low),
1:Low level contribution, 2:Moderate contribution,
3:High level contribution.
L
evel
Desc
rip
tors
This person is able to demonstrate a systematic
understanding and mastering
of knowledge in his/her field of study/discipline, that is
founded upon and extends
and/or enhances the undergraduate-level studies
(first cycle), and that provides
a basis or opportunity for originality in developing
and/or applying ides, usually
within a research context.
This person (i) demonstrates ability to apply knowledge and
understanding, and problem solving
abilities in new and unfamiliar environment within broader (or
interdisciplinary) contexts related to
their field of study; (ii) has ability to apply conceptual and abstract
thinking with a high level of
proficiency and creativity whereby enabling: - critical evaluation of
current research and academic work
at the forefront of the discipline, -evaluation of different
methodologies, development of
critical opinion and raising of alternative solutions.
Professional competence: This person (i) has ability to integrate knowledge and handle complex problems, and formulate judgments
with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their knowledge or judgments; (ii) is able to communicate the
conclusions, and the knowledge and rationale underpinning these
using appropriate language(s), to specialist and non-specialist audiences, clearly and unambiguously; Personal competence: This
person (i) is able to take own knowledge to a higher level, deepen
the understanding of their field of study/discipline and continuously develop their own new skills through individual learning and self-
development; (ii) has the learning skills to allow them to continue to
study in a manner that may be largely self directed and autonomous; (iii) has acquired interpersonal and teamwork skills appropriate to a
variety of learning and employment contexts and also demonstrates
leadership and/or initiative and makes a contribution to change and development.
6. Express complex economic issues and problems in the means of mathematics, accounting, statistics and econometrics; and analyze
and evaluate them with software packages.
3 2 2
7. Have theoretical and factual knowledge on basic facts,
principles, processes and general concepts (at the interface) for
their interrelations and relative situations in the detailed field of
works or studies (economics).
3 2 2
8. Have specialized problem-solving skills in a field of work or
study (economics), required in research and/or innovation in order to develop new knowledge and procedures and to integrate
knowledge from different fields.
2 3 3
9. Manage and transform work and study environments that are
complex, unpredictable and require new strategic approaches in a work or study field (economics).
1 2 3
10. Complete a project life cycle of a complex economic problem
individually and interpret findings and develop solution.
2 3 3
11. Take various complex tasks as team member or leader of the
team, have skills and competences of the requirements of working in a team, and design and meet the needs in economics in terms of
lifelong learning.
1 2 3
12. Take responsibility and/or to review the strategic performance
of teams in order to contribute to professional knowledge and practices in a work or study field (economics).
1 1 3
13. Take over full responsibility in the management of professional development of individuals or groups in the field of
economics.
1 2 3
International University of Sarajevo Study program self-evaluation report 2017/2018
38
7.LEVEL (Second Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low),
1:Low level contribution, 2:Moderate contribution,
3:High level contribution.
L
evel
Desc
rip
tors
This person is able to demonstrate a systematic
understanding and mastering
of knowledge in his/her field of study/discipline, that is
founded upon and extends
and/or enhances the undergraduate-level studies
(first cycle), and that provides
a basis or opportunity for originality in developing
and/or applying ides, usually
within a research context.
This person (i) demonstrates ability to apply knowledge and
understanding, and problem solving
abilities in new and unfamiliar environment within broader (or
interdisciplinary) contexts related to
their field of study; (ii) has ability to apply conceptual and abstract
thinking with a high level of
proficiency and creativity whereby enabling: - critical evaluation of
current research and academic work
at the forefront of the discipline, -evaluation of different
methodologies, development of
critical opinion and raising of alternative solutions.
Professional competence: This person (i) has ability to integrate knowledge and handle complex problems, and formulate judgments
with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their knowledge or judgments; (ii) is able to communicate the
conclusions, and the knowledge and rationale underpinning these
using appropriate language(s), to specialist and non-specialist audiences, clearly and unambiguously; Personal competence: This
person (i) is able to take own knowledge to a higher level, deepen
the understanding of their field of study/discipline and continuously develop their own new skills through individual learning and self-
development; (ii) has the learning skills to allow them to continue to
study in a manner that may be largely self directed and autonomous; (iii) has acquired interpersonal and teamwork skills appropriate to a
variety of learning and employment contexts and also demonstrates
leadership and/or initiative and makes a contribution to change and development.
14. Are open-minded enough to work with others as team member
or leader and actions with interrogative point of view; socialized
enough to communicate effectively with others; having positive attitudes towards the diversity in the society and competent
enough to do the presentation effectively in front of the
community. Present and comment findings and thoughts in an
ethical manner.
1 1 3
-:No contribution 0 0 0
1:Low level contribution 5 2 0
2:Moderate contribution 4 6 5
3:High level contribution 5 6 9
Total 14 14 14
c) Correspondence between the Learning Outcomes and Unit Courses
Courses in second cycle study program in Economics are mainly detailed and narrow field based courses. Master thesis is the most important outcome of
the whole program. Therefore, design of curriculum is intensifying on using methodology and advanced level field courses. The contribution of each unit
course or master thesis to program learning outcomes is depicted in terms of degree of contribution. With the experience since 2011, the curriculum of
the second cycle study program Economics is evolved gradually to its own direction.
LOs of the Economics study program are met by unit courses satisfactorily. As could be seen from the table below, only generic competences are
supported weakly by unit courses. In order to support these competences IUS has various centers and conference type events.
International University of Sarajevo Study program self-evaluation report 2017/2018
39
Table .10: The matrix of learning outcomes and unit courses (2nd Cycle)
-:No contribution (~ very low), 1:Low level contribution, 2:Moderate contribution, 3:High level contribution
Un
it C
ou
rse
s
Req
uir
ed
Co
urs
es
Gra
duat
e S
emin
ar i
n E
CO
I
Gra
duat
e S
emin
ar i
n E
CO
II
Eco
no
met
rics
Mas
ter
Thes
is
Ele
cti
ve
Co
urse
s
Mic
roec
ono
mic
s
Mac
roec
ono
mic
s
Inte
rnat
ional
eco
no
mic
s
Glo
bal
izat
ion
an
d G
lobal
Gov
ernan
ce
Eco
no
mic
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
Indu
stri
al E
con
om
ics
Inte
rnat
ional
Fin
anci
al M
ark
ets
Bu
sines
s F
inan
ce
Inte
rnat
ional
ban
kin
g a
nd
Fin
ance
Fin
anci
al m
anag
emen
t
Hu
man
Res
ou
rce
Man
agem
ent
Ad
van
ced
En
trep
reneu
rsh
ip a
nd
Sm
all
Bu
sines
s M
anag
emen
t
Str
ateg
ic M
anag
emen
t an
d B
usi
nes
s P
oli
cy
Mar
ket
ing M
anag
emen
t
Man
agem
ent
Info
rmat
ion
Sy
stem
s
Program Learning Outcomes
1. Analyze, synthesize and evaluate theoretical framework of
economics with an interrogative point of view.
3 3 3 3
3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
2. Keep track of intermediate-level scientific studies published in
English in the field of economics, explain, evaluate and re-apply them with different data; prepare works such as proceedings,
articles, project reports consistent with this level.
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
3. Demonstrate advanced skills having mastery in order to solve complex and unpredictable problems in economics consistent with
these skills.
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
4. Take responsibility to make decision in unpredictable and
complex work or study contexts related to economics.
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
5. Keep track of and report global, regional and local economic
developments in a holistic standpoint; evaluate them analytically and systematically; comprehend political and social developments
in the world.
3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
6. Express complex economic issues and problems in the means of
mathematics, accounting, statistics and econometrics; and analyze
and evaluate them with software packages.
3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
7. Have theoretical and factual knowledge on basic facts,
principles, processes and general concepts (at the interface) for
their interrelations and relative situations in the detailed field of works or studies (economics).
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
8. Have specialized problem-solving skills in a field of work or
study (economics), required in research and/or innovation in order to develop new knowledge and procedures and to integrate
knowledge from different fields.
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
International University of Sarajevo Study program self-evaluation report 2017/2018
40
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution, 3:High level contribution
Un
it C
ou
rse
s
Req
uir
ed
Co
urs
es
Gra
duat
e S
emin
ar i
n E
CO
I
Gra
duat
e S
emin
ar i
n E
CO
II
Eco
no
met
rics
Mas
ter
Thes
is
Ele
cti
ve
Co
urse
s
Mic
roec
ono
mic
s
Mac
roec
ono
mic
s
Inte
rnat
ional
eco
no
mic
s
Glo
bal
izat
ion
an
d G
lobal
Gov
ernan
ce
Eco
no
mic
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
Indu
stri
al E
con
om
ics
Inte
rnat
ional
Fin
anci
al M
ark
ets
Bu
sines
s F
inan
ce
Inte
rnat
ional
ban
kin
g a
nd
Fin
ance
Fin
anci
al m
anag
emen
t
Hu
man
Res
ou
rce
Man
agem
ent
Ad
van
ced
En
trep
reneu
rsh
ip a
nd
Sm
all
Bu
sines
s M
anag
emen
t
Str
ateg
ic M
anag
emen
t an
d B
usi
nes
s P
oli
cy
Mar
ket
ing M
anag
emen
t
Man
agem
ent
Info
rmat
ion
Sy
stem
s
9. Manage and transform work and study environments that are
complex, unpredictable and require new strategic approaches in a
work or study field (economics).
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 1
10. Complete a project life cycle of a complex economic problem
individually and interpret findings and develop solution.
3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 3
11. Take various complex tasks as team member or leader of the team, have skills and competences of the requirements of working
in a team, and design and meet the needs in economics in terms of
lifelong learning.
2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
12. Take responsibility and/or to review the strategic performance of teams in order to contribute to professional knowledge and
practices in a work or study field (economics).
2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
13. Take over full responsibility in the management of
professional development of individuals or groups in the field of economics.
2 2 2 2 - - - - - - - - - - - - - - - -
14. Are open-minded enough to work with others as team member
or leader and actions with interrogative point of view; socialized enough to communicate effectively with others; having positive
attitudes towards the diversity in the society and competent
enough to do the presentation effectively in front of the community. Present and comment findings and thoughts in an
ethical manner.
2 2 2 2 - - - - - - - - - - - - - - - -
-:No contribution 0 0 0 0 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1:Low level contribution 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 8
2:Moderate contribution 4 4 4 3 3 3 3 11 3 3 3 3 11 3 3 11 11 11 11 3
3:High level contribution 10 10 10 11 8 8 8 0 8 8 8 8 0 8 8 0 0 0 0 1
Total 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14
International University of Sarajevo Study program self-evaluation report 2017/2018
41
3) Third Cycle
a) Correspondence between the Objectives and the Learning Outcomes of the Economics study program
All objectives of the Economics study program (3rd Cycle) are met by the LOs. All objective are supported strongly by at least two LOs. Especially
objectives related to the professional dimension of economics supported strongly more than 10 LOs. The correspondence between the objectives and the
learning outcomes of the Economics study program is quite satisfactory.
Students must take two required courses and Science research project (required course). Also, students take six elective courses. Students need to
write their Ph.D. dissertation, which is worth 120 ECTS.
Table .11: The matrix of objectives and learning outcomes (3rd Cycle)
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Eval
uat
e th
e ad
van
ced
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii
) C
on
cep
tual
ize
com
ple
x a
nd
unp
redic
tab
le
econo
mic
pro
ble
ms
and
co
nd
uct
an
aly
sis-
eval
uat
ion
-
crea
tio
n-r
epo
rtin
g;
(ii
i) H
ave
hig
hes
t im
ple
men
tati
on
sk
ills
to a
pp
ly
adv
ance
d m
athem
atic
al k
no
wle
dg
e in
the
pro
fess
ional
fie
ld;
(iv
) U
se a
dv
ance
d t
ech
niq
ues
of
soft
war
e pac
kag
es
of
acco
un
tin
g,
fin
ance
and
sta
tist
ics
/ ec
ono
met
rics
and
in
form
atio
n t
ech
no
log
ies
effe
ctiv
ely
, an
d
eval
uat
e an
d d
evel
op t
hes
e te
chn
iques
wh
en
nec
essa
ry;
(v
) H
ave
mo
st e
ffec
tiv
e se
lf-e
xp
ress
ion i
n w
riti
ng
scie
nti
fic
pap
ers
and
ver
bal
ly i
n E
ngli
sh;
(v
i) H
ave
hig
h a
nd
co
mp
lex s
kil
ls i
n c
om
mun
icat
ion
and
so
cial
mat
ters
;
(v
ii)
Hav
e m
ost
dev
eloped
an
d c
reat
ive
lead
ersh
ip
beh
avio
ur
in w
ork
ing
-ind
epen
den
tly
an
d t
akin
g-
resp
on
sibil
ity
;
(v
iii)
Hav
e ab
ilit
y t
o d
evel
op a
nd c
reat
e glo
bal
and
inte
rrog
ativ
e und
erst
andin
g;
(ix
) H
ave
abil
ity
to c
reat
e so
luti
on
s to
co
mp
lex a
nd
unp
red
icta
ble
soci
etal
pro
ble
ms
and
hav
e le
adin
g a
nd
crea
tiv
e at
titu
de
of
acti
ve
citi
zen
ship
;
(x
) H
ave
the
hig
hes
t in
tell
ectu
al v
isio
n;
(x
i) H
ave
inte
rnal
ized
, le
adin
g a
nd
cre
ativ
e
phil
oso
phy
of
life
lon
g l
earn
ing.
Program Learning Outcomes
1. Synthesize, evaluate and contribute to theoretical framework
of economics with an interrogative point of view.
3 3 2 2 2 1 1 1 1 2 2
2. Keep track of advanced-level scientific studies published in
English related to economics, evaluate and re-apply them with different data and methodology; prepare works such as
proceedings, articles, project reports consistent with this level.
3 3 2 2 2 1 1 1 1 2 2
3. Demonstrate creative skills having mastery and innovation in order to solve complex and unpredictable problems in
economics consistent with these skills.
3 3 3 3 3 1 1 1 1 2 2
International University of Sarajevo Study program self-evaluation report 2017/2018
42
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Eval
uat
e th
e ad
van
ced
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii
) C
on
cep
tual
ize
com
ple
x a
nd
unp
redic
tab
le
econo
mic
pro
ble
ms
and
co
nd
uct
an
aly
sis-
eval
uat
ion
-
crea
tio
n-r
epo
rtin
g;
(ii
i) H
ave
hig
hes
t im
ple
men
tati
on
sk
ills
to a
pp
ly
adv
ance
d m
athem
atic
al k
no
wle
dg
e in
the
pro
fess
ional
fie
ld;
(iv
) U
se a
dv
ance
d t
ech
niq
ues
of
soft
war
e pac
kag
es
of
acco
un
tin
g,
fin
ance
and
sta
tist
ics
/ ec
ono
met
rics
and
in
form
atio
n t
ech
no
log
ies
effe
ctiv
ely
, an
d
eval
uat
e an
d d
evel
op t
hes
e te
chn
iques
wh
en
nec
essa
ry;
(v
) H
ave
mo
st e
ffec
tiv
e se
lf-e
xp
ress
ion i
n w
riti
ng
scie
nti
fic
pap
ers
and
ver
bal
ly i
n E
ngli
sh;
(v
i) H
ave
hig
h a
nd
co
mp
lex s
kil
ls i
n c
om
mun
icat
ion
and
so
cial
mat
ters
;
(v
ii)
Hav
e m
ost
dev
eloped
an
d c
reat
ive
lead
ersh
ip
beh
avio
ur
in w
ork
ing
-ind
epen
den
tly
an
d t
akin
g-
resp
on
sibil
ity
;
(v
iii)
Hav
e ab
ilit
y t
o d
evel
op a
nd c
reat
e glo
bal
and
inte
rrog
ativ
e und
erst
andin
g;
(ix
) H
ave
abil
ity
to c
reat
e so
luti
on
s to
co
mp
lex a
nd
unp
red
icta
ble
soci
etal
pro
ble
ms
and
hav
e le
adin
g a
nd
crea
tiv
e at
titu
de
of
acti
ve
citi
zen
ship
;
(x
) H
ave
the
hig
hes
t in
tell
ectu
al v
isio
n;
(x
i) H
ave
inte
rnal
ized
, le
adin
g a
nd
cre
ativ
e
phil
oso
phy
of
life
lon
g l
earn
ing.
4. Take over full responsibility to make decision in highly
complex and unpredictable advanced work or study contexts related to economics.
1 1 1 2 1 1 2 2 3 2 3
5. Express highly complex economic issues and problems in
the means of mathematics, accounting, statistics and
econometrics; and evaluate them with software packages by developing new methodologies.
3 3 3 3 2 2 2 2 2 2 3
6.Knowledge at the most advanced level in a subject specific work or study field (program) to extent or develop the borders
of knowledge produced, in this framework to make it possible
for advanced analysis and evaluation of interdisciplinary facts, principles, processes and concepts in other relevant detailed
fields.
3 3 3 3 3 2 2 2 2 2 3
7.Have the most advanced and specialized skills and
techniques, including synthesis and evaluation, required to
solve critical problems in research and/or innovation and to define and extend existing knowledge or practices in a subject
specific work or study field (economics).
2 2 3 3 3 2 2 3 2 2 3
8. Demonstrate substantial authority, innovation, autonomy,
scholarly and professional integrity and sustained commitment
to the development of new ideas or processes at the forefront
of work or study contexts including research in a work or study field (economics).
2 2 3 3 3 3 3 3 3 3 3
9. Keep track of and report complex global, regional and local economic developments in a critical and holistic standpoint;
evaluate political and social developments in the world.
2 2 2 2 3 3 3 2 3 3 3
International University of Sarajevo Study program self-evaluation report 2017/2018
43
Ob
jecti
ves
of
the
Eco
no
mic
s st
ud
y p
rog
ram
(i)
Eval
uat
e th
e ad
van
ced
theo
reti
cal
fram
ewo
rk o
f
econo
mic
s;
(ii
) C
on
cep
tual
ize
com
ple
x a
nd
unp
redic
tab
le
econo
mic
pro
ble
ms
and
co
nd
uct
an
aly
sis-
eval
uat
ion
-
crea
tio
n-r
epo
rtin
g;
(ii
i) H
ave
hig
hes
t im
ple
men
tati
on
sk
ills
to a
pp
ly
adv
ance
d m
athem
atic
al k
no
wle
dg
e in
the
pro
fess
ional
fie
ld;
(iv
) U
se a
dv
ance
d t
ech
niq
ues
of
soft
war
e pac
kag
es
of
acco
un
tin
g,
fin
ance
and
sta
tist
ics
/ ec
ono
met
rics
and
in
form
atio
n t
ech
no
log
ies
effe
ctiv
ely
, an
d
eval
uat
e an
d d
evel
op t
hes
e te
chn
iques
wh
en
nec
essa
ry;
(v
) H
ave
mo
st e
ffec
tiv
e se
lf-e
xp
ress
ion i
n w
riti
ng
scie
nti
fic
pap
ers
and
ver
bal
ly i
n E
ngli
sh;
(v
i) H
ave
hig
h a
nd
co
mp
lex s
kil
ls i
n c
om
mun
icat
ion
and
so
cial
mat
ters
;
(v
ii)
Hav
e m
ost
dev
eloped
an
d c
reat
ive
lead
ersh
ip
beh
avio
ur
in w
ork
ing
-ind
epen
den
tly
an
d t
akin
g-
resp
on
sibil
ity
;
(v
iii)
Hav
e ab
ilit
y t
o d
evel
op a
nd c
reat
e glo
bal
and
inte
rrog
ativ
e und
erst
andin
g;
(ix
) H
ave
abil
ity
to c
reat
e so
luti
on
s to
co
mp
lex a
nd
unp
red
icta
ble
soci
etal
pro
ble
ms
and
hav
e le
adin
g a
nd
crea
tiv
e at
titu
de
of
acti
ve
citi
zen
ship
;
(x
) H
ave
the
hig
hes
t in
tell
ectu
al v
isio
n;
(x
i) H
ave
inte
rnal
ized
, le
adin
g a
nd
cre
ativ
e
phil
oso
phy
of
life
lon
g l
earn
ing.
10. Complete a project life cycle of a complex and advanced
economic problem individually and interpret findings and develop solution.
2 2 2 2 2 2 2 2 2 2 2
11. Take various highly complex and unpredictable tasks as
team leader, have most advanced skills and competences of the
requirements of working in a team, and design and meet the complex needs in economics in terms of lifelong learning.
2 2 2 2 2 3 3 2 3 3 3
12. Take over full responsibility in the management of advanced professional development of individuals or groups in
the field of economics.
1 1 1 1 1 2 3 3 3 3 3
13.Are open-minded enough to work with others as team
leader and actions with interrogative point of view; socialized
enough to communicate effectively and internalize easily feedbacks of others; appreciate and encourage the diversity in
the society and competent and tolerant enough to do the
presentation effectively in front of the community. Present and comment findings and thoughts in an ethical manner.
1 1 1 1 1 2 3 3 3 3 3
-:No contribution 0 0 0 0 0 0 0 0 0 0 0
1:Low level contribution 3 3 3 2 3 4 3 3 3 0 0
2:Moderate contribution 5 5 5 6 5 6 5 6 4 8 4
3:High level contribution 5 5 5 5 5 3 5 4 6 5 9
Total 13 13 13 13 13 13 13 13 13 13 13
b) Correspondence between Learning Outcomes of the Economics study program and BH Qualifications Framework
International University of Sarajevo Study program self-evaluation report 2017/2018
44
BH Qualifications Framework is truly in line with the European Qualifications Framework. Therefore, referencing the Economics study program
Learning Outcome to BH QF or EQF carries equal value. Methodologies pursued in the ISCED classification and BH QF framework have been taken
into consideration and relevance of the Economics study program LOs and with BH QF is satisfactorily met. All the LOs are strictly and sufficiently
related to the BH QF.
Table .12: Matrix of program learning outcomes and BH Qualifications Framework (3rd Cycle)
8.LEVEL (Third Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low), 1:Low level contribution, 2:Moderate contribution,
3:High level contribution
Lev
el
Desc
rip
tors
This person has demonstrated a
systematic
understanding of a field of study and
mastery of the skills
and methods of research associated
with that field.
This person: (i) has demonstrated the ability to design research project and
then, implement the research in
accordance with the methodology of a given science; (ii) has made a scientific
contribution through original research
that extends the frontier of knowledge; (iii) will continue scientific research and
development and be initiators and
implementers of development of knowledge based society, constantly
contributing to development of new
techniques, ideas, or approaches.
Professional competence: This person (i) capable of critical analysis,
evaluation and synthesis of new and
complex ideas; Personal competence: This person (i) can communicate with
their peers, the larger scholarly
community and with society in general about their areas of expertise.
Program Learning Outcomes
1. Synthesize, evaluate and contribute to theoretical framework of economics with an
interrogative point of view.
3 3 2
2. Keep track of advanced-level scientific studies published in English related to
economics, evaluate and re-apply them with different data and methodology; prepare works such as proceedings, articles, project reports consistent with this level.
3 2 2
3. Demonstrate creative skills having mastery and innovation in order to solve complex
and unpredictable problems in economics consistent with these skills. 2 3 3
4. Take over full responsibility to make decision in highly complex and unpredictable advanced work or study contexts related to economics.
3 3 3
5. Express highly complex economic issues and problems in the means of
mathematics, accounting, statistics and econometrics; and evaluate them with software packages by developing new methodologies.
3 2 2
6.Knowledge at the most advanced level in a subject specific work or study field
(program) to extent or develop the borders of knowledge produced, in this framework
to make it possible for advanced analysis and evaluation of interdisciplinary facts, principles, processes and concepts in other relevant detailed fields.
3 2 2
7.Have the most advanced and specialized skills and techniques, including synthesis
and evaluation, required to solve critical problems in research and/or innovation and to define and extend existing knowledge or practices in a subject specific work or study
field (economics).
2 3 3
International University of Sarajevo Study program self-evaluation report 2017/2018
45
8.LEVEL (Third Cycle)
Programme Learning Outcomes X BH-QF
Knowledge -Theoretical -Factual
Skills
-Cognitive -Physical
-Practical
Competences -Autonomy -Responsibility
-:No contribution (~ very low), 1:Low level contribution, 2:Moderate contribution,
3:High level contribution
Lev
el
Desc
rip
tors
This person has demonstrated a
systematic
understanding of a field of study and
mastery of the skills
and methods of research associated
with that field.
This person: (i) has demonstrated the ability to design research project and
then, implement the research in
accordance with the methodology of a given science; (ii) has made a scientific
contribution through original research
that extends the frontier of knowledge; (iii) will continue scientific research and
development and be initiators and
implementers of development of knowledge based society, constantly
contributing to development of new
techniques, ideas, or approaches.
Professional competence: This person (i) capable of critical analysis,
evaluation and synthesis of new and
complex ideas; Personal competence: This person (i) can communicate with
their peers, the larger scholarly
community and with society in general about their areas of expertise.
8. Demonstrate substantial authority, innovation, autonomy, scholarly and professional
integrity and sustained commitment to the development of new ideas or processes at
the forefront of work or study contexts including research in a work or study field (economics).
2 3 3
9. Keep track of and report complex global, regional and local economic developments
in a critical and holistic standpoint; evaluate political and social developments in the world.
3 2 3
10. Complete a project life cycle of a complex and advanced economic problem
individually and interpret findings and develop solution. 2 3 3
11. Take various highly complex and unpredictable tasks as team leader, have most advanced skills and competences of the requirements of working in a team, and design
and meet the complex needs in economics in terms of lifelong learning.
2 3 3
12. Take over full responsibility in the management of advanced professional development of individuals or groups in the field of economics.
2 3 3
13.Are open-minded enough to work with others as team leader and actions with
interrogative point of view; socialized enough to communicate effectively and internalize easily feedbacks of others; appreciate and encourage the diversity in the
society and competent and tolerant enough to do the presentation effectively in front of
the community. Present and comment findings and thoughts in an ethical manner.
2 3 3
-:No contribution 0 0 0
1:Low level contribution 0 0 0
2:Moderate contribution 7 4 4
3:High level contribution 6 9 9
Total 13 13 13
International University of Sarajevo Study program self-evaluation report 2017/2018
46
c) Correspondence between the Learning Outcomes and Unit Courses
Courses in second cycle study program in Economics are mainly detailed and narrow field based courses. Master thesis is the most important outcome of
the whole program. Therefore, design of curriculum is intensifying on using methodology and advanced level field courses. The contribution of each unit
course or master thesis to program learning outcomes is depicted in terms of degree of contribution. With the experience since 2011, the curriculum of
the second cycle study program in Economics is evolved gradually to its own direction.
LOs of the Economics study program are met by unit courses satisfactorily. As could be seen from the table below, only generic competences are
supported weakly by unit courses. In order to support these competences IUS has various centers and conference type events.
Table .13: The matrix of learning outcomes and unit courses (3rd Cycle)
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution, 3:High level contribution
Un
it C
ou
rse
s
Req
uir
ed
Co
urs
es
Ap
pli
ed E
con
om
etri
cs
Sem
inar
in A
dv
ance
d E
con
om
ics
Sci
ence
Res
earc
h P
roje
ct
Ph
.D. T
hes
is
Ele
cti
ve
Co
urse
s
Fin
anci
al E
cono
mic
s
Co
rpo
rate
Fin
ance
Top
ics
in I
nte
rnat
ion
al T
rade
Th
eory
Sp
ecia
l T
op
ics
in I
nte
rnat
ion
al
Mac
roec
ono
mic
s
Gra
duat
e S
emin
ar o
n S
elec
ted
Top
ics
Gam
e T
heo
ry
Mon
etar
y T
heo
ry a
nd
Po
licy
Sem
inar
in I
nv
estm
ents
Sem
inar
in S
pec
ial
To
pic
s in
Fin
ance
Th
e H
isto
ry o
f M
anag
emen
t T
ho
ugh
t
Sem
inar
Org
aniz
atio
n T
heo
ry a
nd
Des
ign S
emin
ar
Mic
roec
ono
mic
s
Mac
roec
ono
mic
s
Inte
rnat
ional
Eco
nom
ics
Glo
bal
izat
ion
an
d G
lobal
Gov
ernan
ce
Eco
no
mic
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
Indu
stri
al E
con
om
ics
Inte
rnat
ional
Fin
anci
al M
ark
ets
Bu
sines
s F
inan
ce
Program Learning Outcomes
1. Synthesize, evaluate and contribute to theoretical
framework of economics with an interrogative point of view.
3 3 3 3
3 2 3 3 3 2 3 2 2 2 2 3 3 3 2 3 3 3 3 2
2. Keep track of advanced-level scientific studies published
in English related to economics, evaluate and re-apply them
with different data and methodology; prepare works such as
proceedings, articles, project reports consistent with this level.
3 3 3 3
3 2 3 3 3 2 3 2 2 2 2 3 3 3 2 3 3 3 3 2
3. Demonstrate creative skills having mastery and
innovation in order to solve complex and unpredictable problems in economics consistent with these skills.
2 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
4. Take over full responsibility to make decision in highly
complex and unpredictable advanced work or study
contexts related to economics.
2 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
International University of Sarajevo Study program self-evaluation report 2017/2018
47
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution, 3:High level contribution
Un
it C
ou
rse
s
Req
uir
ed
Co
urs
es
Ap
pli
ed E
con
om
etri
cs
Sem
inar
in A
dv
ance
d E
con
om
ics
Sci
ence
Res
earc
h P
roje
ct
Ph
.D. T
hesi
s
Ele
cti
ve
Co
urse
s
Fin
anci
al E
cono
mic
s
Co
rpo
rate
Fin
ance
Top
ics
in I
nte
rnat
ion
al T
rade
Th
eory
Sp
ecia
l T
op
ics
in I
nte
rnat
ion
al
Mac
roec
ono
mic
s
Gra
duat
e S
emin
ar o
n S
elec
ted
Top
ics
Gam
e T
heo
ry
Mon
etar
y T
heo
ry a
nd
Po
licy
Sem
inar
in I
nv
estm
ents
Sem
inar
in S
peci
al T
opic
s in
Fin
ance
Th
e H
isto
ry o
f M
anag
emen
t T
ho
ugh
t
Sem
inar
Org
aniz
atio
n T
heo
ry a
nd
Des
ign S
emin
ar
Mic
roec
ono
mic
s
Mac
roec
ono
mic
s
Inte
rnat
ional
Eco
nom
ics
Glo
bal
izat
ion
an
d G
lobal
Gov
ernan
ce
Eco
no
mic
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
Indu
stri
al E
con
om
ics
Inte
rnat
ional
Fin
anci
al M
ark
ets
Bu
sines
s F
inan
ce
5. Express highly complex economic issues and problems in the means of mathematics, accounting, statistics and
econometrics; and evaluate them with software packages
by developing new methodologies.
3 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
6.Knowledge at the most advanced level in a subject specific work or study field (program) to extent or develop
the borders of knowledge produced, in this framework to
make it possible for advanced analysis and evaluation of
interdisciplinary facts, principles, processes and concepts in
other relevant detailed fields.
3 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
7.Have the most advanced and specialized skills and techniques, including synthesis and evaluation, required to
solve critical problems in research and/or innovation and to
define and extend existing knowledge or practices in a subject specific work or study field (economics).
3 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
8. Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained
commitment to the development of new ideas or processes
at the forefront of work or study contexts including research in a work or study field (economics).
3 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
9. Keep track of and report complex global, regional and
local economic developments in a critical and holistic
standpoint; evaluate political and social developments in the world.
2 2 2 2
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
10. Complete a project life cycle of a complex and
advanced economic problem individually and interpret findings and develop solution.
2 3 3 3
2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
International University of Sarajevo Study program self-evaluation report 2017/2018
48
-:No contribution (~ very low), 1:Low level contribution,
2:Moderate contribution, 3:High level contribution
Un
it C
ou
rse
s
Req
uir
ed
Co
urs
es
Ap
pli
ed E
con
om
etri
cs
Sem
inar
in A
dv
ance
d E
con
om
ics
Sci
ence
Res
earc
h P
roje
ct
Ph
.D. T
hesi
s
Ele
cti
ve
Co
urse
s
Fin
anci
al E
cono
mic
s
Co
rpo
rate
Fin
ance
Top
ics
in I
nte
rnat
ion
al T
rade
Th
eory
Sp
ecia
l T
op
ics
in I
nte
rnat
ion
al
Mac
roec
ono
mic
s
Gra
duat
e S
emin
ar o
n S
elec
ted
Top
ics
Gam
e T
heo
ry
Mon
etar
y T
heo
ry a
nd
Po
licy
Sem
inar
in I
nv
estm
ents
Sem
inar
in S
peci
al T
opic
s in
Fin
ance
Th
e H
isto
ry o
f M
anag
emen
t T
ho
ugh
t
Sem
inar
Org
aniz
atio
n T
heo
ry a
nd
Des
ign S
emin
ar
Mic
roec
ono
mic
s
Mac
roec
ono
mic
s
Inte
rnat
ional
Eco
nom
ics
Glo
bal
izat
ion
an
d G
lobal
Gov
ernan
ce
Eco
no
mic
Gro
wth
an
d D
evel
op
men
t
Co
mp
arat
ive
Eco
no
mic
Sy
stem
s
Indu
stri
al E
con
om
ics
Inte
rnat
ional
Fin
anci
al M
ark
ets
Bu
sines
s F
inan
ce
11. Take various highly complex and unpredictable tasks as
team leader, have most advanced skills and competences of the requirements of working in a team, and design and meet
the complex needs in economics in terms of lifelong
learning.
1 2 2 3
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
12. Take over full responsibility in the management of advanced professional development of individuals or
groups in the field of economics.
1 2 2 3
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
13.Are open-minded enough to work with others as team leader and actions with interrogative point of view;
socialized enough to communicate effectively and
internalize easily feedbacks of others; appreciate and encourage the diversity in the society and competent and
tolerant enough to do the presentation effectively in front of
the community. Present and comment findings and thoughts in an ethical manner.
1 2 2 2
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
-:No contribution 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1:Low level contribution 3 0 0 0
3 3 3 3 0 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2:Moderate contribution 4 4 4 2
8 10 8 8 4 10 8 10 10 10 10 8 8 8 10 8 8 8 8 10
3:High level contribution 6 9 9 11
2 0 2 2 9 0 2 0 0 0 0 2 2 2 0 2 2 2 2 0
Total 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
International University of Sarajevo Study program self-evaluation report 2017/2018
49
Curriculum coherence IUS started process of revision of all 12 study programs for first cycle of study in May 2013 and lately in 2017. The
process was facilitated by the Vice-Rector for Academic Activities and Students’ Affairs. The main aims of the revision
were to optimize the programs, make them more interdisciplinary, standardize the program structure and ensure that the
program cores are in accordance with international standards. During the revision process, great importance was given to
further developing of learning outcomes for each study program. The program based learning outcomes were developed
by consulting the national framework of qualification of higher education in B&H, the external framework of
qualification of European Higher Education Areas and external reference points. After the revised study programs were
given positive opinion of the QA Office and the Curriculum Committee, the relevant faculty councils adopted them as
well as the Senate as the final authority.
Workload
The Economics study program satisfies legal requirements related to the workload and ECTS credits, both national and
EU contexts. The first cycle lasts four years which is equivalent to 240 ECTS credits distributed in eight semesters, each
of them enabling students to acquire 30 ECTS. The standard for student workload and ECTS credit is defined in the Law
and equals 25 hours of student engagement. The formula is consistently applied which can be evident from course
syllabus forms9, where courses that are valued e.g. 6 ECTS assume that an average student will spend 150 hours of
work, including lecture/tutorial attendance, practical work, individual learning and/or other forms of workload. In this
way, it is estimated that the total work time of an average student will allow his/her to fully obtain the expected
knowledge, skills and competences in that course, subsequently assigning the ECTS credits after the successful
examination. Student workload in a course in a semester is equally distributed throughout 16 weeks and is evident from
the syllabus design and schedule.
While the calculating the total time that students are supposed to spend for each unit course, surveys, feedback
of academic staff and examples of peer programs are assessed. We noticed that the amount of ECTS per course changes
between 5.5 and 6.4. Then, we discussed in detail the implication of slightly different amounts of ECTS on cornerstone
and capstone courses and on perception of students and teaching staff. After long discussion we decided to assign 6
ECTS to all unit courses.
After taking feedback from all study programs regarding student workload, IUS applies general policy where
each course is valued 6 ECTS credits, with very few exceptions. This approach is used with an aim to allow well
established courses that will cover substantial breadth and depth in any given area, thus enabling better and easier
studying and learning to our students. Lecturers collect feedback directly from students and have the possibility to offer
program chair in order to evaluate with other teaching staff of the department. Special attention is given to factors
hindering the learning process and these are additionally checked through student surveys.
9 See Annex: Course Syllabus sample.
International University of Sarajevo Study program self-evaluation report 2017/2018
50
Coherence between the learning process organization and curriculum content
Educational process is organized in semesters. Each regular student takes five courses in a semester. Teaching methods
employed in courses include lecturing, tutorials, problem solving, case studies, essays, seminars, projects and class
discussions. The teachers define and select appropriate teaching and assessment methods in line with course objectives,
course learning outcomes and available recourses. Students’ obligations and activities are equally distributed through
semester and on a weekly basis students usually have three hours of lectures and two hours for practice (including
tutorials, problem solving, project and case studies) in a course. Students are assessed continuously through semester
and in all courses there are midterm and final exams and most courses employ quizzes and essays. There are other
assessments used appropriate for particular courses. IUS uses template for courses syllabi that contain information on
student workload, course objectives, course content, learning outcomes, teaching delivery, essential reading and
assessment. All these elements are coherent among them and aligned with study program learning outcomes. Teaching
process is evaluated constantly by students, program coordinator and dean. Recourses available for educational activities
satisfy minimum requirements. Academic and administrative staff resources are at satisfactory level. IUS has on-line
libraries and data bases. However, software for library is planned to be met in a period of two years.
Staff advancement in educational process is organized through staff exchange and demonstrative lectures
among staff. Other forms of advancements are left to individuals, and usually involve conference participation.
Final paper/project (where applicable)
In the final semester of the 1st cycle a student takes a course that involves the submission of a graduation project. During
the bachelor thesis course students are expected to use most of the skills, competences and information they learned
during their study to come out with a research topic upon which they write a report that describes a certain problem and
its solution. They are not expected to design new tools or investigate new phenomena, but rather to map their skills and
information to what already exist. The bachelor thesis course is a course valued 6 ECTS credits where 10 hours a week
student workload is expected to be allocated for the project that include consultation, literature review, experiments in
laboratory if needed and writing the final report. Classes that involve presentations of work, communication skills and
reports writing are designed to prepare students for graduation project class.
Every student is assigned a mentor, and they meet at least once a week where guidance by the mentor is
provided and progress by the student is reported. Many of the graduation projects involve surveys, meetings and field
work. For the assessment of final project paper a committee interviews the student and the final grade is determined
based on the final report, presentation question and answer session.
SWOT analysis
Strengths:
Coherency between educational objectives, program learning outcomes, unit courses learning outcomes,
qualified academic staff, teaching and assessment methods, i.e. current curriculum; and education in English language.
International University of Sarajevo Study program self-evaluation report 2017/2018
51
Weaknesses:
The academic and intellectual differences between various students may be seen as a weakness.
Opportunities:
The Economics study program has a potential comparative advantage to be one of the most prominent study
programs across the region. Other universities, companies and government institutions are potential stakeholders to
develop certain cooperation programs to share assets mutually.
Threats:
Attraction of the Economics study program and IUS are increasing day after day. Without a balance between
demand of prospective students and the capacity that the program has, would create a risk in terms of education quality
and physical adequacy.
Action plan
Students clubs, Lifelong Learning Center and Leadership and Entrepreneurship Center are planned to develop programs
to upgrade students’ awareness and skills. Collaborations related academic staff and student exchange programs are
planned. In the long term double diploma and joint programs are also on the agenda.
International University of Sarajevo Study program self-evaluation report 2017/2018
52
Human Resources
Quality of academic staff
Human resources management is dealt with primarily at faculty and university levels. This domain is
regulated by the Law and also IUS Statute and other regulations which clearly define the basic criteria and
the procedure itself. Academic staff members fall into two categories: teachers and assistants. In order to get
academic appointment all the legal and institutional criteria with regard to qualifications and academic/artistic
background must be satisfied and the selection process includes introductory lecture which is evaluated by an
ad-hoc committee. Professional development policy at IUS is regulated through Program of measures for
creation of conditions for promotion of academic staff. This document underlines conditions for promotion of
academic staff into higher academic titles and also lists other measures which allow professional
development of IUS teaching staff. Hiring process, duties and responsibilities, appointments, promotions,
workloads and evaluations of academic staff are regulated by Law, Statute and relevant IUS regulations.
Academic staff appointments are publicly announced and open to all the interested candidates. A
committee checks the applications and attached files, prepares a shortlist and invites candidates to deliver an
introductory lecture for the evaluation purpose. Final decision is brought by Senate voting.
There is a universal workload policy, based on the relevant standards and norms and at IUS teachers
are supposed to teach nine hours a week and to spend the rest of their working time in other activities,
primarily student consultations, research and some administrative duties. Assistants’ workloads are also in
line with the existing standards and norms.
Academic staff members are regularly evaluated by students and institution on a yearly basis. Student
surveys are performed at the end of each semester and the scores given by students are used in institutional
evaluation of academic staff that includes their educational, scientific/artistic and administrative activities.
The evaluation is objective with clearly set criteria, identified areas and values for every activity/output.
These evaluations are part of the internal QA system and are managed by the Rectorate, as defined in the
relevant book of rules.10
Alignment of professional and academic demands a) Written books
10
Also see http://la.ius.edu.ba/procedure-monitoring-and-recording-proper-and-regular-fulfilling-teaching-obligations-
academic-staff and http://la.ius.edu.ba/tr/evaluation-academic-staff-procedures-international-university-sarajevo
International University of Sarajevo Study program self-evaluation report 2017/2018
53
Ganić, M., Branković , A. (2016). Bosnian and Herzegovinian’s commercial and economic relations with
Turkey: The status of B&H’s economy and recommendations for the future, Publisher:
International University of Sarajevo, (ISBN 978-9958-896-29-3), Sarajevo.
Aydin, R. (2012), Impact of Toxic Waste Sites on Home Prices: Evidence from Houston Texas, Published by
Lambert Academic Publishing, Germany.
Ganić, M. International Regulation in Banking, March 2012, Publisher: International University of Sarajevo,
(ISBN: 978-9958-896-11-8), Sarajevo.
Bico, A. Capital Investments and Risk Management Case: Legislative Regulation on Minimum Standards of
Risk Management in Commercial Banks in Bosnia and Herzegovina, 1 10/2013; LAP LAMBERT Academic
Publishing (2013-10-09), ISBN: 978-3-659-47570-2
b) Translated/edited books
Aydin, R. and Mehmet Bulut (2011), Economic Political and Cultural Cooperation in Caucasus and Central
Asia, Published by Ankara Center for Thought and Research
b) Book chapters
Ganić, M. The labour market, social (in-) equality, and the role of emigration: The case of Western Balkan
economies West Balkan on the Way to Europe: Selected Economic and Social Issues from Six Countries,
Publisher: Springer Verlag, Heidelberg, Germany, fothcoming
Ganić, M. Is the Economy of Bosnia and Herzegovina Ready to Enter the "Brussels Era", Publisher:
International University of Sarajevo (IUS) Rectorate. Sarajevo, June, 2016. Chapter - Part IV. pp. 124 - 137.
ISBN: 978-9958-896-248. COBISS.BH-ID: 23023622. In a book titled: Bosnia and Herzegovina: Law,
Society and Politics.
Bičo, A. (2016). Economic Aspects of Unemployment in Bosnia and Herzegovina. In Y. Oğurlu and A.
Kulanić. Bosnia and Herzegovina: Law, Society and Politics (pp. 167-178 ISBN: 978-9958-896-248.
COBISS.BH-ID: 23023622. In a book titled: Bosnia and Herzegovina: Law, Society and Politics.
Ganić, M. The Integration of Western Balkan economies in Global Economic Flows. In Mehmet Bulut (Ed.)
Resilkroad. IZU and ADAM: Istanbul, 2014.
Ridic, Goran Co-author (2016). chapter Part XI. o “Bosnia and Herzegovina Health Care Report” in a book o
“Bosnia and Herzegovina, Law, Society and Politics”. o ISBN: 978-9958-896-24-8, o COBISS.BH-ID 230
23 622. pp. 323 - 337. o International University of Sarajevo (IUS).
Ridic, Goran Co-author (2016). “Financial Aspects of Tumor Immunology” in book by Academician, Prof.
Dr. Jasenko Karamehić, M.D. titled “Tumor Immunology” o Max Media d.o.o. Sarajevo, B&H. o ISBN 978-
9926-8092-0-1. o COBISS.BH-ID 23064838. pp. 339 – 363.
c) Conference Proceeding
M. Ganić, On the Way towards Knowledge Based Economy: Where is Western Balkan Region?”, Second
Sarajevo International Conference by , International University of Sarajevo (IUS), Faculty of Business
Administration (FBA), Sarajevo, vol. vol. 2, 2 vol. . International University of Sarajevo , Sarajevo, B&H,
2016.
Ganić, M. Dimensions of economic development and the challenges of post-conflict transition: Evidence
from the Western Balkan - paper presented at the 25. GENERAL CONFERENCE of International Peace
Research Association - IPRA on Uniting for Peace: BuIldIng Sustainable Peace Through Universal Values,
August 10-15 2014, Istanbul, Turkey.
International University of Sarajevo Study program self-evaluation report 2017/2018
54
Ganić, M. Sarajčić, S. and Omerhodžić, S. Lessons from Transitional Economies’ Failures: Why is B&H a
Transitional (Non) Success Story? - paper presented at the First Sarajevo International Conference on "Global
Crisis and Countries in Transition” June 19-22, 2014, International University of Sarajevo, pp. 9-22.
Ganić, M. The Effects of Foreign Direct investment Flows in Developing Process of Countries of Western
Balkan - paper presented at the The 5th International Summit of Istanbul Economists - New Turkey’s
Economic Vision In The Process of Global and Regional Change, 31 October -01 November 2013, Istanbul –
Turkey.
Ganić, M. The Integration of Western Balkan economies in Global Economic Flows- paper presented at the
INTERNATIONAL SILKROAD CONGRESS and ACTR CONFERENCE, October 27-29, 2013 – Istanbul,
Turkey
Ganić, M. Economic Disturbances and Business Fluctuations In Economy Of Bosnia And Herzegovina – The
Ongoing Story, EuroTecS 2013 European Conference of Technology and Society, June 27-28, 2013.
Sarajevo.
Ganić, M. Effects of Establishing a Central Regippy of Credits and Explicit Deposit Insurance in B&H on
Certain Trends in the Domestic Banking, paper presented at the The 4th International Summit of Istanbul
Economists - NEW IDEAS, NEW PRODUCTS AND PROPERTY RIGHTS IN COMPETITIVE
ECONOMY, October 08-10, (2012). Istanbul, Turkey.
Ganić, M. The Transmission of European Debt Crisis on the Region of Western Balkans: Some Stylized
Facts, Electronic International Interdisciplinary Conference 2012, September 3 – 7, 2012, Institution of the
University of Zilina, Slovak Republic.
Bičo, A., Bajram, N. (2012) Economic Policies for Business: Case of Bosnia and Herzegovina. 5th
International scientific-technical conference Business Development 2012: Economic policy & business of
small and medium enterprises., Zenica, BIH; 11/2012
Bičo, A., Bajram, N. (2013) Strategies for Curbing Unemployment in Bosnia and Herzegovina: Lessons
from Ireland and Netherlands. International Conference on Economic and Social Studies (ICEoS13):
"Economic Crises and European Union", Sarajevo, BIH; 05/2013
Bajram, N., Bičo, A. (2013) The Effect of Monetary Policy and the Timing of Interest Rate Movement.
European Conference in Technology and Society , EuroTecS-2013, International University of Sarajevo,
BIH; 06/2013, ISSN 2304 – 4580
Bajram, N., Bičo, A. (2013) The Gravity Model and Bosnia and Herzegovina’s Trade. European Conference
in Technology and Society , EuroTecS-2013, International University of Sarajevo, BIH; 06/2013 ISSN 2304
– 458.
Bičo, A., Opačin, N. (2014) Gender (in)equality in Political Participation in Bosnia and Herzegovina.
International Conference on Economic and Social Studies (ICEoS14) , Sarajevo, BIH; 05/2014
Ganić, M. The Banking of Western Balkan in View of the Latest Financial Crises, paper presented at the
Heritage of History: Solutions to Political and Social Issues in Southeast Europe at the Balkan Wars'
Centenary, 11-13 May 2012, Istanbul, Turkey.
Ganić, M. The investment fund industry in Federation of B&H, International Conference – Business
development in 2011, paper presented at the University of Zenica, November 12, 2011. Zenica- Bosnia
&Herzegovina
Ganić, M. Current problems and issues affecting the development of Capital market in Bosnia and
Herzegovina – Retrospective and Real opportunities, paper presented at the The 3rd International Summit of
Istanbul Economists, Entrepreneurship Innovation & Economic development, October 10-12, 2011, Istanbul,
Turkey.
International University of Sarajevo Study program self-evaluation report 2017/2018
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Ganić, M. Institutional aspects of prudential supervision of banks in Bosnia and Herzegovina with special
emphasis on banking risk management, paper presented at the IX. INTERNATIONAL CONGRESS ON
KNOWLEDGE, ECONOMY & MANAGEMENT, June 23-25, 2011.
d) Refereed journal articles
Ganić, M., Dizdarevic, A. and Mamuti, A. (2017). Assessing a Currency Substitution Persistency in the
Western Balkan Region, Economic Analysis (Vol. 50, No. 3-4, 43-54). Indexed in ERIH PLUS, EBSCO and
REPEC.
Ömer Esen, Celil Aydin and Recai Aydin (2016). "Inflation Threshold Effect on Economic Growth in
Turkey." Journal of Advanced Research in Law and Economics [Online], 7.8: 1983-1993. Web. 6 Dec. 2017
Ganić, M.,Mamuti, A. (2016). Development , Trends and Features of Financial Integration in the Western
Balkan region – Cross Country Comparisons, Uluslararası Yönetim İktisat ve İşletme Dergisi, Int. Journal of
Management Economics and Business ICAFR 16 Özel Sayısı Int. Journal of Management Economics and
Business, ICAFR 16 Special Issue. Indexed in: TÜBİTAK-ULAKBİM, EBSCO, Index Copernicus, DOAJ
and others.
Mamuti, A., Ganić, M. (2016). The Effect of FDI on the GDP of Macedonia, Uluslararası Yönetim İktisat ve
İşletme Dergisi, ICAFR 16 Özel Sayısı Int. Journal of Management Economics and Business, ICAFR 16
Special Issue. Indexed in: TÜBİTAK-ULAKBİM, EBSCO, Index Copernicus, DOAJ and others.
Ganić, M., Ismić, B. Sarajčić Sahrudin, Does Financial Deepening spur the Economic growth? Evidence
from Bosnia and Herzegovina, Journal of Economic Cooperation and Development, Vol. 37, No. 1, 2016.
Bičo, A. (2016) Gender Segregation in Employment in Bosnian and Herzegovinian Labor Market. South East
Journal of Soft Computing, 5 (2).ISSN 2233-1859.
Recai Aydin and Mehmet Ali Tekiner (Winter 2015). “Analysis of Relationship Between Favoritism and
Officer Motivation: Evidence From Turkish Police Force”, Inquiry, Sarajevo Journal of Social Sciences, 1
(2), 75-97.
Recai Aydin and Mehmet Ali Tekiner (2016). “Analysis of Burnout Level of Police Officers: Evidence from
Malatya, Turkey”, Epiphany, 9 (1), 99-113.
İbrahim Dursun, Recai Aydın and Hasan Hüseyin Tekin (2016). “Üniversite Öğrencilerinin Şehir ve
Güvenlik Algısı: Ankara Örneği”, Güvenlik Çalışmaları Dergisi, 18 (2), 37-58.
Aktaruzzaman, K. “Religiosity and the perception about compatibility of democracy with Islam: Evidence
from the Arab World” (with Omar Farooq), International Journal of Public Opinion Research, 2017,
(Forthcoming).
Vjekoslav Domljan, Goran Riđić, Ognjen Riđić (2017). FROM DEFECTIVE TO EFFECTIVE BIH
DEVELOPMENT POLICY 2017 Acta Economica, Banja Luka 2017 EBSCO/COBISS
Aktaruzzaman, K. “Informational role of ownership concentration: Evidence from the Casablanca Stock
Exchange” (with Omar Farooq), Journal of Islamic Accounting and Business Research 2017, (Forthcoming).
Aktaruzzaman, K. “Does Microcredit Increase Borrowers’ Savings? A Fuzzy Regression Discontinuity
Design Approach” (with Omar Farooq), International Review of Applied Economics, 2016, DOI:
10.1080/02692171.2016.1263607.
Aktaruzzaman, K. “Impact of Microcredit on Borrowers’ Expenditures: A Fuzzy Regression Discontinuity
Design Approach” (with Omar Farooq), Applied Economics, 2016, DOI: 10.1080/00036846.2016.1142662.
Aktaruzzaman, K. “Does Stock Price Synchronicity Effect Information Content of Reported Earnings?
Evidence from the MENA Region” (with Omar Farooq), Risk Governance and Control: Financial Markets &
Institutions, 2016, Volume 6, Issue 3, pp.43-49
Ganić, M.Ismić, B and Ridjic, O. (2014). “What drives the profitability of the banking sector? An Empirical
evidence from Bosnia &Herzegovina”, The Romanian Economic Journal,
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Ganić, M. An Empirical Study on Liquidity risk and its determinants in Bosnia and Herzegovina, The
Romanian Economic Journal, ISSN (print) 1454-4296, ISSN (online) 2286-2056 Indexed in: Ulrich’s
Periodicals Director, EconLit Cabell's , Repec; EBSCO, Index Copernicus Journal Master List, Open JGate,
Open Access Journals, DOAJ and others. Issue 52 (Year XVII) October 2014.
Ganić, M. Bank Specific Determinants of Credit Risk - An Empirical Study on the Banking Sector of Bosnia
and Herzegovina, International Journal of Economic Practices and Theories (IJEPT) ISSN: 2247 – 7225
(online), Vol 4, No 4 (2014), Indexed in RePEC, Cabell's, EBSCO, Index Copernicus, OCLC, BASE, Google
Scholar and others. (Top Ten SSRN downloads, October 2014)
Ridic, O., Plojovic, Semsudin, Busatlic, Senad, Ridic, Goran. “AGING OF THE POPULATION AND ITS
INFLUENCE TO THE AGGREGATE HEALTH CARE COST IN THE USA” UNITE - University Journal
of Information Technology and Economics, vol. 1 (2), pp. 34-37. (2014)
Ashraf, J. and Recai Aydin. "The Impact of Race on Faculty Salaries." Business and Economic Review,
(Forthcoming).
Aydin, R. and Bilall Kasami (2012). "Economic Relations Between Turkey and Balkan Countries", Chapter
in Turkish-Albanian-Macedonian Relations; Past, Present and Future (Edited by Mehmet Bulut and Mesut
Idriz), 267-284."
Ganic, M. “The EU debt crisis: A Reflection on financial sector of the Western Balkans”, Journal of
Business, Economics and Finance, ISSN:2164-7943, Volume 2, Issue 1, 2013. Indexed and Abstracted in:
Cabell’s Directory (Economics & Finance), Open J-Gate, NewJour, ASOS Index COPERNICUS, EBSCO,
ECONLIT.
Ganic, M. “The Impact the Global financial crisis on the banking sector of Western Balkans: Cross-country
Comparison Analysis”, Journal of Economic and Social Studies, ISSN 1986- 8499 (print), 1986-8502 (online
Vol. 2, No. 2 (July2012). Indexed and Abstracted in: ECONLIT, EBSCO, ProQuest, INDEX COPERNICUS,
ASOS Index.
Ganic, M. “The Efficiency of Banking Sector in Bosnia and Herzegovina in Comparison to Slovenia:
Comparative Analysis”, Journal of Economic and Social Studies, ISSN 1986- 8499 (print), 1986-8502
(online), Vol. 2, No. 2 (July 2012). Indexed and Abstracted in: ECONLIT, EBSCO, ProQuest, INDEX
COPERNICUS, ASOS Index. (with Azra Bićo).
Ganic, M. “Perspectives of Application of Currency Board Arrangement with Special Emphasis on Bosnia
and Herzegovina”, International Journal of Business and Social Science, ISSN 2219-1933 (Print), 2219-6021
(Online), Vol. 3 No. 4 (Special Issue - February 2012), USA. Indexed in: EBSCO, Index Copernicus,
ProQuest, JournalSeek, Directory of Open Access Journals (DOAJ), Cabell Publishing, Ulrichsweb™
e) Projects
List of externally funded projects in which study program staff participated (from 2016 till present):
1. Recai Aydin
2. Mehmed Ganic
3. Goran Ridjic
4. Khondker Aktaruzzaman
5. Azra Bico
6. Seyma Aydin.
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d) Projects
The project of Ministry of Finance Canton Sarajevo, Development of Capital market in Federation of
B&H: the possibility of a new bond issue by cantons, Ganic, M, December-January, 2016.
The project of Federal Ministry of Finance- Ethics Code of Conduct for the Federal Ministry of
Finance financed by USAID / Ganic, M, the main consultant, August - September, 2015.
Business incubation in the Northeast B&H, Independent Development Bureau-NBR, European
union, Municipality Tuzla, Brčko Distrikt, 2013. Ganic, M, Consultant
Internal and external barriers to the development of production of small and medium-sized
enterprises (SMEs) in B&H, research project funding by Ministry of science and education B&H,
2012. Position: Ganic, M, Project researcher
2009-2012, European Commission, Project title: “National Bologna Experts Team”, Turkey
Jan.-December 2014, European Commission, Project Title: “Referencing TQF to EQF”
Dec 2013 – Dec 2015, Funding institution: Council of Europe, Project title: “Regional Support to
Inclusive Education in the Western Balkans”
May 2013 – Jan 2014 Funding institution: European Fund for the Balkans, Think and Link
Program, Project title: “Analysis of capacities for monitoring migration in Bosnia-Herzegovina”
July 2013 – Jan 2016 Funding institution: US Government Special Fund, Project title: “Building
Bridges through Increased Economic Understanding”
Jun 2013 – Nov 2013 Funding institution: Council of Europe, Project title: “Analysis of Wider
Benefits of Investments in Cultural Heritage in the Western Balkans”
Jan 2013 – Jun 2015 Funding institution: Delegation of EU in BiH, Project title: “Positioning
Level 5 qualifications in BiH”
Nov 2012 – Mar 2013 Funding institution: European Training Foundation, Project title: “Mapping
of VET educational policies and practices for social inclusion and social cohesion in the Western
Balkans, Turkey and Israel”
Jul 2012 – Jun 2013 Funding institution: University of Fribourg, RRPP Western Balkans,
Project title: “To Consume or to Self-Employ? Evidence from Remittances' Use in Macedonia,
Bosnia and Herzegovina and Kosovo, with Emphasis on Crisis, Gender and Ethnicity Role”
Jan 2012 – Apr 2013 Funding institution: University of Fribourg, RRPP Western Balkans,
Project title: “Linking Rural Entrepreneurs and Diaspora in Albania and Bosnia-Herzegovina”
Oct 2010 – Sep 2012 Funding institution: European Commission, DG Employment, Social
Affairs and Equal Opportunities, Project title: “Analysis of the Impact of Emigration and Rural-
Urban Migration on Social Inclusion in Central and Eastern Europe”
Number of academic staff
Table .14: Numbers and ratios of staff and students in academic 2017/18
Number of students Number of academic staff
members Ratio
I cycle 44
4
11
II cycle 4 1
III cycle 5 1.25
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Employment at IUS is regulated in details and monitored. Academic staff needs are regularly
analyzed at SP level and information is forwarded to Faculty Council, Senate and finally to the Board of
Trusties for final review and approval. All the requests for new staff must be elaborated and justified either
by current situation or near future prospects. Academic staff can be employed only through a public call and
duly completed procedure, paying special attention to the quality, experience and scientific/artistic profile of
the applicants. Given the fact that academic staff members usually must respond to very specific and narrow
demands, this process can be lengthy and even result in not finding the proper candidate. An alternative
hiring system is anticipated in these exceptional cases. All the academic staff members are employed for a
limited time and this is regulated with their academic/artistic appointments. The only exception to this rule is
full professor who can be employed indefinitely.
SWOT analysis
Strengths:
Experienced professors and assistant, with a relatively good match between their field of
specialization and courses held.
Weaknesses:
Relatively low publication record. Relatively low level of engagement in research.
Opportunities:
Good networking at the international level
Threats:
Unstable administrative structure of Bosnia and Herzegovina and security concerns may discourage
international academic staff.
Action plan
Introduce incentives for publications and research.
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Students
IUS attends 1752 students (check) and this number is gradually growing. The Economics study program
counts around 53 students (check) , and the number of new applicants is constantly growing. IUS truly
justifies its international character because students who choose IUS come from all over the world. In the past
academic year at IUS have studied students from 25 different countries (Algeria, Azerbaijan, China,
Germany, Kosovo, Kyrgyzstan, Libya, Macedonia, Egypt, Jordan, Malaysia, Mongolia, Moldova,
Montenegro, Mozambique, Pakistan, Palestine, Romania, Serbia, Syria, Slovenia, Tajikistan, Turkey, USA),
where 27% of the students from Bosnia and Herzegovina and 73% from abroad.
Students’ assessment
Student assessment at IUS is regulated by the Book of Rules on the Procedure for Assessment of IUS Student
(SAP)11
(No. IUS-SENAT 11-823/11). This procedure defines the process of student assessment as well as an
appeal process. Students are awarded ECTS Credits upon successful completion of each course. Assessment
is a continuous process and includes, but is not limited to, written exams, oral exams, practical work, seminar
papers, tests, projects, colloquiums, performance and portfolios. Assessment method for each course is
announced at the beginning of the semester and the evaluation and the weight of each method is clarified for
students in the course syllabus. The grading scale for each course is in accordance to the law, and is as
follows:
Grades Points Description
A 10 100-95 remarkable success without error or with negligible errors
B 9 94-85 above average, with few mistakes
C 8 84-75 average, with noticeable mistakes
D 7 74-65 generally good achievement, with significant imperfections
E 6 64-55 meets the minimum criteria
F, FX 5 <55 does not meet the minimum criteria
It is prescribed in SAP that student assessment is continuous during a semester (Article I); teaching
staff are keeping records on students’ activities (Article IV) and motivating them for continuous work and
learning. Assessment methods are appropriate for each subject and are devised by teaching staff (Article V),
while minimum points (as a measure of student’s advancement, acquired skills and competences) for each
subject are universal and evident from the table above. This table also represents pass threshold and grading
scale in use at IUS. All these elements are presented in course syllabus, issued and revised each year, so all
the students are properly informed about the grading/evaluation process and the information available all the
time.
11
http://www.ius.edu.ba/regulations
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Examination schedules are announced on-line, in the academic calendar available on IUS’s website,
on faculty notice boards, and they contain all the necessary information.
Apart from this, assessments and evaluations during each semester are commented upon and
analyzed subsequently. There is also an appeal procedure in place. Assessment procedures in general are
organized in a way to provide for maximum impartiality and objectivity, fairness, transparency and
consistency.
A set of rules and procedures are defined for plagiarism and cheating during exams where
disciplinary actions would be taken in case of misbehavior.
Senate Decision regarding grading
Practical training
Most of the courses include some form of practical work, which may involve projects, essays, reports and
presentations. Almost all academic courses require students to do written assignments and projects. Essays
and reports are assigned to students to develop their own writing skills and to be able to do research
independently. Aim of the project is to trough the research enables students to gain skills and knowledge
about how the theoretical aspect taught in class looks in the practice.
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Conditions for admission of students to the study program The requirements for admission to the first cycle of IUS study programs are:
1. Successful completion of 4 years Bosnian high school or its equivalent from abroad
2. English Language proficiency that is to be demonstrated by
a. Provision of internationally acceptable certificates (e.g. TOEFL, IELTS), or
b. The successful completion of proficiency exam.
Students are ranked on the basis of the high school grades and all the conditions, fees, needed
documents and other relevant information are made clear and transparent in a public call. At Economics SP,
available human and physical resources are analyzed and proposals for enrollment quotas are sent to the
Faculty Council and forwarded to the Senate who defines the final quotas for the entire University. The
Committee that checks the applications and documents is established at University level and after the
submission period, all the applicants are informed of the status of their application. IUS has the option to
implement entrance exam for the enrollment for all the students. The policy is not to introduce it yet in
general, and students coming from Turkey are advised to take national qualification exam. IUS policy is to
attract good students, so in order to increase the quality of students enrolled, large number of scholarship
(tuition fees) are provided and the criterion for receiving these scholarships is an entrance exam, where
general knowledge, language and math skills are the key parameters assessed. Once the student receives a
scholarship, there is a criterion to keep or increase that scholarship and it is the student’s success during her
studies. There is also enrollment by transfer that students who studied earlier at other HEIs use as a tool for
both enrollment but also recognition of prior learning and knowledge.
Studies in the first cycle are organized in a way to allow transition to faculty level. Common
university courses (in the first study year) serve to accustom students to a new environment and to raise the
level of education to the level that will enable successful studying in the respective faculties and SPs. There
are few non-credit courses that provide additional skills to IUS students and ease the intercultural
communication among various international and Bosnian students.
Students’ involvement in the teaching/learning process improvement
Students are involved in the decision making process through students’ bodies, their representatives in the
university management structures and via regular surveys and feedbacks that possible always. Students are
full and equal members of:
1. Senate
2. Faculty council
3. Quality Assurance Office
4. Quality assurance teams
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5. Other related faculty, program level committees and student clubs.
Students are primarily organized in their independent organization – Student Parliament of IUS
(SPIUS) and representatives of all study programs and cycles participate in SPIUS Assembly. All students
participate in SPIUS representatives elections.
Students’ participation in teaching/learning improvement has been formalized through IUS
regulations that define students’ roles in regular analyses/evaluations of teachers, courses and resources, but
also in the process of design of a new SP. The student survey at the end of every semester is a major point in
the evaluation of the teaching process and the teachers involved in it. The surveys are done on-line,
absolutely anonymous and do provide valid feedback for analyses. The surveys are processed by QA Office,
with IT Dep. assistance. The results are delivered to the staff, management and in a limited way to students.
The Book of Rules on Proposing, Adopting and Monitoring Study Programs at IUS defines that in defining
any new SP proposal, students must be consulted thereof. A student representative is also a member of the
committee performing this self-evaluation, and students are also members of other self-evaluation committees
at different levels.
Measures for Promoting mobility of students and mutual recognition of ECTS credits
IUS signed more than 80 agreements on cooperation with HEIs in BH and abroad. These agreements assume
mobility and there is institutional framework that allows student mobility and recognition of study period
spent abroad. Use of ECTS system at IUS makes the mobility easily recognizable, for both outgoing and
incoming students. IUS also supports and encourages its academic staff to visit and spend time in other
higher education or research institutions. In case of such a mobility/absence, academic staff members are paid
as usual.
IUS joined Mevlana Exchange Program in August 2013. The Mevlana program aims at the exchange
of students and academic staff between the Turkish higher education institutions and higher education
institutions of other countries. Among the previously mentioned number of signed cooperation agreements,
more than 30 of them are signed within the Mevlana Exchange Program. A number of IUS students and
professors have already used this program for their mobility and in case of students, documents almost
identical to the European ECTS mobility documents are used, obliging sending institution to recognize the
specific courses once the student is returned. The courses are to be recognized only if successfully passed.
Student mobility can last between one semester and one academic year. Teachers’ mobility is of shorter
duration and assumes teaching duties, but also other networking activities.
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IUS students can participate under Action 2 and 3 of the Erasmus Mundus Program. IUS is not a
direct partner in any of these projects, but our students, BH citizens, can still participate through the several
projects in which BH universities are partners under target groups 2 and 3.
Student coaching
Every study program has a program coordinator; some have assistant of coordinator, and all freshmen
students have advisors who can be reached easily for various types of consultations (academic, administrative
and social advices are provided).
Side to side with programs and advisors, two bodies are available for students help (Student
Consultation Center and Student Affairs Office). Both bodies work on making students’ life and study period
as easy as possible.
All academic staffs are required to have consultation hours for their students, and they are required to
allocate time for students’ inquiries and help. There is a formal requirement that academic staff must be
available for at least 10 hours a week for consultations with students and this norm is observed. Consultation
hours are usually scheduled after the lectures making them aligned to students’ needs. Reasonable amounts of
academic staff’s workloads include the work with students for coaching. Students can report and evaluate the
consultation level through the student survey and student center. In the recent student surveys, students
expressed their agreement with the statement “I have been able to contact the lecturer during specified
consultation hours.” in the upper quarter of possible replies signifying that they mostly agree with it. This is
not surprise knowing that working regulations at IUS, unlike many HEIs in BH, require academic staff to
spend full working time on campus. All academic staff members use modern electronic communication tools
and students have the opportunity to get in touch with staff in this way too.
Apart from verbal announcements and official boards, IUS website and student information system
are key tools for informing students about important information. A load of other details about events,
classes, lectures and important deadlines is available in this electronic system.
System of information and complaints
There are three major channels of communicating with and informing students, direct verbal information,
web site and official student information system. All the popular communication tools, including e-mails,
social networks and mobile technologies are used as well.
IUS publishes Student Guide in three languages (Bosnian, English and Turkish) every year. More
than 2000 copies of printed Student Guide are distributed annually in B&H and abroad. The Student Guide is
also published on IUS website. The guide provides accurate, impartial and objective information about the
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university, study programs and student life at IUS, and is intended primarily for high school students and
graduates.
Student can access the information they need from various channels; this depends on the type of
information:
Administrative: In every faculty there is a legal advisor and there is Legal Department at the
university level that works closely with Student Center, all can be reached for all administrative
and legal issues, regulations and information
Academic: All program documents and relevant program issues can be found on the program
website – and can be reached through student center, program coordinators, advisors and/or
Student Affairs Office.
At the beginning of every academic year, an orientation week is organized where newcomers meet all
IUS relevant staff (starting from rector, deans, program coordinators, librarian, Students Affairs Office
personnel, Student Center staff, Public Relations Office members, International Relation Office
members…etc). There are few offices at IUS that take care of new students and provide necessary assistance
and guidance. Apart from these institutional mechanisms, students themselves organized, under the
supervision of IUS offices, peer support and guidance in the first semester. Student center together with IR
Office is also responsible for exchange students, providing orientation session and finding peers for peer
support. Financial support is also available under very clear conditions.
Student Parliament and students clubs as well provide much information needed on various
opportunities for learning, tutoring, work, internship, student exchange, etc. Social and Cultural Activities
and Health Office (SACHS) and student clubs support extra-curricular needs and activities in an organized
and systematic manner, securing sport facilities in campus and elsewhere, and other support as requested and
deemed appropriate, including financial one.
Complaint system has two tracks, formal one and informal. Informal complaints are advised for
minor issues that can be dealt with easily and/or personally. However, formal complaints system is
established and Student Center is receiving all the students’ complaints and appeals, making them officially
recorded and properly addressed, depending on the nature of the complaint/appeal. There is a system of
dealing with all the complaints and students are familiar where and when their submissions are sent. Usually,
there is no need for student’s involvement once the complaint has been submitted to Student Center, and a
student is informed of the status of his/her submission in a timely manner.
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SWOT analysis
Strengths:
Innovative and challenging undergraduate and graduate curriculum, multinational students and
academic staff
Weaknesses:
Lack of joint degrees and double diploma programs
Opportunities:
Establishing joint degrees with other institutions.
Threats:
Likely pressure from constantly increasing number of students may force decision makers to increase
the number of students.
Action plan IUS is planning to develop joint degree and double diploma programs. However, the discussion and
consultation on this issue is still ongoing one.
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Physical Resources
Material aspects
There is 20.508 m2 of premises at IUS campus. IUS optimizes and utilizes all the general facilities
and space for all the programs. These include:
1. Classrooms
There are more than 90 various size class rooms with projector and white board in every room.
Special multimedia rooms with speakers and sound effects are available as well. Two design studios and one
CNC laboratory are available, as well as one video hall.
2. Computer laboratories
Three computer laboratories with 25 computers each and internet access are available for the classes
and students use. If no classes are being taught in these laboratories, students can use them.
3. Amphitheaters
Three amphitheaters are available for large classes and for public speeches and conferences. One
amphitheater is equipped with cabins for simultaneous translation and other multimedia support.
4. Sport facilities
One multi-purpose outdoor play ground and one multi-purpose indoor sport hall are available for
students use.
5. Technical laboratories
For technical study programs there are specialized laboratories that serve their needs for practical
sessions. There are also studios for artistic and media courses. …
6. Library
The library is open from 8:30 till 17:00 to all students. There is also a reading room so the students
can borrow the books they need for their classes.
7. Print and copy center
A copy center is available for students and they can benefit from its services for a reasonable fee, for
printing their work and assignment and any other services provided.
8. Dormitories
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Two large dormitories with canteens are available; one is for male students and one for female
students. Students can choose to stay in the dormitories if they wish for a very reasonable fee.
9. Restaurant
There is a large restaurant that satisfies all the students and staff needs at IUS. A couple of coffee
stands are installed in order to serve the students and staff during the breaks.
10. Offices
There is plenty of space for academic staff of a study program and in general they are located in one
floor. The policy is that program coordinators and other PhD holders have their own offices, while assistants
and senior assistants share offices. In special cases PhD holders share offices too.
11. Meeting room and kitchen
Every floor of IUS building has a meeting room and a kitchen where staff can help themselves.
12. Internet
All staff and students are provided with IUS official email and free internet access within the campus
and in the dormitories. Both wired and wireless internet access are available.
13. Research
A research center is available for applied research activities, and a yearly amount of money is
allocated for staff participation in various conferences and research activities. IUS transportation cars are
used for industrial visits and local research activities.
14. Communication
IUS is located in a new campus and all the latest communication technology is introduced. Modern
and flexible IT Network and Communication System professional core network equipment includes servers,
switches, firewall, routers, Cisco VoIP Phone System and high bandwidth (100Mps) permanent Internet
connection with wireless Internet access. Interconnection within the IUS Campus has been done by high
performance optical and Cat 7 UTP/FTP cables. Among the other technical equipment, within the Campus
there are 350 Client Computers, 70 Network and Desktop Printers and over 135 Cisco VoIP Phones.
All the resources are available to all students and staff members. The use of available resources is
managed by different individuals in order to prevent possible clashes and rearrangements. There is also
technical and support service responsible for maintenance and proper running of all the equipment.
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Table V.15: Resources and infrastructure
SWOT analysis
Strengths:
Available and new physical resources. Good computer labs.
Weaknesses:
Insufficient library resources.
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Opportunities:
More effective use of available space by e.g. offering new trainings formal diploma and nonformal
certificate programs, and joint degrees etc.
Threats:
Opening more diploma or certificate programs may endanger the engagement of academic staff in the
current education and research activities.
Action plan
1. Our University has a plan to open new departments depending on the need analysis of labor market. By
doing this better utilization of the space would be possible.
2. Check and balance mechanism is planned to be improved to keep growing trend of the University and
individual programs under control.
3. New incentives have been introduced to academic staffs to publish high quality articles and other scientific
works.
4. Advancement in library sources is planned to be on the University agenda. Not only planned hard copy of
publications but electronic copies have also been planned to be bought for the library.
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Internal Quality Assurance
Evaluation results and measures for study program improvements
Internal QA system at IUS is developed from the University to faculty level, based on QA Policy and QA procedures.12
There is a 5-member QA team at faculty level made of the major stakeholders’ representatives, i.e. academic and
administrative staff, students, public and private sectors representatives in the labor market, students and alumni. A part
of the internal QA system is this self evaluation report (SER) which is done by self-evaluation team appointed for this
particular purpose. The team is also made of the main stakeholders’ representatives in order to assure the balanced and
objective evaluation. Clear instructions and guidance are given by QA Office. IUS evaluates its study programs annually
and the most recent advancement introduced was new methodology that requires from SP self-evaluation teams to
prepare the reports in accordance with the Criteria for Accreditation of SPs in BH and recommendations and working
materials created during the piloting phase of a project that produced them.
Systematic measures for monitoring the academic activities include regular student surveys at the end of a
semester, where students evaluate teachers and assistants, the course and also other services (e.g. library and SAO). The
results from these surveys are analyzed, discussed and serve as the basis for future activities at course level, but also are
analyzed at SP, faculty and university levels. This way, any identified deficiency can be properly tackled and resolved
by the most competent agents. The results of these surveys are used in a broader academic staff evaluation system which
is also done annually and apart from academic performance includes scientific and administrative contribution by
academicians. There is also a system of monitoring the fulfillment of teaching duties of the academic staff. Another
regular tool used is analysis of students’ pass rates after each exam period. The analysis results are also analyzed from
the course to university level and appropriate measures and actions are suggested and undertaken when necessary.
The established QA structures, procedures and practices enable collection of objective data that are used for
analyses resulting in feasible measures for improvements. Conclusions from the previous SER were discussed during
this round of self-evaluation too. After this SER is acknowledged by IUS management, a detailed action plan will be
created, including allocation of resources, responsibilities and timeframe. An example of the most recent measures was
refining and redefining learning outcomes for the 1st study cycle. Depending on the action plan, new courses, staff
members and literature items may be on the agenda.
Involvement of co-workers/colleagues, students, graduated students (alumni) and
labor market/professional associations in work of QA teams/committees/evaluation
panels as well as in work of introducing innovations of curriculum
The existing QA structures at IUS are QA Office with two employees and three student representatives from
all the three cycles as volunteers and QA Teams at faculty level with five members, namely management
representative, teacher representative, assistant representative, administrative staff representative and a
12
http://qa.ius.edu.ba/qa-office/regulation-quality-assurance-ius
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student representative. Self-evaluations, both at university and SP level are done by appointed committees
and student representatives are on all these committees.
All the analyses are discussed at Faculty Council and Senate sessions and students are also full
members in these. Alumni association at IUS is created at university level and all the accessible alumni are
approached in reasonable manner providing valuable input for improvements and innovations in the existing
practices and curricula. Representatives of the labor market and professional associations are approached in
the process of major changes and enhancement in SPs and/or in very specific and individual cases where their
contribution is the most valued. Academic staff members maintain good contacts with relevant industries on
personal and also professional basis through repeating meetings, workshops and partnerships. IUS
implements several projects with companies, institutions and government bodies as partners.
Self-evaluation team that prepared this report was appointed by Dean on November 12, 2014 and
after the initial document and guidelines analysis detailed training was organized by QA Office. The training
involved elaboration on all the items and Q&A session. QA Office was made available for all the enquiries
and provided all the guidance needed. The Team was given the report template and list of annexes to prepare.
The Team met regularly over the period of time, distributed some of the work, contacted other services,
interviewed stakeholders, collected data, discussed all the findings and agreed on final report.
SWOT analysis
Strengths:
At the end of each semester program, an internal evaluation of the courses/teachers/teaching material
is conducted (course evaluation, student survey). Academic staff is also involved in the evaluation of new
teachers
Weaknesses:
Need to strengthen and develop software for relationships with stakeholders, need to automation of
QA activities as a holistic system with ICT software
Opportunities:
Initiation of innovation in teaching-learning, improving academic performance of academic staff
Threats:
The increasing number of procedures regarding QA may discourage academic and administrative
staff and harm the real aim of the approach
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Action plan IUS has a plan to finalize in a period of three years to finalize software regarding systemic relationship with
stakeholders and QA system
- IUS has regular events for introducing new education and learning methods to the academic staff and the
students
- IUS QA system is strictly in line with ESG. Therefore, any extra measures beside ESG are not welcomed
easily.
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Achieved Goals
Level of accomplishment
The program is designed to provide theoretical and practical knowledge, skills and competences associated
with a field of learning, application of knowledge in devising and sustaining arguments, in solving problems
and in making judgments that take into account social or ethical issues. Main strands in the field of
economics are identified and shown via matrixes in the relevant sections of this report.
First Study Cycle is a structured on a way to give competence and experience in a professional work
setting during which the student applies and acquires knowledge and skills. Demonstrate knowledge and
understanding in the field of economics that builds upon secondary education and which is supported by the
some aspects of modern knowledge in the field of economics.
During the study of this program students get the skills necessary to gather and interpret relevant data
from the economics and explain the statistical problems involved as well as propose solutions for problems
that do not have clear answers and indicate under what conditions they may be viable solutions and create.
Also, this program aims to provide a level of knowledge that will provide a profile of professionals trained to
independently perform technical tasks as well as to enable students to apply economic analysis to evaluate
specific policy proposals within business enterprises, financial institutions, public administration etc.
The education and connections students gain from the economics program at IUS can open the doors
and accelerate the path for their desired career destination by opening up new horizons of possibilities. Our
unique approach to education goes beyond the classroom and enables us to be different from the competition
by ensuring that our students are extremely satisfied with all aspects of their education.
Every part of student’s experience at Economics Program is designed to give you the tools needed in
his/her future professional field, including internship programs that can help him/her to explore areas of
career interest.
Economics program at IUS aims to produce graduates who are well prepared for careers matching of
skills supply to the needs of enterprises and labour markets. Through lectures and exercises in small groups,
with good cooperation with professors and teaching assistants, our students are stimulated to express
creativity, to become interested in a particular area and become good analysts of economic phenomena. After
graduation, our students are trained to work in banks, financial institutions, government institutions, NGOs,
local and foreign companies. Moreover, a degree in Economics provides graduates with a range of
transferrable skills to be used in their future employment. It provides students with appropriate analysis tools
for contemporary economic issues and problems of economic policies.
Acquired competences SP of Economics allows cooperate with the private and public sectors, mobility within the academic
community and extracurricular activities for students what creates the conditions for professional growth and
development with the goal of successful employment and competitiveness in a dynamic economic
environment.
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With its experience since 2004, SP of Economics has been known on the local and international
markets as well as different institutions in relation to the competition. SP of Economics is active in terms of
cooperation with the government, NGOs and the business sector through various types of projects, with
special attention on the strategic objectives of the FBA and benefits for teachers, and students in terms of
realizing the potential of creative ideas. Our academic staff has a proactive and interactive approach; they
teach students and talk with them to help them to choose the path that is consistent with their interests and
abilities. Increasing the number of students in the last two years show that the SP economy has a competitive
curriculum, which substantially meets the needs of the labor market.
It promotes the use of various teaching methods, ranging from traditional lectures to case studies,
class discussions, and homework, preparing and presenting term papers. The table below shows the number
of students enrolled in SP Economics. As may be noticed, in the last two years has been made a progress in
student enrollment in the second and third cycle studies. At the same time, thanks to some improvements in
the curriculum and recruiting new academic staff it has been some progress in enrollment and the number of
new students in the undergraduate program.
Table .16: Number of Students Enrolled
2010/2011 2011/2012 2012/2013 2013/2014 2014/2015
Number of students
enrolled in B.A
Program
45 52 61
46 63
Number of students
enrolled in M.A
Program - 3 7
7 7
Number of students
enrolled in PhD
Program
- 1 3
7 6
This SP allows steady quality and improving the international competitiveness of the teaching and research
activities. In the future, the goals of the SP of economics are focused on:
Review, and the development of SP and innovation of the teaching process in accordance with the
user's needs and modern scientific developments and trends in the education process so as to ensure
that students acquire the appropriate scientific and professional knowledge and skills;
Implementation of best practice in the country and the world in all areas and processes especially
when it comes to teaching, research and management.
SWOT analysis
Strengths:
Economics SP offer a wide list of well designed and updated courses based on expertise lectures in
the field of Economics. The quality of teaching staff is in line with the courses’ requirements.
Besides flexible curriculum, ten-year experience in teaching of the academic staff and institution as a
whole create an opportunity for students to follow different tracks without sacrificing quality.
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Weaknesses:
The number of academic staff in the Economics study program and in the faculty is enough to initiate
a periodical journal which mainly dedicated to the field of economics and issues related to Balkans. However,
the planned journal has not been issued yet.
Opportunities:
If a need occurs for extra academic staff in case of a change in curriculum we will easily meet this
need due to flexible administrative and financial operating of IUS.
Threats:
Joint degree and double diploma programs are planned in a couple of years. This may result in
coordination problems and deterioration in the quality of the Economics study program.
Action plan
Starting from the first half of 2015, FBA will publish a journal twice a year; the Economics study program
will be one of main partner of this journal.
The Economics study program will benefit from new teaching capacity which has already been
planned by the introduction of new two programs in accordance with current trends in the labor market.
Joint degree and double diploma programs are planned to grow gradually in order to sustain a healthy
expansionary process.
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Conclusion and Summary The Economics study program is very well structured and equipped compared with similar study programs in
the region. However the relatively short historical record and small number of students necessitate more
effective promotion. Teaching in English and automatic recognition of the Economics study program in other
countries are remarkable advantages of the program. Leadership and Entrepreneurship Center, Lifelong
Learning Center and Center for Balkan Studies are the newly established non-formal education centers that
take mainly the need of labor market into account. Alongside with the formal education the Economics study
program will benefit from these centers and help students to advance their carrier planning. Joint degree and
double diploma programs will also motivate academic staff and students to be more mobile and more open to
other education traditions. Incentives for high quality publications are activated more systematically and the
initiation of new faculty level journal will create extra motivation for academic staff in engaging in
publication activities.
SP Economics has serious competition in the domestic market in the form of several programs that
perform similar lectures in English. Special attention is going to be given on the analysis of our competitor's
environment in order to continue improving the curriculum that will profile the Economics study program as
a market leader in economics education. It involves redesigning programs, modules and discipline in
accordance with the requirements of the local and regional markets in terms of economic education. In the
coming years, with the increasing number of students the Economics study program will start to develop
different graduate profiles which will meet the needs of labor market. Market oriented graduate profiles will
be the main concern of the Economics study program.
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Annexes
Annex 1: List of Theses
List of theses in the academic year 2013-2014
B.A. theses
Eldar Spahic (2017). MACROECONOMIC CONSEQUENCES OF THE 2008 ECONOMIC CRISIS: CASE
OF SELECTED COUNTRIES.
Selma Begic (2016). COMPARATIVE ANALYSIS OF SOURCES OF FINANCING ECONOMIC GROWTH
IN BOSNIA AND HERZEGOVINA, CROATIA AND SERBIA
Miran Torlic (2017). “EFFECT OF GLOBALIZATION ON MIGRATION FLOW ON WESTERN BALKAN”
Amina Pašić (2016) “COMPARATIVE ANALYSIS OF FINANCIAL INTEGRATION AND ECONOMIC
GROWTH IN BOSNIA AND HERZEGOVINA, CROATIA, MONTENEGRO AND SERBIA.
Amila Tuzlić, “Economic Integration Case Study: CEFTA”, 2014.
Irna Junuzović, “The Role of Pensions Transfers in Bosnia and Herzegovina”, 2014.
Armin Isić (2013). “IPA FUNDS: COMPARATIVE ANALYSIS OF IPA UTILIZATION EFFICENCY
BY POST-BOSNIAN WAR STATES”
Samra Ahmedbegović, “INVESTING IN MUTUAL FUNDS AND USING MEAN VARIANCE MODEL IN
DECISION MAKING , 2013
Belma Bubica, “IMPORTANCE OF INFORMATION SYSTEMS FOR SMALL AND MEDIUM
ENTERPRISES -CASE OF BOSNIA AND HERZEGOVINA” 2013
Dino Mahmuljin, CREATIVITY AND INNOVATION AS THE DRIVING POWER OF
ENTREPRENEURSHIPS, 2013
Majda Šabović, “Comparative analysis of inequality between countries using alternative measure- evidence
from CEE countries” , 2014.
M.A. Thesis
Hamza Crnovrsanin, FOREIGN DIRECT INVESTMENT AND TRANSPARENCY-EMPRICIAL EVIDENCES
FROM SOUTH EAST EUROPE, sept. 2017, Mentor M. Ganic
Hakan Yildiz, SOCIOECONOMIC CHARACTERISTICS OF INTERNATIONAL UNIVERSITY OF SARAJEVO
STUDENTS AND THEIR IMPACT ON LOCAL ECONOMY, 2017, Mentor A. Brankovic
Ilda Manjic, WHAT DETERMINES THE SAVING RATE IN WESTERN BALKAN COUNTRIES?, sept. 2016,
Mentor M. Ganic
Seyma Aydin, RENT DISCRIMINATION IN SARAJEVO: IUS SAMPLE, sept. 2016, mentor, Assoc. Prof. Dr.
Ibrahim DURSUN
Amal Delic, FDI AND ECONOMIC GROWTH - CROSS COUNTRY ANALYSIS, 2016 , Mentor M. Ganic
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Nurgul BAŞARAN, THE ANALYSIS OF GLASS CEILING SYNDROME IN ISLAMIC FINANCAL
INSTITUTIONS IN TURKEY, October 2014, Assoc. Prof. Dr. Elif Nuroğlu
Adis Rahman, Economic effects of subsidies for milk production: in Bosnia and Herzegovina, October 2013.
Fahrudin Malanović, The Impact of Liquidity on Export Decision of Firm: Case study of B&H, October 2013
Amar Muhović, The position and Competitiveness of SME S in the era of Globalization- Case study: B&H , October
2013
NURGÜL BAŞARAN, THE ANALYSIS OF GLASS CEILING SYNDROME IN ISLAMIC FINANCAL
INSTITUTIONS IN TURKEY. 2014
Edo Omičević, Organic Food Production in B&H: a causes and consequences of skills mismatch, 2014
PhD Thesis
Z. Hafsa Orhan Astro¨m (2012). RISK ANALYSIS FOR PROFIT AND LOSS SHARING INSTRUMENTS
Edo Omercevic (2016), USAGE OF FINANCIAL ACCOUNTING DATA IN DEFAULT PREDICTION OF
SMALL AND MEDIUM SIZED ENTERPRISES: THE CASE OF BOSNIA AND HERZEGOVINA
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Annex 2: Graduate/Mentor ratio
Table A-17: Graduates /mentors ratios in 2017-2018 (check with SAO)
Number of graduates Number of mentors Ratio
I cycle 6
2
3
II cycle 5 2.5
III cycle 0 0 0
Annex 3: Library data
Table A-18: Library data
Language Type of literature Number of titles Total number of copies
English Books 89 121
Journals 32 158
Other Books 78 126
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Annex 4: Computer labs
Table A-19: Computer labs data
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Annex 5: Comparison of Institutional, National and European Systems
Figure 2: EQF & NQF applied at IUS and ECTS study duration and design
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Annex 6: Forms for Programs and Courses
Figure 3: SP-01 form
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Figure 4: SP-02 form
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Figure 5: SP-03 form
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Figure 6: SP-04 form
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Figure 7: SP-05 form
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Annex 7: Course syllabus template
Table A-20: C-01 form
Economics, ECON 101
Full Course Title: Economics
Ekomiji
Course Code: ECON101
Course Level/BiH cycle: I. cycle
ECTS credit value: 6 ECTS
Student work-load: For the whole semester:
Lectures Tutorial / Practical training e.g. Project e.g. Internship
Individual
learning TOTAL
42 14 10 N/A 84 150
Length: One semester
Faculty/School/Department: FBA, Economics Program
Course leader: Prof. Metin TOPRAK
Contact details: Office: Building B, F1-4 e-mail: [email protected]
Office hours: Phone: 033 957 418
(Name of assistant(s)) Azra Bico
Office: Building B, F1-5 e-mail: [email protected]
Office hours: Phone: 033 957 412
Site: Building B, F2-23
Host Study Program: Economics
Course status: Program required
Pre-requisites: None
Access restrictions: None
Assessment: Participation in discussions during the classes, one assignment, midterm exam, final exam
Date validated: 03.10.2014
Course aims:
to introduce the main concepts and methods of micro and macroeconomics,
to introduce students with main questions micro and macroeconomics are concerned with,
to learn inter-relations between individual, national and world economy,
to understand the effects of government policies
Learning outcomes:
After finishing the course successfully, the IUS student will be able to:
identify the basics of economy
identify movement in national as well as global economy
identify the economic press
identify the government policies
apply economics skills and reasoning to his / her future work, as well as everyday life situation
Indicative syllabus content: What is economics about; Demand and Supply; Elasticity; Costs; Perfect and Imperfect Competition; GDP and
Economic Growth; Fiscal and Monetary Policy; etc.
Learning delivery: The methods include lecturing (which may involve power point presentations, video and audio aid), lecturing,
student presentations, class discussions.
Assessment Rationale:
Participation of student and presentation of assignment during the classes are used for measuring self learning
and independent study skills. In multiple choice and true/false questions correct answers are valued, for problems
correct answers and procedures are valued, in essay section correct elaboration of question is valued.
Assessment Weighting:
Assessment Criteria Number Effect (%)
Participation 1 10
Assignment and Presentation 1 10
Midterm exam 1 40
Final exam 1 40
Total 100
Essential Reading: N.Gregory Mankiw, Mark P. Taylor & A.Ashwin, Business Economics, 1st Edition.
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Economics, ECON 101
Recommended readings:
N.Gregory Mankiw & Mark P. Taylor, Economics, 2nd Edition.
Michael Parkin, Economics, 10e, Prentice Hall (2011)
David Begg, Foundations of Economics, 4e,
N.Gregory Mankiw, Principle of Economics, 6th Edition.
Intranet web reference: N/A
Important notes: Assignment / homework
1 assignment
IT application
To use internet based data during the classes, office programs
Quality assurance:
QA Office conducts surveys on learning outcomes, student workload, length of time spent for assignments and
presentations, appropriateness of type of exams, competence of the professor, adequacy and appropriateness of
the course material and IT applications
Course Schedule Week Lesson /
Date
Topics to be covered Class
activities
Lab
activities
Problems/
Assignments
(Homework)
Readings Learning objectives/ outcomes (After this lesson student
will be able to:)
1 1, 2 & 3
09-10/10/14
Part I. The Economic and
Business Environment –
Setting the Scene: 1.What is Business Economics; 2.
Economics and Business
Decision Making; 3.The Business Environment;
Students will
participate
to discuss the
subjects
No lab activities
N/A Chapters: 1, 2, 3
1. Identify the relationship of economics with scare resources, opportunity cost, marginal reasoning.
2. Identify the key areas of business decision making.
3. Identify business activity, factors of production and
transformation process and add value.
2 1, 2 & 3
16-17/10/14
Part II.
Microeconomics-The Market System: 4.Supply
and Demand: How Markets
Work; 5.Elasticity and Its Applications;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters:
4,5
1. Identify competitive market, determinants of demand and
supply, supply and demand curves and market equilibrium.
2. Comprehend meaning of elasticity, elasticity of supply
and demand; apply elasticity to price, income and revenue.
3 1, 2 & 3
23-24/10/14
Part III.
Microeconomics-The Limitations of Markets:
6.Market Failure, 7.The
Consumer and consumer Behaviour;
Students
will participate
to discuss
the subjects
No lab
activities
Students will
assigned to choose a popular
economic subject
from the media coverage and be
prepared to present in the classroom
until end of
classes.
Chapters: 6,
7
1. Explain market failure and its sources, consumer surplus
and producer surplus, economic analysis of pollution and the meaning of social and ethical responsibility.
2. Identify the assumptions of the standard economic
model, the concepts of value and utility, budget constraint, the relationship of indifference curves and
consumer's preferences.
4 1, 2 & 3
30-31/10/14
Part IV.
Microeconomics-The Economics of Firms In
Markets: 8.Business Goals
and Behaviour, 9.Firm Behaviour and the
Organization of Industry; 10.The Firm’s Production
Decisions;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters:
8,9, 10
1. Identify the distinction between financial and non-
financial goals of business, the point at which a firm maximizes profit, the break-even point, the point of
revenue maximization and the point of cost
minimization. 2. Explain the items included in a firm’s costs of
production; analyze the link between a firm’s production process and its total costs; explain the meaning of
average total cost and marginal cost and how they are
related; explain the shape of a typical firm’s cost curves
and the relationship between short-run and long-run
costs.
3. Explain the meaning of competition and a competitive market, the conditions under which a competitive firm
will shut down temporarily, the conditions under which a
firm will choose to exit a market, sunk costs in production decisions, derivation of supply curve for a
competitive firm from the short run curves.
5 1, 2 & 3
06-07/11/14
11.Corporate Strategy and
Pricing Policy; 12.Market Structures;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters:
11, 12
1. Identify the meaning of strategy, the key stages in
developing and implementing strategy, a variety of pricing strategies that firms can use.
2. Identify how imperfect competition differs from perfect
competition, why some markets have only one seller; analyze how a monopoly determines the quantity to
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Week Lesson /
Date
Topics to be covered Class
activities
Lab
activities
Problems/
Assignments
(Homework)
Readings Learning objectives/ outcomes (After this lesson student
will be able to:)
produce and the price to charge; consider the various
public policies aimed at solving the problem of monopoly.
6 1, 2 & 3
13-14/11/14
13.Other Types of
Imperfect Competition;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters: 13 1. Analyze competition among firms that sell differentiated
products; compare the outcome under monopolistic
competition and under perfect competition; examine what outcomes are possible when a market is an
oligopoly; explain the prisoners’ dilemma and how it
applies to oligopoly and other issues; consider how competition laws try to foster competition in
oligopolistic markets. 7 1, 2 & 3
20-21/11/14
Part V. Microeconomics-Factor
Markets: 14.Labor Markets;
Students will
participate
to discuss the
subjects
No lab activities
N/A Chapters: 14 1. Analyze the labour demand of competitive, profit-
maximizing firms; consider the household decisions that lie behind labour supply; explain why equilibrium wages
equal the value of the marginal product of labour;
examine how a change in the supply of one factor alters the earnings of all the factors.
8 1, 2 & 3
27-28/11/14
MIDTERM EXAM N/A No lab
activities
N/A N/A N/A
9 1, 2 & 3
04-05/12/14
15.Financial Markets; Students
will
participate to discuss
the
subjects
No lab
activities
N/A Chapters: 15 1. Explain the relationship between present value and future
value, how risk-averse businesses reduce the risk they
face; analyze how asset prices are determined; develop a
model of the supply and demand for loanable funds in financial markets; use the loanable funds model to
analyze various government policies. 10 1, 2 & 3
11-12/12/14
Part VI. Introduction to
Macroeconomics: 16.The
Macroeconomic Environment;
Students will
participate
to discuss the
subjects
No lab activities
N/A Chapters: 16 1. Consider why an economy’s total income equals its total
expenditure; identify how gross domestic product (GDP) is defined and calculated; four major components of
GDP; explain distinction between real GDP and nominal
GDP, the consumer prices index (CPI), the cost of living and unemployment.
11 1, 2 & 3
18-19/12/14
17.Aggregate Demand and
Aggregate Supply;
Students
will participate
to discuss
the
subjects
No lab
activities
N/A Chapters: 17 1. Consider how the economy in the short run differs from
the economy in the long run; use the model of aggregate
demand and aggregate supply to explain economic fluctuations; examine the causes of shifts in aggregate
demand and aggregate supply.
12 1, 2 & 3
25-26/12/14
18.Macroeconomics-
Employment and Unemployment;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters: 18 1. Explain the data used to measure the amount of
unemployment; consider how unemployment can result from minimum wage laws, how unemployment can arise
from bargaining between firms and unions.
13 1,2 &3
01-02/01/15
19.Macroeconomics-
Inflation and Price Stability;
Students
will
participate to discuss
the
subjects
No lab
activities
N/A Chapters: 19 1. Consider the various costs that inflation imposes on
society; explain why policy makers face a short-run
trade-off between inflation and unemployment; consider why the inflation-unemployment trade-off disappears in
the long run; analyze how supply shocks can shift the
inflation-unemployment trade-off; consider the short-run cost of reducing the rate of inflation.
14 1, 2 & 3
08-09/01/15
20.Macroeconomics/Fiscal,
Monetary and Supply-Side Policy;
Students
will participate
to discuss
the subjects
No lab
activities
N/A Chapters: 20 1. Explain the difference between monetary, fiscal and
supply-side policies, the difference between planned and
actual spending, saving and investment, why deflationary and inflationary gaps occur; examine the concept of the
marginal propensity to withdraw; explain the theory of
liquidity preference as a short-run theory of the interest rate; analyze how monetary policy affects interest rates
and aggregate demand. 15 1, 2 & 3
15-16/01/15
Part VII. Global Business and
Economics: 21.The Global
Economy
Students will
participate
to discuss the
subjects
No lab activities
N/A 21 1. Examine the nature of emerging markets and look at
some of the costs and benefits to firms of doing business in emerging markets; explain an outline of European
monetary union and the single market, a currency union,
fiscal policy in common currency areas.
16 19-30/01/14 Final Exam
17 Final Exam
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Annex 8: Academic staff evaluation form
Figure 8: Academic staff evaluation form
Source: http://la.ius.edu.ba/evaluation-academic-staff-procedures-international-university-sarajevo
Annex 9: Events organized by Study Economics study program
Table A-21: Organization of events by SP
Number of events
organized Conferences Seminars Workshops Lectures Art activities Other
2012/13 1 4 1 2 0 1
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Annex 10: Appointment of the Team for Study Program Analysis
Appointment of the Team for Study Program Analysis
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Annex 11: Curriculum for 1st Cycle
Table A-22: Curriculum of the Economics study program
International University of Sarajevo, Faculty of Business and Administration (FBA)
Undergraduate Curriculum: Economics (ECON)
Semester I Semester II
Code Title Prerequisites T P ECTS Code Title Prerequisites T P ECTS
ELIT100 Academic English and Effective Communication
3 0 6 ELIT200 Critical Reading and Writing
3 0 6
MATH100 Mathematical Skills 3 2 6 MATH101 Calculus I MATH100 3 2 6
ECON111 Introduction to Microeconomics
3 0 6 ECON112 Introduction to Macroeconomics
3 0 6
MAN102 Introduction to Management
3 0 6 IBF205 Principles of International Business
3 0 6
University Elective See Table 1 2 0 3 University Elective See Table 1 2 0 3
Foreign Language Elective I 2 0 3 Foreign Language Elective II
Language Elective I
2 0 3
Semester Total = 30 Semester Total = 30
Semester III Semester IV
Code Title Prerequisites T P ECTS Code Title Prerequisites T P ECTS
ECON211 Business Statistics I MATH100 3 2 6 ECON221 Business Statistics II ECON211 3 2 6
ECON201 Intermediate Microeconomics
ECON111 3 2 6 ECON202 Intermediate Macroeconomics
ECON112 3 2 6
MAN231 Financial Accounting MATH100 3 2 6 IBF208 Business Finance MATH100 3 2 6
IBF 102 Managerial Mathematics MATH100 3 2 6 ECON204 International Political Economy
3 0 6
MAN 201 Introduction to Management Science
MAN102 3 0 6 MAN352 Consumer Behaviour 3 0 6
Semester Total = 30 Semester Total = 30
Semester V Semester VI
Code Title Prerequisites T P ECTS Code Title Prerequisites T P ECTS
MAN325 Money and Banking ECON202 3 0 6 ECON404 International Monetary System
ECON112 3 0 6
ECON350 Financial Institutions and Markets
ECON112 3 0 6 ECON320 Public Economics ECON111 3 0 6
ECON301 Econometrics I ECON221 3 2 6 ECON302 Econometrics II ECON301 3 2 6
ECON455 Labor Economics ECON111 3 0 6 ECON200 History of Economic Thought
ECON112 3 0 6
IBF402 International Trade ECON201 3 0 6 IBF401 International Finance ECON202 3 0 6
Semester Total = 30 Semester Total = 30
Semester VII Semester VIII
Code Title Prerequisites T P ECTS Code Title Prerequisites T P ECTS
Program Elective I See Table 2 */**
3 0 6 Program Elective IV See Table 2 */**
3 0 6
Program Elective II See Table 2 */**
3 0 6 Program Elective V See Table 2 */**
3 0 6
Program Elective III See Table 2 */**
3 0 6 Program Elective VI / Graduation Project
See Table 2 */**
3 0 6
Free Elective I 3 0 6 Free Elective II 3 0 6
ECON470 Work placement/Internship
0 14 6 Free Elective III 3 0 6
Semester Total = 30 Semester Total = 30
Abbreviations: T (Theory), P (Practice), ECTS credits
No. of Courses
42
Total Credits Required for Graduation 240 Average ECTS Credits Per Semester 30
Total Credits of Electives 60 Elective Ratio 0.3
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6 Program Electives are taken from TABLE 2. Courses from other programmes within the University can be taken with the appoval of the Programme Coordinator.
3 Free Elective courses are taken from any faculty.
2 Language Elective courses are taken from the list of language courses provided (cannot be the student's mother language).
2 University Elective courses are taken from the list of university elective courses provided (TABLE 1).
Work placement/Internship is typically practiced in summer for a period of at least 25 work days, amounting to a mimimum of 150 hours.
IUS Pool of 3 ECTS University Courses, AY 2017-2018
No. Course Code Course Name ECTS credits
1 ARCH107 Understanding Art and Architecture 3
2 CS100 Computer Skills 3
3 CULT101 Understanding Cultural Encounters 3
4 NS111 Understanding Nature and Knowledge 3
5 NS112 Understanding Science and Technology 3
6 SPS140 Understanding Religion 3
7 xxx Foreign Language Elective I 3
8 xxx Foreign Language Elective II 3
IUS Pool of 6 ECTS University Courses, AY 2017-2018
No. Course Code Course Name ECTS credits
1 CS103 Introduction to Programming 6
2 ECON102 Globalization and Business 6
3 ECON105 Understanding Politics, Economy and Management (UNI) 6
4 ELIT101 Introduction to Literature 6
5 ELIT200 Critical Reading and Writing 6
6 ENS105 The Brain 6
7 IR101 Introduction to International Relations 6
8 MAN102 Introduction to Management 6
9 MATH100 Mathematical Skills 6
10 MATH101 Calculus I 6
11 NS102 Physics 6
12 NS103 Biology 6
13 NS104 General Chemistry 6 14 POLS102 Introduction to Political Science 6 15 PSY103 Introduction to Psychology 6
16 SOC102 Introduction to Sociology 6
17 SPS103 Law and Ethics 6
18 SPS120 Critical Thinking 6
19 SPS150 World History 6
20 VA121 History of Art I 6
Table A-23: List of Elective Courses in the Economics study program
Code Title Pre-requisites ECTS Code Title Pre-requisites ECTS
ECON305 Economic History ECON112 6 ECON490 Graduation Project Senior standing 6
ECON330 Industrial Organisation ECON201 6 IBF207 Behavioral Finance Junior standing 6
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ECON355 Time Series Analysis ECON221 6 IBF303 International Business Law
6
ECON367 Environmental Economics ECON111 6 IBF304 Risk and Insurance
6
ECON401 Research Methods ECON221 6 IBF306 Public Finance Junior standing 6
ECON430 Growth and Development Senior standing
6
IBF313 Understanding Emerging Markets
6
ECON454 Islamic Economics ECON112 6 IBF312 Microfinance
6
ECON462 Comparative Economic Systems ECON112 6 IBF313
Understanding Emerging Markets Junior standing
6
ECON262 Matrix Algebra MATH100 6 IBF314
Financial Instruments and Analysis Junior standing
6
IBF310 Business Ethics
6 IBF 415
R Language for Business and Finance Senior standing
6 6
IBF318 International Management IBF205
6 IBF 417
Advanced Futures and Options
ECON 221, IBF 208 6 6
IBF 403 Multinational Corporation and Process of Globalization
Junior standing 6 IBF418 Mergers and Acquisitions
ECON 221, IBF 208 6 6
IBF 405 International Banking Senior standing 6
IBF 419 Financial Derivates and Simulations
ECON 221, IBF 208 6 6
IBF 409 Investment and Portfolio Management ECON 221, IBF 208
6 IBF462
International Corporate Finance Senior standing
6 6
IBF 410 Real Estate Markets Senior standing
6 IR213 International Issues in the Balkans IR101 6 6
IBF411 Commodity Derivatives ECON 221, IBF 208 6 IR214 International Law IR101 6 6
IBF412 Financial Risk Management ECON 221, IBF 208 6 IR 215 EU System IR101 6 6
IBF414 Bond Market Pricing and Trading Strategies
ECON 221, IBF 208 6 IR307
Contemporary International Politics IR101
6
6
IR 305 International Organisations IR101 6
MAN442 E-Business Senior standing
6
IR467 Energy Security Senior standing
6 MAN443 International Marketing
MAN205
6
IR471 Economic Diplomacy Senior standing 6
MAN445 Customer Relationship Management
MAN102
6
MAN218 Personal Finance Junior standing
6 MAN446 Service Marketing
MAN205
6
MAN328 Sales Management MAN205
6 MAN453 Project Management
Senior standing
6
MAN331 Contemporary Management MAN102
6 MAN454
Logistics and Supply Chain Management
MAN201 6
MAN371
The Principles of Travel and Tourism Junior standing
6 MAN464 Advertising Management
Senior standing
6
MAN406 Innovation Management Senior standing
6 MAN205 Marketing
Junior standing
6
MAN409 Operations Management Senior standing
6 MAN303 Entrepreneurship and Small Business Management
MAN102 6
MAN461
Management Information System MAN102
6 MAN402 Strategic Management MAN102
6
MAN301 Human Resource Management MAN 102
6 MAN305 Organization Theory MAN221 6
* Students can take any ECON, MAN or IBF course, which is not already a required course in their study programadviser/program coordinator.
** Students can take the following IR courses as program electives: IR213, IR214, IR215, IR303, IR305, IR 467, IR471 provided that they satisfy pre-requisite conditions.
*** Junior standing: 100 ECTS must be completed successfully.
**** Senior standing: 148 ECTS must becompleted successfully.
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Annex 12: Mevlana exchange program agreements
Table A-24: IUS signed Mevlana exchange program agreements
Turkey – MEVLANA Agreements
1. Van Yuzuncu Yil University http://www.yyu.edu.tr/
2. Adana Science and Technology University www.adanabtu.edu.tr/
3. Agri Ibrahim Cecen University http://www.agri.edu.tr/yeni/
4. Ahi Evran University http://www.ahievran.edu.tr/
5. Akdeniz University http://www.akdeniz.edu.tr/en/
6. Artvin Coruh University http://www.artvin.edu.tr/eng-.html
7. Avrasya Trabzon University http://www.avrasya.edu.tr/
8. Balikesir University http://www.balikesir.edu.tr/bau_eng
9. Bartin University http://en.bartin.edu.tr/
10. Bulent Ecevit University http://w3.beun.edu.tr/
11. Cukurova University http://www.cu.edu.tr/eng/
12. Dumlupinar University http://www4.dpu.edu.tr/
13. Duzce University http://www.eng.duzce.edu.tr/
14. Eskisehir Osmangazi University http://www.ogu.edu.tr/
15. Firat University http://yeni.firat.edu.tr/
16. Fatih Sultan Mehmet University http://www.fatihsultan.edu.tr/
17. Gaziantep University http://www.gantep.edu.tr/en/
18. Gediz University www.gediz.edu.tr/
19. Giresun University http://www.giresun.edu.tr/
20. Gaziosmanpasa University http://www.gop.edu.tr/
21. Hacettepe University http://www.hun.edu.tr/
22. Hitit University http://www.hitit.edu.tr/
23. Izmir Katip Celebi University http://www.ikc.edu.tr/
24. Karabuk University http://www.karabuk.edu.tr/
25. Karadeniz Technical University http://www.ktu.edu.tr/
26. Kocaeli University http://www.kocaeli.edu.tr/int/
27. Mersin University http://www.mersin.edu.tr/eng
28. Namik Kemal University http://www.nku.edu.tr/
29. Ondokuz Mayis University http://www.omu.edu.tr/
30. Osmaniye Korkut Ata University http://www.osmaniye.edu.tr/
31. Recep Tayyip Erdogan University http://www.rize.edu.tr/
32. Sakarya University http://www.sakarya.edu.tr/en/
33. Uludag University http://www.uludag.edu.tr/
34. Yildirim Beyazit University http://www.ybu.edu.tr/
35. Cankiri Karatekin University http://karatekin.edu.tr/
36. Mehmet Akif Ersoy University http://www.mehmetakif.edu.tr/
37. Selcuk University http://www.selcuk.edu.tr/English/DefaultEng.aspx
38. Mus Alparslan University http://www.alparslan.edu.tr/_english/index.aspx
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Table A-25: IUS signed memorandums of understanding
Memorandum of Understanding
Bosnia and Herzegovina
1. University of Sarajevo http://www.unsa.ba/
2. University Džemal Bijedić http://www.unmo.ba/
3. Islamic Pedagogical Faculty of University in Zenica http://www.ipf.unze.ba/
4. Sarajevo Graduate School of Business http://sgsb.ba/
5. Institute for Genetic Engineering and Biotechnology of University of Sarajevo http://www.ingeb.ba/
6. Clinical Center of the University of Sarajevo http://www.kcus.ba/
7. Federal Institute for Hydrometeorology www.fbihvlada.gov.ba
8. Sarajevo School of Science and Technology http://www.ssst.edu.ba/
9. Burch University http://www.ibu.edu.ba/bs/
Turkey
10. Marmara University http://www.marmara.edu.tr/
11. Istanbul Commerce University http://www.iticu.edu.tr/Pages/Ana-Sayfa.aspx
12. Karabuk University http://www.karabuk.edu.tr/EN/index.aspx
13. TOBB University of Economics and Technology http://www.etu.edu.tr/?page=8
14. Istanbul University http://www.istanbul.edu.tr/english/
15. Istanbul Technical University http://www.itu.edu.tr/
16. Yalova University http://www.yalova.edu.tr/eng/
17. Yıldız Technical University http://www.yildiz.edu.tr/eng/
18. Sakarya University http://www.sakarya.edu.tr/en/
19. Kafkas University http://www.kafkas.edu.tr/english/
20. Usak University http://www.usak.edu.tr/
21. Erciyes University http://www.erciyes.edu.tr/en/
22. Eskisehir Osmangazi University http://www.ogu.edu.tr/
23. Hitit University http://www.hitit.edu.tr/
24. Izmir University http://www.izmir.edu.tr/tr/
25. Ondokuz Mayis University http://www.omu.edu.tr/
26. Fatih Sultan Mehmet University http://www.fatihsultan.edu.tr/
27. Istanbul Medeniyet University http://www.medeniyet.edu.tr
28. Kahramanmaras Sutcu Imam University http://www.ksu.edu.tr/
29. Agri Ibrahim Cecen University http://www.agri.edu.tr/
USA
30. Henderson State University http://www.hsu.edu/
31. Texas A&M University http://www.tamu.edu/
32. Wright State University Ohio http://www.wright.edu/
Slovenia
33. University of Ljubljana http://www.uni-lj.si/en/about_university_of_ljubljana.aspx
Serbia
34. International University of Novi Pazar http://www.uninp.edu.rs/
Malaysia
35. University Kebangsaan Malaysia http://www.ukm.my/v3/
36. CASIS/UTM Malaysia www.utm.my
37. University of Malaya http://www.um.edu.my/
Italy
38. John Cabot University http://www.johncabot.edu/
Latvia
39. Daugavpils University http://du.lv/en
Cyprus
40. Cyprus International University http://www.ciu.edu.tr/english/
Australia
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Memorandum of Understanding
41. Deakin University http://www.deakin.edu.au/
Pakistan
42. Quaid-i-Azam University http://www.qau.edu.pk/
43. Riphah University http://www.riphah.edu.pk/
44. NUST University www.nust.edu.pk
Poland
45. Andrzej Frycz Modrzewski
Krakow University
http://www.ka.edu.pl/en/
Libya
46. Omar al-Mukhtar University http://www.omu.edu.ly/
Macedonia
47. International Balkan University http://www.ibu.edu.mk/
Table A-25: FENS signed cooperation agreements
Institution Department Country
1 Clinical Center Univ.of Sarajevo Molecular Diagnostics BiH, Sarajevo
Faculty of Veterinary Medicine Immunology and Microbiology BiH, Sarajevo
2 Clinical Center University of Tuzla Cytogenetics BiH, Tuzla
Faculty of Pharmacy Medical BIochemistry BiH, Sarajevo
3 Faculty of Medicine Histology and Embriology BiH, Mostar
ICGEB Molecular Immunology Italy, Trieste
4 ICGEB Molecular Hematology Italy, Rome
6 Faculty of Science Molecular Biology Croatia, Zagreb
7 Faculty of Science Molecular Biology and Genetics Turkey, Izmir
8 University Clinic Hamburg-Eppendorf Gynaecology and Oncology Hamburg, Germany
9 INGEB Laboratory for Human Genetics BiH, Sarajevo
10 Grad. Sch. of Natural and App. Science Mathematics Turkey, Kayseri
11 Faculty of Engineering Mecanical Engineering Leeds, UK
12 Grad. Sch. of Natural and App. Science Mathematics Turkey, Kayseri
13 Faculty of Science Matematik Turkey, Nevsehir
14 Faculty of Science Mathematics Turkey, Aksaray
15 Faculty of Science Computer Science Libya, Tripoli
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Annex 13: Example for student survey
Table A-26: Student survey results
Protocol No.: IUS 02-1807/13
Rezultati studentske ankete za proljetni semestar 2013 it must be checked and updated
Survey was administered online and was active between May 24 and June 2 2013.
Total number of students who participated: 453
Invitations were sent to 1038 students, so it turns out that IUS student voluntary participation rate is 43 %.
Surveyed items were: For COURSES:
Course
Assessment procedures and examinations are fair and transparent
Exam questions were related to study materials, lectures and class discussions.
Overall, I am satisfied with the quality of the course.
Teaching material indicated in the course outline was available.
The criteria used in marking had been made clear in advance.
Lectures and class discussions were related to assigned course materials
For TEACHERS
Lecturer
I have been able to contact the lecturer during specified consultation hours.
The lecturer came to lectures regularly and on time.
The lecturer creates a good study atmosphere in the class.
The lecturer did not discriminate students on gender, ethnic, racial, religious or any other ground.
The lecturer encouraged us to actively participate in the learning process.
The lecturer enriches assigned material with useful comments, explanations and examples.
The lecturer followed course syllabus as given in the course outline.
The lecturer treated me and my opinions with respect.
The lecturer uses appropriate vocabulary.
General
I am absolutely satisfied with IUS Library
I find the study program attractive and fulfilling.
Non-Academic staff members always provided required assistance.
Physical/working conditions and resources available were excellent.
Student Affairs Office staff members were always helpful.
The following overall results were given by IUS Students:
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Row Labels Average of: Average of Assistant Score
Spring 2012 Fall 2012 Spring 2013
Spring 2012
Fall 2012 Spring 2013
Course 4,20 4,14 4,24
Assessment procedures and examinations are fair and transparent 4,24 4,19 4,31
Exam questions were related to study materials, lectures and class discussions. 4,40 4,33 4,43
Overall, I am satisfied with the quality of the course. 3,97 3,90 4,23
Teaching material indicated in the course outline was available. 4,28 4,22 4,00
The criteria used in marking had been made clear in advance. 4,10 4,06 4,30
Lectures and class discussions were related to assigned course materials 4,17 4,11 4,19
General 3,63 3,39 3,35
I find the study program attractive and fulfilling. 3,63 3,39 3,51
I am absolutely satisfied with IUS Library
2,72
Non-Academic staff members always provided required assistance.
3,62
Physical/working conditions and resources available were excellent.
3,15
Student Affairs Office staff members were always helpful.
3,77
Lecturer 4,32 4,30 4,38 4,15 3,98 4,12
I have been able to contact the lecturer during specified consultation hours. 4,32 4,35 4,44 4,22 4,10 4,15
The lecturer came to lectures regularly and on time. 4,48 4,51 4,56 4,50 4,38 4,34
The lecturer creates a good study atmosphere in the class. 3,97 3,90 4,04 3,88 3,71 3,86
The lecturer did not discriminate students on gender, ethnic, racial, religious or any other ground.
4,70 4,62 4,66 4,53 4,39 4,53
The lecturer encouraged us to actively participate in the learning process. 4,06 4,05 4,11 3,84 3,59 3,71
The lecturer enriches assigned material with useful comments, explanations and examples.
4,11 4,09 4,20 3,77 3,58 3,78
The lecturer followed course syllabus as given in the course outline. 4,45 4,46 4,50 4,23 4,06 4,21
The lecturer treated me and my opinions with respect. 4,39 4,39 4,44 4,26 4,12 4,24
The lecturer uses appropriate vocabulary. 4,44 4,38 4,48 4,30 4,13 4,29
Grand Total 4,26 4,22 4,25 4,15 3,98 4,12
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Annex 15: Stakeholders’ Engagement
Minutes of the Meetings until the Preparation of the SER
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http://news.ius.edu.ba/news/meeting-fba-representatives-and-stakeholders