Authors SEFI-paper Doing the right things right Quality enhancement in Higher Education

Size: px
Start display at page:

Download "Authors SEFI-paper Doing the right things right Quality enhancement in Higher Education"

Transcription

1 Authors SEFI-paper Doing the right things right Quality enhancement in Higher Education Corresponding Author: Pernille Hammar Andersson Educational Consultant LearningLab DTU Study Programmes and Student Affairs Anker Engelunds Vej 1 Building 101 A DK-2800 Kgs Lyngby Denmark Other Authors: Peter Munkebo Hussmann Evaluation Consultant LearningLab DTU Study Programmes and Student Affairs Anker Engelunds Vej 1 Building 101 A DK-2800 Kgs Lyngby Denmark Helge Elbrønd Jensen Dean of Education Study Programmes and Student Affairs Anker Engelunds Vej 1 Building 101 A DK-2800 Kgs Lyngby Denmark

2 Doing the right things right Quality enhancement in Higher Education. P. H. Andersson 1, P.M. Hussmann 1 and H.E. Jensen 2 1 LearningLab DTU, Technical University of Denmark, Lyngby, Denmark, 2 Dean of Education, Technical University of Denmark, Lyngby, Denmark, Abstract Are we doing the right things and are we doing them right? These questions should be subject to constant attention within Higher Education Institutions in pursuit of high quality educations and attracting students nationally as well as internationally. And due to the international development in Higher Education (HE), external quality assurance and improved accountability is becoming increasingly important. At the Technical University of Denmark (DTU), an internal quality enhancement system has been developed in order to evaluate and further develop the education programs. The overall objective is to ensure that the students receive education of excellent quality when they choose to study at DTU. Furthermore, the aim is to generate feedback on the implementation and apparent success of the three plus two degree structure adopted some years ago, in accordance with the objectives of the Bologna Process. A third aim is faculty and organisational development in order to enhance a deeper understanding of how to create quality in education programs. The system implies that two programs evaluate each other on the basis of five overall criteria. The criteria are descriptive and explain to teachers, directors of programs, and students the important factors that enhance quality in HE and strengthen the possibilities for the students to learn in a good and efficient way. So far, it seems that the evaluation process supplies the involved teachers and directors of study programs with relevant tools for making informed adjustments in their teaching and programs. Secondly, it contributes to establishing a learning community among the teachers with a growing common understanding of what is considered good quality in engineering education. This paper describes the internal quality enhancement system and analyses its impact on the quality of the teaching and learning at DTU. It describes how the internal evaluations prepare for external accreditations strengthening the latter by avoiding the risk of universities box-ticking their way to purchased credibility. Keywords: Quality assurance, teaching development, faculty development, quality enhancement 1. INTRODUCTION During the last three decades, quality assurance has been an integral part within European Higher Education (HE). Many different concepts have flourished in this growing quality movement, and with the Bologna process as the leitmotif, a common ground seems to be evolving. Thereby quality assurance has become a central activity at many universities at all organisational levels. Demanding high quality in all services and activities seems to be a general trend in all parts of society. However, it is not always made explicit what is actually meant by quality. Quality is somehow a very indistinct concept and can probably be placed in the category of concepts which can be identified as an essentially contested concept, very much depended on personal preferences as well as being multidimensional and complex 1. And since the quality of teaching and learning are some of the most complex and difficult areas to measure the increasing demand for and focus on quality in HE is even more challenging 2. 2

3 At the Technical University of Denmark (DTU) an internal quality enhancement system has been developed. The system attempts to deal with this complexity of quality in HE while developing the quality of the programs and teaching activities at the university by enhancing understanding of teaching and learning among faculty members. 2. QUALITY ASSURANCE IN HIGHER EDUCATION State control of HE has become more predominant 3, and the advent of market forces in HE has challenged the academic oligarchy 4. For quite some time accountability has been the buzzword in order to ensure value for public money 5. The growing quality movement in HE has resulted in a large diversity of quality assurance processes and actors in Europe, and even before the Bologna declaration made its impact, this development called for the next generation of quality assurance. 6 Initially these discussions were not very prominent in the Bologna process 7. In fact one of the main rationales for the initiatives in the Bologna declaration was to strengthen the international competitiveness of the European system of HE because Europe had lost its dominant position as a destination for overseas study 8. Thus, attracting students to European HE was a crucial task, and as Saarinen demonstrates 9 the meaning and understanding of quality in the Bologna process moved from promotion of competitive edge to establishing quality assurance techniques including program or institutional accreditation. The pressure towards more quality assurance has continued to increase, and QA has become an essential building brick in the European Higher education area 10. The main idea in the Bologna process concerning QA is that the primary responsibility for quality assurance in higher education lies with each institution itself 11. This implies, though, that national quality assurance systems should be established and include an accreditation system and evaluation of programs or institutions, including internal assessment, external review, participation of students, and the publication of results. In Denmark, a national accreditation agency for HE (ACE Denmark) was created in The agency will accredit all new and existing educations. ACE Denmark employs the well known method for assessing quality by using self evaluations, site visits, peer review, and external expert panels. Even though the procedure used by ACE Denmark and other Accreditation agencies seems reasonable and effective, there is a risk that universities strive to do the right things without focusing on doing them right. Due to the increasing demand for documenting results and outcomes, e.g. qua key performance indicators like student performance, student employment, faculty-student ratio etc, they risk focusing too much on documenting how they meet accreditation criteria and minimum standards by box-ticking their way to a purchased credibility while paying too little attention to improving their systems and educations 12. Certainly, key performance indicators are important measures of the quality level but they display little evidence of the reasons for the results, including whether the results are due to internal or external factors of the education program 13. Thus, it has been seen that quality development is often obstructed by the national QA systems that in some cases are costly and offer no real evidence of overall quality improvement 14. In order to avoid these possible pitfalls of external quality assurance, including accreditation, DTU has integrated the internal quality enhancement system in the external accreditation process. This integration transforms quality assurance into one of the activities which supports the development of the educations and the understanding more widely among university staff of the prerequisites supporting good and effective student learning and thereby enhancing the quality of the educations. 3. QUALITY IN HIGHER EDUCATION As mentioned previously, quality of education is one of the most difficult areas to measure due to the complex nature of educational situations and learning processes 15. In order to succeed in ensuring quality in HE it is crucial to identify the concept of quality in this context and to specify what is and what produces high quality in education. Even though education is of a complex nature, an increasing amount of research in the area of teaching and learning in HE points out important factors crucial to creating quality. The overall objective in HE is to create the best possible framework for student learning, hence to create quality in learning. If this framework is optimised the students most likely develop the competences which will turn them into highly qualified academics and engineers. 3

4 In overall terms the quality in education is produced in the meeting between the students, the scientific content, the teacher, the planned teaching activities, and the teaching culture and traditions of the university 16. Understanding the processes in this meeting is imperative in order to enhance quality in HE. Most crucial is how the teachers and directors of study programs plan for support of student learning in an effective way. One of the basic perquisites for obtaining such effectiveness is when learning objectives, teaching and assessment methods are aligned 17, and when students are active in their learning. If these conditions are met the students are likely to develop a deep strategy towards learning which is one of the key components in obtaining quality in HE 18. Having described what produces high quality in HE it seems rather difficult to measure this quality of learning. A central question is when to measure? It is very difficult to know exactly when learning occurs; this may even be after the student has graduated. Grading is often taken as a measure of quality but unfortunately the assessment results are influenced by many factors that question its validity as a quality measure of learning 19. Another important element is developing the understanding of student learning within the HE institution. If quality is to be enhanced, every single part of a HE institution needs to develop an awareness of how to support student learning effectively and efficiently 20. This awareness can be developed by professionalising the staff qua different activities such as teacher training programs, rewarding teaching competences and enhancing dialogue about teaching and learning 21. One of purposes of the internal quality enhancement system at DTU is such a faculty and organisational development helping the university staff to do the right things right by making quality a much more visible and concrete subject to work with. 4. THE INTERNAL QUALITY ENHANCEMENT SYSTEM 4.1 Purpose and intentions The internal education evaluation system is part of DTU s overall quality assurance activities within teaching and education. It has been developed in order to achieve three goals: To further development of the educations by facilitating the exchange of experience in order to ensure that the students receive education of excellent quality at DTU, to generate feedback on the implementation of the three plus two (plus three) degree structure, and, last but not least, to strengthen faculty and organisational development in order to enhance a deeper understanding of what is creating quality in educations and student learning. On the basis of the initial experiences with the system, a fourth goal has been added, namely to prepare the organisation and in particular directors of programs, chairmen of study boards, and individual teachers for the external evaluations made by ACE Denmark. The Plan-do-check-act-circle defining the continuous quality improvement 22 then constitutes a double loop process shown in figure 1. Figure 1. Continuous Quality Improvement circle according to Deming 4

5 4.2 The process This system implies that two education programs function as each others evaluation panels on the basis of a self evaluation report written by the directors of study programs responsible for the educations. The directors of study have a key role in the process writing the self evaluation report and analysing their education on basis of the specified evaluation criteria, the result of a focus group interview with students and statistics about study results. In this work they involve other teachers and students, and they are also responsible for assembling the panels. The evaluation is initiated and facilitated by staff from the central DTU study administration and from LearningLab DTU. Educational consultants provide feedback on the report as preparation for the evaluation meeting and facilitate the meeting in order to qualify the discussions and focus on the important prerequisites for student learning in HE. The Dean of education is attending the meeting. LearningLab DTU produces the final report, which is discussed at a meeting with the Dean of education and the directors of study programs. At this meeting, the important potentials for development are identified to be followed up on. 4.3 The criteria The criteria used in the evaluation are developed on the basis of theory on teaching and learning in HE and they are aligned with international concepts such as ABET, EUR-ACE but also with the criteria used by ACE Denmark. The criteria are descriptive and explain to the teachers, directors of study programs and students what important factors that enhance quality in higher education and strengthen the possibilities for the students to learn in an efficient way. The purpose is to generate a more qualified analysis Progression and coherence The introductory text explain how progression and coherence can be achieved in order to make certain that all the different elements in the education program develop the intended competences among the students in a structured way. Requested to describe is the students professional progression, how the objectives of the education are achieved, and what are the most important challenges and possibilities of progression and coherence in the education Teaching methods and learning This criterion focuses on the concept constructing alignment 23 and on the teaching and assessment methods. The introductory text focuses on how the quality in teaching is a result of the interaction between the teacher, the students and the course content 24. The report must contain a description of the teaching and assessment methods that are used in the various courses in the education; the relation between teaching methods, assessment, learning objectives and the competence profile for the whole education; and the most important challenges and possibilities with regard to methods and learning Development of teaching competences In order to enhance student learning, teachers need competences in teaching and learning, enabling them to make the right choices to support student learning efficiently. The director general of the departments who has the overall responsibility for staff development must describe activities in this area including how many resources should be spent on teaching development. The director of the study program describes how the professional and teaching competences among the teachers contribute to realise the goals of the competence profile for the whole education and analyses the most important challenges and possibilities with regard to the development of teaching competences Evaluation of teaching and learning This criterion focuses on the overall quality assurance activities at DTU including various evaluations of courses and educations. These activities generate important information on various subjects and identify potentials for development. The responsibility for follow up on the different evaluations lies with different stakeholders involved in the educations. The report must contain a description of how following up is done, what initiatives have been launched on the basis of the evaluations and how the results are applied, and if the evaluations provide relevant and useful 5

6 knowledge. Finally the most important challenges and possibilities with regard to evaluation of teaching and learning must be described Research based education and scientific methods This criterion focuses on how the education is research based and how to guarantee that the students are trained in the scientific methods of engineering. It is imperative that the teaching is planned and conducted by active researchers and that the content of the program is based on relevant research. The report must contain a description of how the education is research based, how this is reflected or realised in the teaching and how the students benefit from this. 4.4 Underlying ideas and prerequisites The evaluation system incorporates some of the methods used in developing teaching competences in HE. The main idea is to contribute to strengthening a learning community at DTU when it comes to teaching and learning 25. By creating opportunities for teachers to discuss teaching and learning, a common responsibility for the educations is enhanced. With support from the descriptive criteria, the teachers develop a common language and understanding of teaching and learning, including what creates good quality in engineering education. The systematic analysis made by the directors of study programs on the basis of the criteria enhance their understanding of the education and the factors that lead to quality in HE. This is the same learning process that happens when writing and working on a Teaching Portfolio 26. There are other important prerequisites in order for the system to succeed. First of all an atmospher of confidentiality and mutual trust is created. This is probably a result of the main focus on development and potentials for development and explicit absence of control. The study administration and the LearningLab DTU consultants offer support and consultancy while it is the task of the directors of study programs to be critical. Sharing and discussing challenges and problems with colleagues and the dean of education call for this appreciative approach and is supported by the fact that the assessment largely is left to the participants themselves. They are also the ones who do the descriptions and analysis in order to further develop their own and their peers educations. Secondly the concept of quality is qualified and well defined according to this specific context qua the criteria and the introduction texts. Hence it is clearly specified what is meant by quality in rather operational and process oriented terms which makes it possible for the involved stakeholders to understand what is meant by quality in HE and to be concrete and to work systematically. 5. EXPERIENCES AND RESULTS So far three pilot evaluations have been conducted involving a total of six bachelor programs. The results so far indicate that the system is working well and fulfils its purposes. The directors of study program involved describe that they are gaining a clearer and more qualified idea about the conditions for learning in the education. Problems and challenges are becoming more transparent and thereby easier to solve. This is a result of writing the self evaluation report and from the discussions during the meetings. The evaluation meeting were teachers and students participate contribute to an increased willingness among many teachers to develop their courses. This is also described as a result of the criteria that explain to the teachers what can be done to enhance student learning and quality. They point out the systematic, open and qualified discussions about the education and learning as one of the biggest benefits. Also the role of the dean of education in the system is beneficial providing the directors of study program with an effective tool in their discussions with the teachers and director generals of the departments about possible development areas in the education. Furthermore, they describe that they experience increased awareness of what enhance the quality in student learning as a result of the evaluation and that external accreditation of the education seems more manageable in the sense that they have tried a similar situation and prepared an analysis of the education. 6. CONCLUSIONS In this paper we have described the internal quality enhancement system and analysed its immediate impact on the quality of the teaching and learning at DTU. We have shown that the internal evaluations prepare for external 6

7 accreditations and that the latter are strengthened given that a quality culture is evolving at DTU and that quality development has been launched. The apparent success of the system relies on various conditions. The concept of quality has been qualified and defined qua the criteria and the introduction texts making it more operational. This helps the staff to do the right things right. Describing and reflecting on the education according to the predefined criteria enhance faculty understanding of how to improve quality, thus working more as faculty development than quality assurance. The whole system helps directors of study programs to identify and facilitate adjustments and developments in their educations. And, last but not least the system focus on measuring more qualitative aspects and therefore generates information on how and why the quality is produced and enhanced rather than measuring quality on the basis of key performance indicators that display little evidence of the reasons for the results. A thorough evaluation of the system, the results and the effectiveness remains to be conducted. We intend to collect data on the impact and experiences among the participants more systematically in order to assess the benefits. The criteria for this assessment have to be rather soft due to the fact that measuring the outcome of the evaluation process via enhanced student learning is very difficult cf. the previous section on quality in HE. Thus the approach will be dialogue oriented focusing on the participants assessment of the process consisting of their personal experience of lessons learned and specific improvements or outcomes. The overall success criterion then, is whether the evaluation process contributes to organisational learning and tangible developments. And so far the internal quality enhancement system has proven its worth. Acknowledgment The authors wish to thank Patricia Staaf and others at Malmö University, and Viveca Serder, Eslöv municipality, former employee at Malmö University who generously shared their ideas and experiences from a similar quality enhancement system. Their ideas and experiences have greatly inspired the development of the DTU system. References 1 P. Dahler-Larsen (2008), Kvalitetens beskaffenhed (in Danish), Syddansk Universitetsforlag, Odense 2 P. Dahler-Larsen (2003), Monitering af undervisning (in Danish), In: P. Dahler-Larsen and H.K. Krogstrup (edt.), Tendenser i evaluering, Syddansk Universitetsforlag, Odense 3 C. Rozsnyai (2003), Quality Assurance Before and After Bologna in the central and Eastern Region of the European Higher Education Area with a focus on Hungary, the Czech Republic and Poland : European Journal of Education, Vol. 38, No C. Rozsnyai (2003), Quality Assurance Before and After Bologna in the central and Eastern Region of the European Higher Education Area with a focus on Hungary, the Czech Republic and Poland : European Journal of Education, Vol. 38, No L. Harvey (2005), A history and critique of quality evaluation in the UK : Quality Assurance in Education, Vol. 13 No. 4 6 M. Jeliazkova and D.F. Westerheijden (2002), Systemic adaption to a changing environment: Towards a next generation of quality assurance models : Higher Education, M. Jeliazkova and D.F. Westerheijden (2002), Systemic adaption to a changing environment: Towards a next generation of quality assurance models, In: Higher Education, 44..; T. Saarinen (2005), Quality in the Bologna Process: from competitive edge to quality assurance techniques : European Journal of Educatioon, Vol. 40, No. 2.; G. Haug (2003), Quality assurance/accreditation in the Emerging European Higher Education Area: a possible scenario for the future : European Journal of Education, Vol.38,No3. 8 M.C. Van Der Wende and D.F. Westerheijden (2001), International Aspects of Quality Assurance with a Special Focus on European Higher Education : Quality in Higher Education, Vol. 7, No T. Saarinen (2005), Quality in the Bologna Process: from competitive edge to quality assurance techniques : European Journal of Educatioon, Vol. 40, No G. Haug (2003), Quality assurance/accreditation in the Emerging European Higher Education Area: a possible scenario for the future : European Journal of Education, Vol. 38, No Berlin Communiqué (2003), Realising the European Higher Education Area. Communiqué of the Conference of ministers responsible for Higher Education in Berlin on 19 September L. Harvey (2005), A history and critique of quality evaluation in the UK : Quality Assurance in Education, Vol. 13 No P. Dahler-Larsen (2003), Monitering af undervisning (in Danish): P. Dahler-Larsen and H.K. Krogstrup (edt.), Tendenser i evaluering, Syddansk Universitetsforlag, Odense 14 EUA (2007) Trends V, Universities shaping the European Higher Education Area. Brussels. 7

8 15 P. Dahler-Larsen (2003), Monitering af undervisning (in Danish), P. Dahler-Larsen and H.K. Krogstrup (edt.), Tendenser i evaluering, Syddansk Universitetsforlag, Odense 16 W. Jank and H. Meyer (2006), Didaktiske modeler grundbog i didaktik (Danish translation of Didaktische Modelle), Gyldendal, Copenhagen 17 J. Biggs and C. Tang (2007), Teaching for Quality Learning at University, Open University Press, Berkshire; P. Ramsden (1991), Learning to teach in Higher Education, Routledge, New York 18 F. Marton & S. Booth (1997), Learning And Awareness, Lawrence Erlbaum Associates, INC, New Jersey 19 S. Brown and A. Glasner edt. (2000), Assessment Matters in Higher Education, Open University Press, Buckingham 20 J. Bowden and F, Marton (1998), The University of Learning Beyond Quality and Competence, Kogan Page, London 21 E. L. Boyer (1990), Scholarship Reconsidered - Priorities of the Professoriate, Princeton University Press, New Jersey 22 D.W. Edwards (1986), Out of the Crisis, MIT Press 23 J. Biggs and C. Tang (2007), Teaching for Quality Learning at University, Open University Press, Buckingham 24 W. Jank and H. Meyer (2006), Didaktiske modeler grundbog i didaktik (Danish translation of Didaktische Modelle), Gyldendal, Copenhagen 25 E. Wenger (1998), Communities of practice. Learning, meaning and identity, Cambridge University Press, New York 26 P. Seldin (2004), The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions, Anker Publishing Company, Bolton 8

Quality Assurance and the Bologna Process- European and German Perspectives. Stefan Bienefeld, German Academic Exchange Service

Quality Assurance and the Bologna Process- European and German Perspectives. Stefan Bienefeld, German Academic Exchange Service Quality Assurance and the Bologna Process- European and German Perspectives Stefan Bienefeld, German Academic Exchange Service Structure 1. What is Quality? 2. Historical Developments 3. The European Standards

More information

Policy Paper on Non-Formal Education: A framework for indicating and assuring quality

Policy Paper on Non-Formal Education: A framework for indicating and assuring quality Policy Paper on Non-Formal Education: A framework for indicating and assuring quality Adopted by the Council of Members/ Extraordinary General Assembly 2-3 May 2008 (Castelldefels, Catalonia - Spain) 0.

More information

Quality Assurance in Higher Education

Quality Assurance in Higher Education III.4.7 Decision-making structures Good practices in decision-making suggest: Strong feeling of identity, commitment and responsibility Recognition based on performance criteria Awareness to improve quality

More information

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 12.10.2004 COM(2004) 642 final 2004/0239 (COD) Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT on further European cooperation

More information

Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process

Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process Ref: 05-823 C e March 2005 KMR/kk Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process TOWARDS A KNOWLEDGE BASED SOCIETY Knowledge and innovation

More information

Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality

Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality ADOPTED BY THE COUNCIL OF MEMBERS ANTWERP, BELGIUM, 6-7 MAY 2011 1 COMEM -FINAL Executive summary Non-Formal

More information

2008 review 2013 review Targeted measures Targeted deadline. ENQA Criterion / ESG. February 2016/ Measures already taken. Level of compliance

2008 review 2013 review Targeted measures Targeted deadline. ENQA Criterion / ESG. February 2016/ Measures already taken. Level of compliance / ESG Level of compliance 2008 review 2013 review Targeted measures Targeted deadline Recommendations and suggestions Level of compliance Recommendations February 2016/ Measures already taken ESG 2.1:

More information

GEM the first GI Erasmus Mundus Masters Course

GEM the first GI Erasmus Mundus Masters Course Page 1 of 5 GEM the first GI Erasmus Mundus Masters Course Petter Pilesjö 1, Andrew K. Skidmore 2, Andre Kooiman 2 and Ulrik Mårtensson 1 1 GIS Centre, Lund University, Lund, Sweden, Petter.Pilesjo@giscentrum.lu.se,

More information

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF)

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) EUROPEAN COMMISSION Education and Culture Lifelong Learning: Education and Training policies Vocational training and adult education FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) FOR VET

More information

II. What is driving discussions on Quality (and Quality Assurance) in Europe

II. What is driving discussions on Quality (and Quality Assurance) in Europe Major European trends and issues affecting higher education and quality assurance in an international setting and their implications for colleges, universities and countries I. Introduction Higher education

More information

Realising the European Higher Education Area

Realising the European Higher Education Area Realising the European Higher Education Area Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003 Preamble On 19 June 1999, one year after the Sorbonne

More information

A Model for Quality Assurance of Assessments and examinations (MQAA) (0224)

A Model for Quality Assurance of Assessments and examinations (MQAA) (0224) A Model for Quality Assurance of Assessments and examinations (MQAA) (0224) Henriette Lucander, Cecilia Christersson, Gunilla Lofstrom Malmo University, Sweden The role of HEIs as stakeholders in societal

More information

Quality Assurance in University of Alicante

Quality Assurance in University of Alicante Quality Assurance in University of Alicante Sergio Luján Mora Department of Software and Computing Systems University of Alicante Content Europe Background Spanish Model ANECA University of Alicante: Quality

More information

Evaluation of the Graduate School of Business and Social Sciences, Aarhus University

Evaluation of the Graduate School of Business and Social Sciences, Aarhus University Evaluation of the Graduate School of Business and Social Sciences, Aarhus University Preamble As part of the international evaluation of the Graduate School of Business and Social Sciences (GSBSS) at Aarhus

More information

11. ASSESSING PROBLEM-BASED LEARNING: A CASE STUDY OF A PHYSICS PROBLEM-BASED LEARNING COURSE

11. ASSESSING PROBLEM-BASED LEARNING: A CASE STUDY OF A PHYSICS PROBLEM-BASED LEARNING COURSE 11. ASSESSING PROBLEM-BASED LEARNING: A CASE STUDY OF A PHYSICS PROBLEM-BASED LEARNING COURSE Brian Bowe DIT INTRODUCTION In 2001 the School of Physics in the Dublin Institute of Technology set up the

More information

The European Accreditation Agency for Public Health Education (EAAPHE)

The European Accreditation Agency for Public Health Education (EAAPHE) The European Accreditation Agency for Public Health Education (EAAPHE) Working Package 5 Report (Draft of January 2008) Elaborated in a framework of the EU-LdV PH-ACCR Project Supported by EDUCATION AND

More information

Development contract for CBS, 2012-2014

Development contract for CBS, 2012-2014 The Danish Agency for Universities and Internationalisation Development contract for CBS, 2012-2014 15 June 2012 CSA Preamble According to the Danish University Act, CBS is obligated to make a development

More information

onsa VISIONS AND ACTION PLAN FOR THE PHD DEGREE PROGRAMME AT THE AARHUS FACULTY OF HEALTH SCIENCES FACULTY OF HEALTH SCIENCES AARHUS UNIVERSITY

onsa VISIONS AND ACTION PLAN FOR THE PHD DEGREE PROGRAMME AT THE AARHUS FACULTY OF HEALTH SCIENCES FACULTY OF HEALTH SCIENCES AARHUS UNIVERSITY US Visi onsa VISIONS AND ACTION PLAN FOR THE PHD DEGREE PROGRAMME AT THE AARHUS FACULTY OF HEALTH SCIENCES FACULTY OF HEALTH SCIENCES AARHUS UNIVERSITY Visions and action plan for the PhD degree programme

More information

AUDIT PROGRAMME. Guide to the design of internal quality assurance systems in higher education. Document 01 V. 1.0-21/06/07

AUDIT PROGRAMME. Guide to the design of internal quality assurance systems in higher education. Document 01 V. 1.0-21/06/07 AUDIT PROGRAMME Guide to the design of internal quality assurance systems in higher education Document 01 V. 1.0-21/06/07 INDEX FOREWORD FUNDAMENTALS OF DESIGNING INTERNAL QUALITY ASSURANCE SYSTEMS 1.-

More information

The CAF External Feedback Labelling Effective CAF Users

The CAF External Feedback Labelling Effective CAF Users EIPASCOPE 2010/1 From Self-Assessment to External Feedback The CAF External Feedback Labelling Effective CAF Users From Self-Assessment to External Feedback Nick Thijs* and Patrick Staes** The CAF model

More information

Transnational European Evaluation Project

Transnational European Evaluation Project Transnational European Evaluation Project Methodological Reflections ENQA Occasional Papers 6 TEEP was financially supported by the European Commission European Network for Quality Assurance in Higher

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area

Standards and Guidelines for Quality Assurance in the European Higher Education Area Standards and Guidelines for Quality Assurance in the European Higher Education Area European Association for Quality Assurance in Higher Education 1 This project has been funded with support from the

More information

The Helsinki Communiqué

The Helsinki Communiqué The Helsinki Communiqué on Enhanced European Cooperation in Vocational Education and Training Communiqué of the European Ministers of Vocational Education and Training 1, the European Social partners 2

More information

Accreditation in the European Higher Education Area

Accreditation in the European Higher Education Area Accreditation in the European Higher Education Area In preparation for the Conference of European Ministers for Education in Bergen, 2005 Executive summary The European Consortium for Accreditation in

More information

BRNO UNIVERSITY OF TECHNOLOGY

BRNO UNIVERSITY OF TECHNOLOGY BRNO UNIVERSITY OF TECHNOLOGY BRNO, CZECH REPUBLIC FOLLOW-UP EVALUATION REPORT April 2011 Evaluation Team: Alojz Kralj, chair Lothar Zechlin Karl Agius Dionyssis Kladis, coordinator TABLE OF CONTENTS INTRODUCTION

More information

Council of the European Union Brussels, 29 January 2016 (OR. en)

Council of the European Union Brussels, 29 January 2016 (OR. en) Conseil UE Council of the European Union Brussels, 29 January 2016 (OR. en) PUBLIC 5708/16 LIMITE AGRI 31 VETER 7 NOTE From: To: Subject: General Secretariat of the Council Permanent Representatives Committee/Council

More information

Call for the special issue: In Quality We Trust? Investigating the impact of more than two decades of QA in European Higher Education

Call for the special issue: In Quality We Trust? Investigating the impact of more than two decades of QA in European Higher Education Call for the special issue: In Quality We Trust? Investigating the impact of more than two decades of QA in European Higher Education Guest Editors: Oliver Vettori (Wirtschaftsuniversität Wien) and Bernhard

More information

VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions

VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions Preamble We, the European Associations of VET providers EfVET, EUCEN, EUproVET, EVBB and EVTA (participants of the platform VET4EU2

More information

PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE

PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE DEVELOPMENT ASSISTANCE COMMITTEE PARIS, 1991 DAC Principles for Evaluation of Development Assistance Development Assistance Committee Abstract: The following

More information

Implementation of the Bologna Goals in Denmark

Implementation of the Bologna Goals in Denmark Note Implementation of the Bologna Goals in Denmark The Bologna Process A reform of higher education programmes, known as the Bologna Process, is taking place in several European countries for the purpose

More information

Towards the European Higher Education Area: responding to challenges in a globalised world

Towards the European Higher Education Area: responding to challenges in a globalised world 18 May 2007 London Communiqué Towards the European Higher Education Area: responding to challenges in a globalised world 1. Introduction 1.1 We, the Ministers responsible for Higher Education in the countries

More information

Establishing and Operating a Quality Management System Experiences of the EUROSAI Training Committee Seminar in Budapest

Establishing and Operating a Quality Management System Experiences of the EUROSAI Training Committee Seminar in Budapest Workshop Management of an SAI Berlin (Germany), 9-11 April 2008 Establishing and Operating a Quality Management System Experiences of the EUROSAI Training Committee Seminar in Budapest (Dr. Árpád Kovács,

More information

Automatic Recognition of Full Degrees. Erasmus Student Network AISBL *1. Emanuel Alfranseder #2. February 2014

Automatic Recognition of Full Degrees. Erasmus Student Network AISBL *1. Emanuel Alfranseder #2. February 2014 Automatic Recognition of Full Degrees *1 Emanuel Alfranseder #2 February 2014 * 1 ESN AISBL, Rue Hydraulique / Waterkrachtstraat, 15B, 1210 Saint-Josse-Ten-Noode / Sint-Jost-ten-Node, Brussels BELGIUM,

More information

Mobility for Better Learning

Mobility for Better Learning Mobility for Better Learning Mobility strategy 2020 for the European Higher Education Area (EHEA) I. Mobility aims and targets Promoting high quality mobility of students, early stage researchers, teachers

More information

Examining Quality Culture: Part 1 Quality Assurance Processes in Higher Education Institutions. By Tia Loukkola and Thérèse Zhang

Examining Quality Culture: Part 1 Quality Assurance Processes in Higher Education Institutions. By Tia Loukkola and Thérèse Zhang E U A P U B L I C A T I O N S 2 0 1 0 Examining Quality Culture: Part 1 Quality Assurance Processes in Higher Education Institutions By Tia Loukkola and Thérèse Zhang Copyright by the European University

More information

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF)

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) EUROPEAN COMMISSION Education and Culture Lifelong Learning: Education and Training policies Vocational training and adult education FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) FOR VET

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area

Standards and Guidelines for Quality Assurance in the European Higher Education Area Standards and Guidelines for Quality Assurance in the European Higher Education Area Standards and Guidelines for Quality Assurance in the European Higher Education Area 2 DG Education and Culture This

More information

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions.

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions. Strategy of the Federal and Länder Ministers of Science for the Internationalisation of the Higher Education Institutions in Germany (Resolution of the 18th Meeting of the Joint Science Conference in Berlin

More information

stra tegy STRATEGY OF SCHOOL OF BUSINESS AND SOCIAL SCIENCES AARHUS UNIVERSITY 2012-17

stra tegy STRATEGY OF SCHOOL OF BUSINESS AND SOCIAL SCIENCES AARHUS UNIVERSITY 2012-17 stra tegy STRATEGY OF SCHOOL OF BUSINESS AND SOCIAL SCIENCES AARHUS UNIVERSITY 2012-17 INTRODUCTION 1. Introduction The strategy of Aarhus University's School of Business and Social Sciences for the period

More information

IHEQN. Irish Higher Education Quality Network

IHEQN. Irish Higher Education Quality Network IHEQN Irish Higher Education Quality Network And Never the Twain Shall Meet? Exploring Quality Assurance and Professional Accreditation/Recognition in a Changing World Context Paper for Participants 17

More information

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen This document is a translation produced solely for guidance purposes. The Danish language version of this document is the only

More information

DESIGNING MODULES FOR LEARNING

DESIGNING MODULES FOR LEARNING Roisin Donnelly and Marian Fitzmaurice Learning and Teaching Centre Dublin Institute of Technology 14 Upper Mount Street Dublin 2 Ireland Tel: 00 3531 402 7886/7861 Fax: 00 3531 6767243 E-mail: roisin.donnelly@dit.ie

More information

1. The Spanish University System The Spanish University System maintains a dual organisation based on both public and private institutions.

1. The Spanish University System The Spanish University System maintains a dual organisation based on both public and private institutions. 1. The Spanish University System The Spanish University System maintains a dual organisation based on both public and private institutions. The figures of this organisation are as follows: 74 universities

More information

Report of a Peer Learning Activity held in Copenhagen / Malmö, 7 11 October 2007 Relationships between Teacher Education Institutions and schools

Report of a Peer Learning Activity held in Copenhagen / Malmö, 7 11 October 2007 Relationships between Teacher Education Institutions and schools EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: policy and programmes School Education; Comenius Education and Training 2010 programme Cluster 'Teachers and Trainers'

More information

Faculty of Engineering at Shobra Electrical Engineering Department

Faculty of Engineering at Shobra Electrical Engineering Department Benha University Program Specification for Doctor of Philosophy in Electrical Engineering Electrical Communications Introduction: This Program specification provides a concise summary of the main features

More information

ICSEI 2010: Educational Evaluation

ICSEI 2010: Educational Evaluation ICSEI 2010: Educational Evaluation Rikke Sørup (rs@eva.dk) Katja Munch Thorsen (kmt@eva.dk) The Danish Evaluation Institute From knowledge production to sustainable practice - presentation of tools for

More information

Top 10 Key Attributes of a Successful Project

Top 10 Key Attributes of a Successful Project By Jacob Thaning, SVP,Global Consulting, Deltek, Inc. of a Successful Project Table of Contents One: Executive Sponsorship 1 Two: Strong Project Governance 2 Three: User Involvement 3 Four: Clear Company

More information

Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic.

Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic. Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic. Block I. Discussion on Connected and Functioning Knowledge Triangle a condition for the achievement of Vision 2020 Speech - Professor

More information

Developing Teacher Leadership and its Impact in Schools M. Snoek

Developing Teacher Leadership and its Impact in Schools M. Snoek Developing Teacher Leadership and its Impact in Schools M. Snoek SUMMARY DEVELOPING TEACHER LEADERSHIP AND ITS IMPACT IN SCHOOLS Introduction Successful school improvement is dependent on schools capacities

More information

UNIVERSITY OF READING

UNIVERSITY OF READING UNIVERSITY OF READING MARKING CRITERIA CLASSIFICATION FRAMEWORK FOR TAUGHT POSTGRADUATE PROGRAMMES (for non-greenlands cohorts entering Autumn Term 2008 and thereafter) (for Greenlands cohorts entering

More information

Quality Assurance in Romanian Technical and Vocational Education and Training

Quality Assurance in Romanian Technical and Vocational Education and Training Ministry of Education, Research and Youth National Centre for Technical and Vocational Education and Training Development Quality Assurance in Romanian Technical and Vocational Education and Training Quality

More information

Student Achievement through Staff Development

Student Achievement through Staff Development ` Student Achievement through Staff Development Bruce Joyce and Beverley Showers In: Bruce Joyce and Beverley Showers, 2002, Designing Training and Peer Coaching: Our needs for learning, VA, USA, ASCD

More information

Current challenges for the fiduciary manager. White paper published on the occasion of the 4th WorldPensionSummit

Current challenges for the fiduciary manager. White paper published on the occasion of the 4th WorldPensionSummit Current challenges for the fiduciary manager White paper published on the occasion of the 4th WorldPensionSummit Wouter Pelser, Chief Investment Officer MN wouter.pelser@mn.nl Introduction About twelve

More information

EMPLOYABILITY AND THE UNDERGRADUATE BUILDING SURVEYING PROGRAMME AT THE UNIVERSITY OF SALFORD

EMPLOYABILITY AND THE UNDERGRADUATE BUILDING SURVEYING PROGRAMME AT THE UNIVERSITY OF SALFORD EMPLOYABILITY AND THE UNDERGRADUATE BUILDING SURVEYING PROGRAMME AT THE UNIVERSITY OF SALFORD Andy Bowden, University of Salford, School of Construction & Property Management. BACKGROUND This reflective

More information

Tourism strategy 2014-2020

Tourism strategy 2014-2020 Tourism strategy 2014-2020 Tourism strategy for Innovation Norway 2014-2020 Innovation Norway is the National and the Regional Governments policy instrument for value-creating business development across

More information

Higher Education Policy as it applies to EIE programmes in Germany

Higher Education Policy as it applies to EIE programmes in Germany Higher Education Policy as it applies to EIE programmes in Germany This document applies only to education at Level 6 and above of the European Qualifications Framework. All terms used in this document

More information

European Approach for Quality Assurance of Joint Programmes

European Approach for Quality Assurance of Joint Programmes European Approach for Quality Assurance of Joint Programmes October 2014 approved by EHEA ministers in May 2015 Joint programmes are a hallmark of the European Higher Education Area (EHEA). They are set

More information

Development and action plan for the PhD School

Development and action plan for the PhD School F A C U L T Y O F S C I E N C E U N I V E R S I T Y O F C O P E N H A G E N Development and action plan for the PhD School Faculty of Science (SCIENCE) April 2014 Development and action plan for the PhD

More information

Approach to Quality Assurance in Higher Education

Approach to Quality Assurance in Higher Education International Journal of Quality research Zora Arsovski Serbia Approach to Quality Assurance in Higher Education Abstract: Quality assurance in higher education is streamed in two interconnected concepts:

More information

9 th European Quality Assurance Forum

9 th European Quality Assurance Forum 9 th European Quality Assurance Forum 13 15 November 2014 University of Barcelona, Spain Changing education QA and the shift from teaching to learning Author(s) Name: Inga Vau Position: Head of Academic

More information

Reflection from the higher education institutions point of view: Accreditation and quality culture Dr. Andrée Sursock European University Association

Reflection from the higher education institutions point of view: Accreditation and quality culture Dr. Andrée Sursock European University Association Reflection from the higher education institutions point of view: Accreditation and quality culture Dr. Andrée Sursock European University Association Working on the European Dimension of Quality: International

More information

Quality Management Systems in Higher Education

Quality Management Systems in Higher Education Quality Management Systems in Higher Education Armand Faganel and Slavko Dolinšek University of Primorska Slovenia Quality management systems in Higher Education have been developed for a number of years

More information

EUA PUBLICATIONS 2010

EUA PUBLICATIONS 2010 EUA PUBLICATIONS 2010 Trends 2010: A decade of change in European Higher Education BY ANDRÉE SURSOCK & HANNE SMIDT EUA PUBLICATIONS 2010 Trends 2010: A decade of change in European Higher Education BY

More information

enqa report to ministers responsible for higher education in the ehea

enqa report to ministers responsible for higher education in the ehea 1 enqa report to ministers responsible for higher education in the ehea Bucharest Ministerial Conference, April 2012 2 ENQA report to ministers responsible for higher education in the EHEA Executive summary

More information

Brussels, 4 September 2001. European Cooperation in the field of Scientific and Technical Research - COST - Secretariat ------- COST 279/01

Brussels, 4 September 2001. European Cooperation in the field of Scientific and Technical Research - COST - Secretariat ------- COST 279/01 European Cooperation in the field of Scientific and Technical Research - COST - Secretariat ------- Brussels, 4 September 2001 COST 279/01 DRAFT MEMORANDUM OF UNDERSTANDING Subject : Draft Memorandum of

More information

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL)

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Faculty of Engineering and Science Study board for Techno Anthropology Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Aalborg University 2013 Campus: Aalborg Preface:

More information

Statement of Beliefs

Statement of Beliefs Statement of Beliefs NMO Proposing: SCOME-D, LO Medical Education Issues, Germany BVMD-Germany, Denmark IMCC-Denmark. Date for Adoption: 9 August 2007 Expiry Date: IFMSA August Meeting 2008 Summary: (statement

More information

STATEMENT ON THE BOLOGNA PROCESS AND MEDICAL EDUCATION

STATEMENT ON THE BOLOGNA PROCESS AND MEDICAL EDUCATION STATEMENT ON THE BOLOGNA PROCESS AND MEDICAL EDUCATION February 2005 World Federation for Medical Education University of Copenhagen Faculty of Health Sciences The Panum Institute Copenhagen Association

More information

National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué

National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué Memorandum 30 April 2003 Ministry of Education and Science Sweden Division for Higher Education National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué

More information

Sustainability & Transferability Plan

Sustainability & Transferability Plan QUALOBSTER SUSTAINABILITY & TRANSFERABILITY PLAN Qualobster Quality Assurance in Learning Organisation in the Banking and Financial Sector in Europe LU/07/LLP-LdV/TOI/156005 Sustainability & Transferability

More information

People & Organisational Development Strategy

People & Organisational Development Strategy 2013-2018 People & Organisational Development Strategy Delivering excellent research Delivering an excellent student experience Enhancing global reach and reputation 1. Introduction Glasgow 2020: A global

More information

LEARNING PROVIDERS AND THE COMPETITIVENESS CHALLENGE : PROMOTING QUALITY IN EDUCATION AND TRAINING DELIVERY AT EU LEVEL

LEARNING PROVIDERS AND THE COMPETITIVENESS CHALLENGE : PROMOTING QUALITY IN EDUCATION AND TRAINING DELIVERY AT EU LEVEL October 2015 LEARNING PROVIDERS AND THE COMPETITIVENESS CHALLENGE : PROMOTING QUALITY IN EDUCATION AND TRAINING DELIVERY AT EU LEVEL SEMINAR 10-11 DECEMBER 2015, CEDEFOP, THESSALONIKI BACKGROUND NOTE In

More information

1.1 The subject displays a good level of craftsmanship and a significant focus on technical expertise.

1.1 The subject displays a good level of craftsmanship and a significant focus on technical expertise. Recommendations to the Higher Arts Education Institutions, the Quality Assurance Agency for Higher Education and the Ministry of education and Science, Lithuania Overview Report of the Applied Arts Accreditation

More information

General Syllabus for Ph.D. Studies in Political Science at Stockholm University (this is a translation of the original document in Swedish)

General Syllabus for Ph.D. Studies in Political Science at Stockholm University (this is a translation of the original document in Swedish) General Syllabus for Ph.D. Studies in Political Science at Stockholm University (this is a translation of the original document in Swedish) Adopted by the Faculty of Social Sciences on 3 April 2012, Revised

More information

Structuring Self-Evaluations Prepared by Richard A. Holmgren Allegheny College

Structuring Self-Evaluations Prepared by Richard A. Holmgren Allegheny College Structuring Self-Evaluations Prepared by Richard A. Holmgren Allegheny College Self-evaluations play a critical role in faculty review by providing a context for the faculty member s work. To be of service

More information

11 principle recommendations regarding the development of the Austrian higher education and science system. November 2009

11 principle recommendations regarding the development of the Austrian higher education and science system. November 2009 11 principle recommendations regarding the development of the Austrian higher education and science system November 2009 1. The development and implementation of a universal development concept for Austrian

More information

MODULE TITLE Learning and Teaching in Higher Education CREDIT VALUE MODULE CODE MODULE CONVENER Marge Clarke TERM 1 2 3 Number Students DURATION

MODULE TITLE Learning and Teaching in Higher Education CREDIT VALUE MODULE CODE MODULE CONVENER Marge Clarke TERM 1 2 3 Number Students DURATION MODULE TITLE Learning and Teaching in Higher Education CREDIT VALUE MODULE CODE MODULE CONVENER Marge Clarke TERM 1 2 3 Number Students DURATION Taking Module WEEKS 7* or 7* (anticipated) 30 30-35 DESCRIPTION

More information

DELFT UNIVERSITY OF TECHNOLOGY THE NETHERLANDS. Office for Education and Research Policy

DELFT UNIVERSITY OF TECHNOLOGY THE NETHERLANDS. Office for Education and Research Policy DELFT UNIVERSITY OF TECHNOLOGY THE NETHERLANDS Office for Education and Research Policy 1. INTRODUCTION In 1993, the Executive Board of Delft University of Technology (DUT) formulated a new strategic plan

More information

Dear colleagues, distinguished guests, ladies and gentlemen. Introduction

Dear colleagues, distinguished guests, ladies and gentlemen. Introduction Minister for Education and Research Kristin Clemet, Norway Opening Speech IVth Ministerial Conference of the Bologna Process Bergen, Norway May 19 2005 Dear colleagues, distinguished guests, ladies and

More information

Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION

Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION We, the Ministers responsible for higher education in the 47 countries of the European

More information

PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE

PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE DEVELOPMENT ASSISTANCE COMMITTEE PRINCIPLES FOR EVALUATION OF DEVELOPMENT ASSISTANCE PARIS 1991 TABLE OF CONTENTS I. INTRODUCTION 3 II. PURPOSE OF EVALUATION 5 III. IMPARTIALITY AND INDEPENDENCE 6 IV.

More information

CZECH REPUBLIC. Similarities of the good practice with the experience of the Czech Republic

CZECH REPUBLIC. Similarities of the good practice with the experience of the Czech Republic Promoting social inclusion of children in a disadvantaged rural environment Tomas Habart People in Need Viktor Piorecky Agency for Social Inclusion in Excluded Roma Localities A brief assessment of the

More information

Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning

Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning Flemming K. Fink, Electronics and Information Technology, Aalborg University Fredrik Bajers Vej

More information

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING Copyright 2008 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes,

More information

Academic regulations for the Master of Science in Engineering (Technology Based Business Development)

Academic regulations for the Master of Science in Engineering (Technology Based Business Development) Aarhus University School of Business and Social Sciences AU Herning Academic regulations for the Master of Science in Engineering (Technology Based Business Development) September 2014 Table of contents

More information

Declaration of the Union for the Mediterranean ministerial meeting on industrial cooperation

Declaration of the Union for the Mediterranean ministerial meeting on industrial cooperation The Hashemite Kingdom of Jordan Declaration of the Union for the Mediterranean ministerial meeting on industrial cooperation The Ministers for Industry met in Brussels on 19 February 2014. This meeting

More information

Quality Management at BOKU

Quality Management at BOKU Quality Management at BOKU Präsentation Tempus Project QANTUS: Training Course http://www.boku.ac.at at BOKU July 1 st, 2014 Thomas Guggenbeger 03.07.2014 BOKU Präsentation 1 Content Framework: European

More information

3 Keys to Preparing for CRM Success: Avoid the Pitfalls and Follow Best Practices

3 Keys to Preparing for CRM Success: Avoid the Pitfalls and Follow Best Practices CRM Expert Advisor White Paper 3 Keys to Preparing for CRM Success: Avoid the Pitfalls and Follow Best Practices Ten years ago, when CRM was nascent in the market, companies believed the technology alone

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Approved by the Ministerial Conference in May 2015 by European Association for Quality Assurance in Higher Education

More information

REPORT FROM THE INTERNATIONAL SEMINAR ON THE ROLE OF NATIONAL QUALIFICATIONS FRAMEWORKS AND QUALITY ASSURANCE IN RECOGNITION

REPORT FROM THE INTERNATIONAL SEMINAR ON THE ROLE OF NATIONAL QUALIFICATIONS FRAMEWORKS AND QUALITY ASSURANCE IN RECOGNITION REPORT FROM THE INTERNATIONAL SEMINAR ON THE ROLE OF NATIONAL QUALIFICATIONS FRAMEWORKS AND QUALITY ASSURANCE IN RECOGNITION Trakošćan, Croatia, 11 December 2013 Introduction The European Quality Assurance

More information

CHAPTER 10 PROMOTING CROSS-BORDER RECOGNITION AND MOBILITY DEVELOPMENTS IN THE NETHERLANDS. Jindra Divis, Astrid Scholten and Anne Marie Mak

CHAPTER 10 PROMOTING CROSS-BORDER RECOGNITION AND MOBILITY DEVELOPMENTS IN THE NETHERLANDS. Jindra Divis, Astrid Scholten and Anne Marie Mak CHAPTER 10 PROMOTING CROSS-BORDER RECOGNITION AND MOBILITY DEVELOPMENTS IN THE NETHERLANDS Jindra Divis, Astrid Scholten and Anne Marie Mak CHAPTER SUMMARY Reliable and transparent information about national

More information

Collaborative Working. Behavioural Development

Collaborative Working. Behavioural Development Collaborative Working Behavioural Development Welcome! From the beginning, Keystone have gained a strong reputation as an organisational and people development consultancy that specialises in behavioural

More information

The Bologna Declaration. on the European space for higher education: an explanation

The Bologna Declaration. on the European space for higher education: an explanation The Bologna Declaration on the European space for higher education: an explanation This document was prepared by the Confederation of EU Rectors Conferences and the Association of European Universities

More information

Guidelines for Doctoral Programs in Business and Management

Guidelines for Doctoral Programs in Business and Management Guidelines for Doctoral Programs in Business and Management Version EIASM EDAMBA, September 15 th, 2015 Background to this document The EIASM and EDAMBA have long standing traditions and experiences with

More information

The Bologna Process 2020 - The European Higher Education Area in the new decade

The Bologna Process 2020 - The European Higher Education Area in the new decade The Bologna Process 2020 - The European Higher Education Area in the new decade Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April

More information

Connect Digital Education And Work September, 2015

Connect Digital Education And Work September, 2015 Connect Digital Education And Work September, 2015 Interview with Kay Krafft, CEO Bertelsmann Education Two years ago Kay Krafft would never have dreamed that he would one day find himself in a hospital

More information

GLOBED Master on Education Policies for Global Development

GLOBED Master on Education Policies for Global Development GLOBED Master on Education Policies for Global Development Progress Report Public Part 527008-LLP-1-2012-1-ES-ERASMUS-FEXI Project information Project acronym: Project title: Project number: Sub-programme

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Endorsed by the Bologna Follow-Up Group in September 2014 Subject to approval by the Ministerial Conference in

More information

MINISTRY OF HIGHER EDUCATION, OMAN COLLEGES OF APPLIED SCIENCES STRATEGIC PLAN-PHASE 2 2015-2019

MINISTRY OF HIGHER EDUCATION, OMAN COLLEGES OF APPLIED SCIENCES STRATEGIC PLAN-PHASE 2 2015-2019 MINISTRY OF HIGHER EDUCATION, OMAN COLLEGES OF APPLIED SCIENCES STRATEGIC PLAN-PHASE 2 2015-2019 Vision CAS aspires to gain national recognition as an applied sciences hub, providing practical and innovative

More information

KEYWORDS: Co-design, design games, distributed design processes, network theories, relationship management

KEYWORDS: Co-design, design games, distributed design processes, network theories, relationship management Co-Creation in Distributed Value Creation Systems and Networks (blank line) Anne Louise Bang Kolding School of Design, Kolding, Denmark alb@dskd.dk (blank line) Poul Rind Christensen Kolding School of

More information