BACHELOR STUDY PROGRAMME Software Engineering (State code 612I30001)

BACHELOR STUDY PROGRAMME Software Engineering (State code 612I30001) SELF-EVALUATION REPORT Acting Rector of Vilnius University L.S. (signature) Prof. habil. dr. Jūras Banys Head of the self-evaluation group (signature) assoc. prof. dr. Saulius Ragaišis Vilnius 2013 1

Title of the Study programme Software Engineering State code 612I30001 Type of studies University studies Level of studies First Form and duration of studies (number of years) Full-time, 4 years Extent of study programme (in credits) 240 Degree and /or qualification awarded Bachelor of Software Engineering Programme registration date 14 June 2002, document No.1093 Minimal admission requirements Twelve-year secondary or its equivalent Language of instruction Lithuanian Study field Software Engineering Study area Physical Sciences Self-evaluation group Pedagogical title No. (science degree), name, surname 1. assoc. prof. dr. Saulius Ragaišis Position Head of the Study Programme Committee, assoc. prof. at Department of Software Engineering 2. Linas Būtėnas Vice-dean of the Faculty of Mathematics and Informatics 3. prof. dr. (HP) Romas Baronas Head of Department of Software Engineering, professor 4. dr. Kristina Lapin Assoc. prof. at Department of Software Engineering 5. assoc. prof. dr. Antanas Mitašiūnas Assoc. prof. at Department of Computer Science 6. dr. Evaldas Drąsutis Deputy general manager at Sintagma group of companies 7. Justinas Marcinka 4 th year student of Software Engineering study programme Telephone (office and mobile) +370 5 219 5036 +370 611 24 439 +370 5 219 3051 +370 619 67 625 +370 5 219 5039 +370 686 00 145 +370 5 219 5037 +370 681 72 495 +370 5 219 3074 +370 611 52 966 +370 5 210 2400 +370 699 24 028 E-mail address saulius.ragaisis@mif.vu.lt linas.butenas@mif.vu.lt romas.baronas@mif.vu.lt kristina.lapin@mif.vu.lt antanas.mitasiunas@mif.vu.lt evaldas.drasutis@sintagma.lt +370 611 76 349 justinas.marcinka@mif.stud. vu.lt 2

Table of Contents INTRODUCTION... 5 1 PROGRAMME AIMS AND INTENDED LEARNING OUTCOMES... 10 1.1 Aims and learning outcomes... 10 1.2 Correspondence to needs, expectations and requirements... 12 1.3 Public resources on the programme... 14 1.4 Review of aims and learning outcomes... 15 1.5 Strengths, weaknesses, and measures of improvement... 15 2 CURRICULUM DESIGN... 16 2.1 Compatibility of curriculum design with legal requirements... 16 2.2 Study plan... 17 2.3 Rationale for the curriculum design... 22 2.4 Study methods, students workload... 27 2.5 Requirements for Bachelor s thesis... 27 2.6 Professional practice... 28 2.7 Strengths, weaknesses, and measures of improvement... 29 3 TEACHING STAFF... 30 3.1 Employment and assessment of staff... 32 3.2 Qualifications of staff and conditions for professional development... 33 3.3 Staff mobility... 35 3.4 Student/teacher ratio in the study programme... 35 3.5 Strengths, weaknesses, and measures of improvement... 35 4 FACILITIES AND LEARNING RESOURCES... 36 4.1 Facilities... 36 4.2 Equipment for studies... 36 4.3 Practice basis... 37 4.4 Learning resources... 37 4.5 Strengths, weaknesses, and measures of improvement... 38 3

5 STUDY PROCESS AND STUDENTS PERFORMANCE ASSESSMENT... 39 5.1 Admission requirements... 39 5.2 Admission statistics and trends... 39 5.3 Changes in students numbers: reasons for drop out... 41 5.4 Academic support for students... 42 5.5 Student research and artistic activities... 42 5.6 Student participation in exchange programmes... 43 5.7 Social support... 43 5.8 Assessment of student achievements... 44 5.9 Professional activities of the graduates of the study programme... 45 5.10 Ensuring honest studies... 45 5.11 Strengths, weaknesses, and measures of improvement... 45 6 PROGRAMME MANAGEMENT... 46 6.1 Regulation of study quality assurance... 46 6.2 Study programme management... 46 6.3 Feedback... 47 6.4 Cooperation with employers... 48 6.5 Strengths, weaknesses, and measures of improvement... 49 ANNEXES Annex 1. Descriptions of study modules Annex 2. Data on the teaching staff Annex 3. Curriculum Vitae of the teaching staff Annex 4. Lists of bachelors final thesis Annex 5. Summary of the report of the previous evaluation Annex 6. Curriculum (renewed and previous versions of the programme) Annex 7. Feedback from employers Annex 8. Mapping learning outcomes to accreditation criteria 4

INTRODUCTION 1. Vilnius University, one of the oldest and most famous establishments of higher education in Eastern and Central Europe, was founded in 1579. Functioning for a long time as the only institution of higher education in Lithuania, it has preserved its cultural and scientific traditions and played a significant part in the cultural life not only of Lithuania, but the neighbouring countries as well. The University is a unique witness to the history of the Lithuanian state. 2. The mission of the University is a solemn duty and inalienable right, arising from the past, stimulated by the challenges of the present and passed on to the future generations, to strengthen the cognitive and creative powers of Lithuania and the world, to foster academic as well as spiritual and social values, to educate active and responsible citizens and leaders. This mission is based on the imperatives of academic freedom, responsibility to the Lithuanian nation and Lithuanian state, openness and accountability to society. A thorough understanding that during the centuries Vilnius University has become a scientific and cultural centre of national importance imposes special duties on the university community as well as society that this community belongs to. 1 3. According to the Statute, Vilnius University is administered by the Senate and the Rector. The Senate is the supreme self-government body, responsible for general University matters. Certain issues within the competence of the Senate can be delegated by the Senate to the Board of the Senate. The Board consists of the Chairman and Deputy Chairman of the Senate, Rector, Vice Rectors, faculty deans and heads of other academic divisions. According to the Statute, the activities of the University are supervised by the Senate and the Rector s office. The transparency of the University administration is ensured by the University Council. 4. According to the functions exercised, the University divisions are classified into academic and non-academic and, according to their status, to faculties and comparable parent divisions, and branch divisions. The main academic divisions of the University are faculties, institutes and other study centres, which were awarded that status by the Senate. In the academic year 2012-2013, there were 199 study programmes (72 first cycle, 123 second cycle, and 4 integrated studies programmes) which were carried out by 23 academic divisions (12 faculties, 7 institutes and 4 study and research centres). Vilnius University also offers doctoral and internship studies. Non-academic parent divisions comprise the Library, Botanical garden, Electronic Study and Examination Centre and other divisions, which were awarded that status by the Senate. Those divisions do not carry out academic functions. 5. The Faculty of Mathematics and Informatics is one of the largest among the 12 faculties of Vilnius University. The Faculty is managed by the Dean and five Vice-deans. Research work and studies, education of research workers and academic staff, usage, purchase, and modernization of funds, premises, equipment and other property are coordinated by the Faculty Council. The Faculty consists of 10 Departments: Department of Computer Science; Department of Computer Science II 2 ; Department of Didactics of Mathematics and Informatics; Department of Differential Equations and Numerical Mathematics; Department of Econometric Analysis; Department of Mathematical Analysis; Department of Mathematical Computer Science; Department of Mathematical Statistics; Department of Probability Theory and Number Theory; 1 Version of the University Statute approved by the Decision of the Senate S-2012-8-6 on 18 December 2012 and provided to Seimas of the Republic of Lithuania for approval. 2 Lithuanian titles of the departments are different (Informatikos and Kompiuterijos correspondingly). But both departments assume that their activities best fit into Computer Science according to international understanding. 5

Department of Software Engineering. 6. The main strategic goals of the Faculty of Mathematics and Informatics are internationalization of study environment, improvement of quality of teaching/learning process by directing it towards student centred approach and acquiring new technological equipment, fostering collaboration between academic and business environment and participation in national and international academic and scientific initiatives and projects. 7. The Faculty of Mathematics and Informatics offers: Nine bachelor study programmes in six fields of studies, including software engineering (study programme of Software Engineering), informatics (Informatics, Information Technologies), health informatics (Bioinformatics), mathematics (Mathematics and Mathematical Applications, Finance and Actuarial Mathematics), statistics (Statistics, Econometrics) and pedagogy (Teaching of Mathematics and Informatics), currently attended by 1661 3 student. Eighth master study programmes in four fields of studies, including software engineering (study programme of Software Engineering), informatics (Informatics, Computer Modelling), mathematics (Mathematics, Finance and Actuarial Mathematics, Teaching of Mathematics and Informatics), statistics (Econometrics, Statistics), currently attended by 286 students. Doctoral studies in the fields of mathematics and informatics. There are 40 doctoral students. Part of doctoral students take part in the study process by giving practical classes to students of the bachelor study programmes. Doctoral students are also active participants of the scientific seminars at the Faculty of Mathematics and Informatics. 8. The study field Software Engineering at Vilnius University is implemented only by the Faculty of Mathematics and Informatics: there is one bachelor study programme of Software Engineering and one master study programme of Software Engineering. The bachelor study programme of Software Engineering was started in 2002, and the master study programme of Software Engineering was started in 2006. Both study programmes were registered as study programmes in the field of Informatics. On 23 December 2009, the Government of Lithuania issued Decision No. 1749 which approved of a new list of study areas and fields for the institutions of higher education. On 19 February 2010, the Minister of Education and Science issued Order No. V-222 approving the list of study branches constituting the study fields. Therefore, in 2010 bachelor and master study programmes of Software Engineering were reorganised into study programmes of the main field of Software Engineering belonging to the group of study fields of Mathematics and Computer Science in the study area of Physical Sciences. 9. For a better understanding of the situation in Lithuania it could be noted that Computing is distributed among Physical Sciences and Technological Sciences and the sets of research fields and study fields are different. There are only 2 research fields: Informatics (09P) in the area of Physical Sciences; Informatics Engineering (07T) in the area of Technological Sciences. But currently there are even 6 study fields: Informatics (I100), Information Systems (I200), Software Engineering (I300), Health Informatics (I500), Mathematics and Computer Science (I900) in the area of Physical Sciences; Informatics Engineering (E100) in the area of Technological Sciences. So, Lithuanian term Informatics could stand in different context for: Computer Science (as it is in the case of the study programme Informatics delivered by the Faculty); 3 The official number of students in Lithuania is calculated on October 1. So, the numbers of students in the report are provided for October 1, 2012. 6

A group of disciplines of Computing, including Software Engineering (as it is in the title of the Faculty and the research field) or excluding it (as it is in study field); Or even the whole Computing. 10. A new study programme has to undergo compulsory evaluation which is carried out by the experts from Vilnius University and the Centre for Quality Assessment in Higher Education. In order to register a study programme, a positive conclusion by the experts is required. Later on the regular evaluations of the programme are performed. These means should ensure the quality of studies. 11. The bachelor and master programmes of Software Engineering (physical sciences, software engineering) are supervised by the Department of Software Engineering (established in 1999) at the Faculty of Mathematics and Informatics. Two members of the Department (prof. R. Baronas and assoc. prof. S. Ragaišis) are also members of the Faculty Council, which helps to ensure effective solution of teaching and study problems. 12. The main field of research at the Department of Software Engineering includes modelling of computer systems and their development process: software process modelling, assessment and improvement, computer systems modelling and networks modelling. There are 13 doctors of science, including 2 professors and 7 associate professors. 4 doctoral students in the field of informatics are associated with the Department and supervised by the scientists working at the Department. All doctoral students take part in the study process. 13. Courses in the bachelor study programme of Software Engineering are taught by academic staff from eight departments of the Faculty of Mathematics and Informatics Software Engineering, Computer Science, Computer Science II, Mathematical Computer Science, Didactics of Mathematics and Informatics, Differential Equations and Numerical Mathematics, Mathematical Analysis, and Mathematical Statistics as well as academic staff from faculties of Physics, Economics, and from Institute of Foreign Languages. Such cooperation encourages effective use of study and research opportunities at Vilnius University and helps to ensure the quality of studies. 14. The bachelor study programme Software Engineering was registered in 2002 with the bachelor s degree in Informatics conferred (former state code 61209P110) 4. It was among 30 first bachelor level Software Engineering study programmes in the world. 15. Some attention should be paid on the naming of the programme. Gary Ford from Software Engineering Institute at Carnegie Mellon University noted that a study programme named Software Engineering could cause complications in the classic universities having no engineering departments. So, he proposed to use a neutral term Software Systems in such cases. Consequently, in 1999 the new department established at Vilnius University and the new study programme has been named in Lithuanian as Programų sistemos (Software Systems) but in English as Software Engineering in order to avoid the need for additional comments. The same approach has been taken by the Government of Lithuania when adjusting the list of study areas and fields: the newly introduced study field has been named Programų sistemos (Software Systems) but Software Engineering in English. 16. The external comprehensive evaluation of bachelor study programme Software Engineering (physical sciences, informatics) has been carried out in 2006. The team finds the overall quality of the programme to be very good. The team indicates the following as the main advantages of the programme: important special programme for industrial needs; close interaction with industry; high requirements, ensuring good quality of studies and graduates. Summary of the previous evaluation is presented in Annex 5. 4 Order No. 1093 of 14 June 2002 of the Minister of Education and Science of the Republic of Lithuania 7

17. In 2009 the study programme was accredited until 31 December 2014 5. After the approval of the List of Study Areas and Fields in Institutions of Higher Education 6, students who were admitted in 2010 and later will be conferred a degree of Bachelor in Software Engineering. 18. Since the start of the study programme in 2002 until now the improvement of the study programme is an on-going process. Especially important changes have been made in the renewed programme starting from 2013 due to the changes implemented in the national Regulation of study programmes while enacting the reform of higher education (e.g. the possibility of minor studies was established). The implementation and further development of bachelor study programme Software Engineering was exercised in accordance with the documents issued by the Ministry of Education and Science, Vilnius University and relevant international organisations 7. Unfortunately, Lithuania is still on the way to international community so many of the documents referenced in the report are available only in Lithuanian. 19. The self-evaluation report on the bachelor study programme Software Engineering covers the period from 1 September 2008 to 30 June 2013. 20. The self-evaluation group was formed on 18 February 2013 and approved by Oder D-15 of the Dean of the Faculty of Mathematics and Informatics prof. G. Stepanauskas. 21. The self-evaluation performed and of the report prepared is the result of the teamwork of all members of self-evaluation group (mailbox dedicated to self-evaluation contains more than 2200 e-mails). Distribution of the responsibilities and schedule are presented in tables 0.1 and 0.2 correspondingly. Table 0.1. Distribution of the responsibilities among the members of self-evaluation group No. Group member Responsibilities 1. Saulius Ragaišis Coordination of the work of self-evaluation group, parts of the report: Introduction, 1. Aims and learning outcomes of the study programme. 2. Linas Būtėnas Part 4. Material resources. 3. Evaldas Drąsutis Presentation of the point of view of business partners in self-evaluation. 4. Justinas Marcinka Presentation of the point of view of students in self-evaluation. 5. Kristina Lapin Parts 3. Personnel and 5. Study process and assessment. 6. Antanas Mitašiūnas Part 6. Programme management. 7. Romas Baronas Introduction, part 2. Curriculum design. 5 Order No. 1-73 of 17 August 2009 of the Director of the Centre for Quality Assessment in Higher Education Concerning the Accreditation of Study Programmes 6 Decision No. 1749 of 23 December 2009 of the Government of Lithuania Concerning the Approval of the List of Study Areas and Fields for Institutions of Higher Education. 7 1) Law on Science and Studies of the Republic of Lithuania No.XI-242 of 30 April 2009; 2) The Description of General Requirements for First Cycle and Integrated Degree Study Programmes, order of the Minister of Science and Education, Order No.V-501, 9, April 2010; 3) Description of Study Cycles, Order No. V-2212 of 21 November 2011 of the Minister of Education and Science; 4) Study Provisions of Vilnius University, Decision No. SK-2012-12-8 of 21 June 2012 of the VU Senate Board; 5) Regulation of Study Programmes at Vilnius University, Decision No. SK-2012-12-4 of 21 June 2012 of the VU Senate Board. 6) Dublin descriptors (2004) http://www.jointquality.nl/ge_descriptors.html 7) A Framework for Qualifications of the European Higher Education Area, ( EQF for HE ), http://www.bolognabergen2005.no/docs/00-main_doc/050218_qf_ehea.pdf 8) The main documents of Bologna process: (http://www.smm.lt/t_bendradarbiavimas/docs/bp/bolonijos%20proceso%20dokumentai_bolonijos- Londono%20laikotarpis_1999-2007.pdf, http://www.smm.lt/t_bendradarbiavimas/docs/ Leidinys_Svarbiausi%20Bolonijos%20proceso%20dokumentai%202009-2010.pdf). 8

Table 0.2. Schedule of the self-evaluation group No. Activities Date 1. Formation of the self-evaluation group. 18/02/2013 2. Definition of duties and tasks of group members, drawing up a schedule of 25/02/2013 activities. 3. Collecting opinions of academic staff, students, graduates and social partners 27/04/2013 about the study programme and its implementation. 4. Preparation of the first draft of self-evaluation report and discussion of results in 27/05/2013 the self-evaluation group. 5. Discussion of preliminary self-evaluation results at the seminar and meeting of 03/06/2013 the Software Engineering Department. 6. Preparation of the final draft of self-evaluation report. 24/06/2013 The self-evaluation group was assisted by the academic staff of the Faculties of Mathematics and Informatics, Physics, Economics, and Institute of Foreign Languages who teach the students of the Software engineering bachelor study programme, academic staff of the Software Engineering Department, non-academic staff of the Study Office of the Faculty of Mathematics and Informatics, coordinators of studies in the Department of Software Engineering and other departments. 9

1 PROGRAMME AIMS AND INTENDED LEARNING OUTCOMES 22. Software Engineering is one of the major disciplines in computing, with its own body of knowledge, so separate study programme is needed. The commonalities and differences among computing disciplines are clearly defined in Computing Curricula 2005 8. Fig. 1 provides the graphical characterizations of them. Computer Science Information Technology Software Engineering Information Systems Fig. 1 Commonalities and differences among computing disciplines (Computing Curricula 2005) 1.1 Aims and learning outcomes 23. The objective of the Software Engineering programme is preparation of highly qualified IT specialists that match the needs of the economy of Lithuania, are capable to export software products and services, and could successfully compete for IT workplaces in the European Union and other foreign countries. 24. The competences and intended learning outcomes of the programme are provided in table 1.1. It should be noted that the intended learning outcomes have been explicitly formulated for the renewed Programme (that starts on September 2013) only. The previous forms of the Programme s description have no such information. It is important to emphasize that the understanding of the intended learning outcomes has been established long time ago and the previous Programme also strived to develop these students abilities. 8 Computing Curricula 2005 The Overview Report. ACM and IEEE, 2006. http://www.acm.org/education/curric_vols/cc2005-march06final.pdf 10

Table 1.1. Competences and intended learning outcomes of the Programme Generic competences 1. Communication and collaboration Programme learning outcomes 1.1 An ability to present, information, ideas, problems, and suggested solutions convincingly in official and second (foreign) language for specialists and non-specialists in written and verbal form. 1.2 An ability to function effectively on multidisciplinary teams to accomplish a common goal. 1.3 An ability to organise their own work independently. 2. Life-long learning 2.1 Recognition of the need for, and engagement in life-long learning. 2.2 An ability to undertake literature searches and analysis, and to use data bases and other sources of information. 2.3 An ability independently to acquire new knowledge, methodologies, and tools and to apply them in practice. 3. Social responsibility 3.1 An understanding of professional and ethical responsibility. 3.2 An ability to analyse the economic, social, ethical, and legal impact of engineering solutions on individuals, organizations, and society. Subject-specific competences 4. Knowledge and skills of underlying conceptual basis 5. Software development knowledge and skills 6. Technological and methodological knowledge and skills, professional competence Programme learning outcomes 4.1 Knowledge and understanding of the key aspects and concepts of software engineering, including some at the forefront of the discipline, insight into possible application fields, and an awareness of the wider spectrum of the discipline. 4.2 An ability to apply mathematical foundations, knowledge of science and engineering, computer science theory, and algorithmic principles in software systems development. 4.3 An ability to reason at abstract level, to use formal notation, to prove the correctness, and to apply formalisation and specification for real-world problems. 5.1 An ability to become familiar with new software engineering applications, to appreciate the extent of domain knowledge, to evaluate the complexity of the problems and the feasibility of their solution. 5.2 An ability to analyse a problem, identify needs and define the computing requirements appropriate to its solution. 5.3 An ability to design, implement, and evaluate a computer-based system, process, component, or service to meet desired needs. 5.4 An ability to select the software life cycle suitable for building new, and maintaining and commissioning existing, software systems. 6.1 An ability to combine theory and practice to complete software engineering tasks from different application areas while taking into account the existing technical, economical and social context. 11

6.2 An ability to select and use appropriate current techniques, models, solution patterns, skills, and tools necessary for software engineering practice involving emerging application areas. 6.3 An ability to use existing hardware, software and application systems, to identify, understand and apply the promising technologies. 6.4 An ability to plan, design and conduct experiments and other appropriate practical investigations (e.g. of system performance), as well as to analyse and interpret data. 6.5 An ability to formulate acceptable, cost-effective and time-efficient problem solutions using essential knowledge and methods of estimating and measuring cost and productivity. 6.6 Awareness of project management, quality assurance, and process improvement practices and abilities to apply them. 1.2 Correspondence to needs, expectations and requirements 25. The aims and learning outcomes of the Software Engineering study programme is in line with the needs and development trends of Lithuania, employers concerns, and students demand. 26. Expansion of IT products and services export is very important for Lithuanian economy development. As special means for growing export in IT sector, two ones performed in years 2003-2005 could be remembered. First, association of Lithuanian ITT companies INFOBALT has launched special project Outsource2Lithuania that sought to achieve strong position of Lithuanian ITT companies in Europe providing outsourcing services. The main problem should be resolved is that Lithuanian It companies are too small and they are not able to contract big projects from abroad. Second, Lithuanian State Science and Studies Foundation has supported the research programs that contribute to establishment of conditions for Lithuanian companies to increase export. One of such research programs Development of Mature Software Process Implementation Methodology and Tools is performed by staff of Software Engineering and Computer Science departments together with Kaunas University of Technology and leading Lithuanian IT companies Alna and Sintagma. Unfortunately, both measures did not affect considerably the growth of IT export. It could be noted that the main criterion for the evaluation of research programs performed was the number of publications. 27. The Hi-tech Development Programme of Lithuania for 2011 2013 9 states: Information technologies are the main factor of globalisation and technological progress and the basis for the creation of information society. Information products make a growing part of GNP of the developed countries. Emphasising the importance of information technologies to the new information society and striving to increase technological progress, the EU assigned a priority status to technological development and foresaw major investment into their research, application and production. Software engineering is among the fields to be developed. 28. The need for the programme is determined by the shortage and growing demand for highly qualified IT specialists, especially in the field of software engineering: A survey carried out in 2011 by the association INFOBALT among the major employers in the IT sector and members of the association showed that in the near future the demand for ICT (Information and Communication Technologies) specialists would considerably 9 Approved by Order No. V-1/4-2 of 4 January 2011 of the Minister of Education and Science and the Minister of Economy 12

exceed the supply: at the end of the period of 2011-2016 a shortage of 6000 specialists was predicted. According to the Department of Statistics, during the last 5 years the number of employees in the sector of IT services grew about 30%. The results of the INFOBALT study confirm that the demand for ICT specialists is growing: 21,000 specialists will be needed in 2016. However, the analysis of enrolment trends in Lithuanian higher education institutions showed that by 2016 higher education institutions would be able to train only about 15,000 IT specialists. Taking into account the growing mobility of workers and demand for IT specialists due to foreign investments, this gap may be even greater. The demand for IT specialists in Europe is growing. According to the forecasts of IDC company, the number of vacancies in the IT sector in the EU member states may grow from 100,000 to 700,000 10. Employers in the IT business sector claim that software engineering knowledge and skills in the IT product development sector are among the most needed 11,12. Research and experimental development as well as innovation activities are expanding in Lithuanian IT companies and the number of employees is growing. The pace of this development is greater in IT companies than in other businesses 13. 29. The abilities developed by the Programme fits the expectations of the employers: the graduates and even students have no problems finding a job. It could be noted that in the fourth year of studies more than 90% Software Engineering students already work. It is important to emphasize that all they work according to their specialty. The detailed information on the employment of students is presented in table 1.2. Table 1.2. Employment of Software Engineering students during the studies 14 Respondents 2 nd year Work at the year of studies master 4 h year 91% (21) 3 rd year 52% (12) 2 nd year 22% (57) 1 st year 3% (13) 1 st year master 100% (16) 50% (8) 31% (5) 25% (4) 4 h year bachelor 92% (57) 71% (44) 27% (17) 18% (11) 3 rd year 2 nd year Total bachelor bachelor Resp. Work % - - 101 94 93% 80% (39) 24% (12) 8% (4) - 150 103 69% 52% (15) 17% (5) 179 54 30% 179 27 15% 30. The need for the Software Engineering study programme is confirmed by its popularity among the candidates enrolling into university bachelor studies. The interest in Computing study programmes has noticeably decreased in many countries a few years ago 15 and Lithuania is not an exception. When most other Computing study programmes have serious problems with admission and the numbers of students have significantly decreased the number of students admitted each year into Software Engineering study programme remains stable since its establishment and the number of students is restricted by the number of places planned only. The absolute majority of students admitted marked this study programme as their first choice, which shows strong motivation of the candidates. Also the studies of the absolute majority of the students admitted are state-funded that 10 Association INFOBALT, http://archyvas.infobalt.lt/main.php?&i=8204 11 A. Poviliūnas and other. Results of the Study of Professional Opportunities in the Study Field of Informatics: Guidelines for Study Programme Updating. /in Lithuanian/ http://www.ects.cr.vu.lt/files/file/informatikos%20technine%20ataskaita.pdf 12 L. Bukauskas and other. Methodology for competences development in Informatics studies. Vilnius University, Vilnius, 2011, ISBN 978-9955-526-78-0. /in Lithuanian/ http://www.ects.cr.vu.lt/files/file/ects_informatika.pdf 13 Information Technologies in Lithuania in 2012, Department of Statistics of Lithuania, Vilnius, 2012. 14 Survey has been performed on June 2013. 15 Computing Degree and Enrollment trends: From the 2011-2012 CRA Taulbee Survey. Computing Research Association, http://cra.org 13

means that they are ones of the best admitted into study programmes in the area of Physical Sciences 16. 31. The programme is in conformity with the mission of Vilnius University: provides opportunities for students to acquire universal education based on the unity of science and studies and become active and responsible specialists with extensive needs and abilities for life-long learning and professional development, active members of state and society; ensures that the quality of all forms of studies meets the highest international standards and satisfies the needs of students, society and the state 17. 32. The competences and learning outcomes of the Programme have been formulated based on the long experience of Informatics (more than 30 years) and Software Engineering (12 years) studies in Vilnius University; bachelor study programmes of Software Engineering at universities in other countries; research on Software Engineering studies and projects on study programs definition 18,19 ; demands of IT companies and analysis of prerequisites for IT products and services export; recommendations of world leading professional organizations ACM/IEEE 20,21. The learning outcomes of the programme correlate with Description of Study Cycles 22. 33. The Programme satisfy the criteria for accrediting Software Engineering study programmes in Europe 23 and USA 24,25. Mapping of the Programme s learning outcomes to accreditation criteria is provided in Annex 8. 1.3 Public resources on the programme 34. Information about the Programme is available on the Web: website of the Department of Software Engineering (http://www.mif.vu.lt/se/) contains most complete, exact and up to date information; website of the Faculty of Mathematics and Informatics (http://mif.vu.lt/en2/study/); website of the Vilnius University (http://www.vu.lt/en/studies/study-programmes); 16 The reform of higher education has changed the rules for the state-funded studies. Previously the Ministry approved the numbers of state-funded places in the study programmes. Currently the Ministry defines the numbers of statefunded places in the areas of studies and the state funding get the defined number of best students (according their grades) admitted in the study programmes of the area. Thus, universities and their study programmes of the same area compete for the state-funded students. 17 Vilnius University Statute approved by the Decision of the Senate S-2012-8-6 on 18 December 2012 and provided to Seimas of the Republic of Lithuania for approval. 18 Project of Informatics studies description, Vilnius, 2012. /in Lithuanian/ http://www.mii.lt/files/informatikos_ska_galutinis_2012_03_10.pdf 19 L. Bukauskas and other. Methodology for competences development in Informatics studies. Vilnius University, Vilnius, 2011, ISBN 978-9955-526-78-0. /in Lithuanian/ http://www.ects.cr.vu.lt/files/file/ects_informatika.pdf 20 Guide to the Software Engineering Body of Knowledge (Eds.: A. Abran, J.W. Moore), IEEE Computer Society, 2004. http://www.computer.org/portal/web/swebok/htmlformat 21 Computing Curricula 2005. The Overview Report. The Joint Task Force for Computing Curricula 2005. A cooperative project of ACM, AIS, IEEE-CS. ACM and IEEE. 2006. http://www.acm.org/education/education/curric_vols/cc2005-march06final.pdf 22 Description of Study Cycles approved by Order No. V-2212 of 21 November 2011 of the Minister of Education and Science http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=412604&p_query=&p_tr2= 23 Euro-Inf Framework Standards and Accreditation Criteria. EQANIE, 2011. http://www.eqanie.eu/media/quality%20label/euro- Inf%20Framework%20Standards%20and%20Accreditation%20Criteria%20V2011-06-29.pdf 24 Criteria for Accrediting Computing Programs 2013-2014 Accreditation Cycle. ABET Computing Accreditation Commission, 2012. http://www.abet.org/uploadedfiles/accreditation/accreditation_step_by_step/accreditation_documents/current/201 3_-_2014/cac-criteria-2013-2014.pdf 25 Criteria for Accrediting Engineering Programs 2013-2014. ABET Engineering Accreditation Commission, 2012. http://www.abet.org/uploadedfiles/accreditation/accreditation_step_by_step/accreditation_documents/current/201 3_-_2014/eac-criteria-2013-2014.pdf 14

Open System for Information, Consulting and Orientation (AIKOS) managed by the Ministry of Education and Science (http://www.aikos.smm.lt/aikos/index.htm). 35. Because the information is provided at several Web locations the problems with its synchronisation and errors occur. It should be noted that there are no clearly defined procedures how information about the Programme is circulated. In general, the changes are initiated at the lowest level (Study Programme Committee and Department of Software Engineering) and the updated information is distributed to higher levels. But sometimes the additional Programme s information appears directly at the higher levels. The most important problem is that owners of the Programme (Study Programme Committee and Department of Software Engineering) are not always informed about the additional information introduced and as a result some not exact information appears. For example: (1) information that Programme already contains 15 credits of General University Studies has appeared on VU website earlier than they have been introduced in the Programme itself; (2) some translation into English has been performed by AIKOS system owners themselves and as a result incorrect names of the Programme (Software Systems instead of Software Engineering) and Study field (even Softwares System) have appeared. 36. On various occasions, basic information about the Programme is distributed by printed and/or electronic means, such as the yearly information brochure for the admission to the Vilnius University 26, printed material for the University Open Days. Information about the Programme is also spread yearly at the Science and Higher Education Exhibition Studies and during the University Open Days. 1.4 Review of aims and learning outcomes 37. The Programme is regularly reviewed at the meetings of Study Programme Committee based on the information got from teaching staff, students, and employers. These reviews cover all aspects of the Programme and its implementation. 38. Namely the aims of the Programme are reviewed yearly when preparing the information to be included into brochure for the admission to the Vilnius University. Their formulation is additionally checked when Programme s information is requested by Vilnius University and/or Ministry of Education and Science. It could be noted the aims of the Programme remain almost unchanged since its establishment. 39. The students' abilities should be developed by the Programme is the most important aspect discussed in the meetings of when reviewing the Programme: the curriculum as well as the real implementation. But the intended learning outcomes have been explicitly formulated for the renewed Programme (that starts on September 2013) only. They express current view and they will be reviewed in future. 1.5 Strengths, weaknesses, and measures of improvement 40. The Programme s aims and learning outcomes correspond the needs of employers (high employability of the graduates and even students) and expectations of the students (high admission rate), and satisfy the criteria for accrediting Software Engineering study programmes in Europe and USA. 41. There are no clearly defined procedures how information about the learning outcomes is circulated and this results in some information mismatch at different levels (department, faculty, university, and ministry) or even errors. 42. Study Programme Committee plans to introduce regular (at least twice per year) checking of the information about the Programme published in different websites and systems. 26 For example, information brochure about admission to Vilnius University undergraduate programmes for the year 2013: http://www.vu.lt/site_files/sd/stojantiesiems/2013_kviecia_vu_1_pakopa.pdf 15

2 CURRICULUM DESIGN 43. The last five years saw important changes taking place in the Lithuanian higher education system. On 30 April 2009, Law of the Republic of Lithuania on Science and Education was adopted; on 23 December 2009 the Lithuanian government approved a new List of Study Areas and Fields for Institutions of Higher Education (Decision No. 1749); in 2011 Lithuania adopted the ECTS, and in 2011-2012 new Study Provisions of Vilnius University were approved. These documents had a direct impact on the changes in Software Engineering bachelor study programme. 44. In 2011 the Software Engineering bachelor study programme has been reorganised to ECTS: national study credits have been just transformed into ECTS (1 national study credit = 1.5 ECTS). No other changes in the curriculum design have been introduced this time. It has been decided to postpone other changes until the complete set of adjusted study regulations žill be approved. 45. The current trends in the first cycle university degree programmes and the requirements for such programmes have been implemented in the renewed curriculum (starting from 2013). It becomes module based and provides the students possibility to choose minor studies 27. It is important to emphasize that the aims and learning outcomes of the Programme have not been changed, except that learning outcomes have been explicitly formulated and included into public description of the Programme (previously they were used by the programme s owners only when defining the curriculum and monitoring its implementation). 46. Both versions of Software Engineering curriculum renewed (starting from 2013), previous (2011) and mapping between them are provided in Annex 6. The analysis of renewed Programme is presented further in this chapter. 2.1 Compatibility of curriculum design with legal requirements 47. The curriculum design complies with the Description of General Requirements for the First Cycle and Integrated Degree Study Programmes approved by the Minister of Education and Science 28, the Regulation for Study Programmes at Vilnius University 29, and Organizational arrangements for Minor studies at Vilnius University 30. Software Engineering study programme provides for the students 2 main possibilities: To complete the entire study programme and get the single bachelor degree in Software Engineering; To complete only must part of Software Engineering study programme, select a minor study programme and get the double bachelor degree (major in Software Engineering) 31. 48. Compatibility of Software Engineering curriculum design with the legal requirements for both options is shown in table 2.1. 27 Software Engineering Minor study programme is designed also. The next step planned the coming academic year is preparation of all the documentation needed and passing the formal approval procedures. It will be proposed for students of other Computing study programmes having option of minor studies. 28 Description of General Requirements for First Cycle and Integrated Degree Study Programmes, Order No.V-501 of 9 April 2010 of the Minister of Education and Science (Official Gazette, 2010, No. 44-2139) 29 Regulation of Study Programmes at Vilnius University, Decision No. SK-2012-12-4 of 21 June 2012 of the VU Senate Board. 30 Organizational arrangements for Minor studies approved by Vilnius University Senate Committee resolution No. SK-2012-12-12 of 21 June 2012. /in Lithuanian/ http://www.vu.lt/lt/studijos/studiju-procesas/gretutines-studijos/45- studijos/studijos/2581-gretutiniu-studiju-organizavimo-tvarka 31 According our forecast, the option of double degree will select up to 10% of Software Engineering students. In 2012 when there was no such possibility 3 students of the first year have been interested in such potentiality. 16

Table 2.1. Compatibility of curriculum design with the legal requirements Criterion Requirements Requirements Curriculum (single degree) (double degree) Scope of curriculum (ECTS) 210-240 240 240 Student workload per year (ECTS) 60 60 60 Student workload per year (hours) 1600 1600 1600 Student workload for 1 ECTS credit 25 30 25 30 26 29 (hours) Modules of the study field 32 (ECTS) 165 165 165 General University Studies (ECTS) 15 15 15 Modules for specialisation in the study 60 and 30 60 60 field or minor study programme Allocation of modules of minor studies (semesters: ECTS) - 3 rd -6 th : 10 7 th : 20 3 rd -6 th : 10 7 th : 20 Graduation thesis (ECTS) 12 12 15 Professional practice (ECTS) 15 15 15 Number of modules per semester 7 7 2-6 Credits per module (ECTS) Multiple of 5 Multiple of 5 5, 10, 15 Contact hours in the programme (%) 60 and 35 60 and 35 42.45 Modules of the study field taught by scientists 33 (%) 50 50 63.64 2.2 Study plan 49. The detailed plan of the study programme containing correlation between the modules, competences and the learning outcomes is presented in Table 2.2. 50. The programme consists of 3 parts: Compulsory part of the programme (165 ECTS); General University Studies (15 ECTS); Modules for specialisation in the study field (60 ECTS). 51. When allocating the modules into semesters the following constraints have been taken into account: Prerequisites explicitly stated in the descriptions of modules (descriptions of all modules are presented in Annex 1). Implied requirements, for example, teaching of almost all modules assumes that students are able to work with English sources and have basic IT and communication skills. Students should select the modules of General University Studies and this would be problematic to perform in the 1 st semester. Allocation of credits for minor studies per semester is predefined in the Organizational arrangements for Minor studies (10 ECTS per semesters 3 rd -6 th, 20 ECTS per 7 th semester), so the modules for specialisation in the study field should be allocated the same way. 52. More arguments on the modules of the programme and their allocation are provided in the next section (2.3. Rationale for the curriculum design). 32 Although they officially are called modules/subjects of study field, really they are the modules providing the knowledge, skills and abilities required for the degree in the study field, i.e. the must part of the programme. For example, Mathematics and English do not belong to the Software Engineering study field (or even Computing at all) but they are mandatory for software engineers. 33 Staff having PhD degree 17

Code Credits Total student s workload Contact work Self-study work Table 2.2. THE PLAN OF THE STUDY PROGRAMME (full-time studies) (CORRELATION BETWEEN THE MODULES, COMPETENCES, AND THE LEARNING OUTCOMES) Study modules according to groups Study programme competences Generic competences Subject-specific competences 1 2 3 4 5 6 Main learning outcomes 1 2 3 1 2 3 1 2 1 2 3 1 2 3 4 1 2 3 4 5 6 YEAR I 60 1600 837 763 SEMESTER 1 30 800 428 372 Compulsory modules 30 800 428 372 * 34 Mathematics for Software Engineering I 5 132 72 60 X X X * Discrete Mathematics 5 132 72 60 X X * Computer Architecture 5 142 68 74 X X X X X X * Procedural Programming 5 134 68 66 X X X X X X X X * IT and Communication Skills 5 130 84 46 X X X X X X X X X X X X X * English Language I/II 5 130 64 66 X X X X X X X X X SEMESTER 2 30 800 409 391 Compulsory modules 25 670 345 325 * Mathematics for Software Engineering II 5 136 72 64 X X X * Algorithm Theory 5 132 71 61 X X X * Algorithms and Data Structures 5 132 68 64 X X X X X X X * Object Oriented Programming 5 140 70 70 X X X X X X X * English Language II/II 5 130 64 66 X X X X X X X X X Optional modules 5 130 64 66 GUS 35 5 130 64 66 YEAR II 60 1600 738 862 SEMESTER 3 30 800 368 432 Compulsory modules 25 670 304 366 * Software Engineering I 10 270 100 170 X X X X X X X X X * Database Management Systems 5 134 68 66 X X X X X X X Object Oriented Programming II 5 134 68 66 X X X X X X X X X X X 34 * - Modules of Study Field (165 credits) 35 Module of General University Studies. Concept of General University Studies in Vilnius University approved by Vilnius University Senate Committee resolution No. SK-2012-7-3 of 19 April 2012. /in Lithuanian/ http://www.vu.lt/site_files/sd/studentams/bus_vu_koncepcija_galutinis.pdf 18

Mathematical Logic 5 132 68 64 X X X Optional modules 5 130 64 66 GUS 5 130 64 66 SEMESTER 4 30 800 370 430 Compulsory modules 20 540 238 302 * Software Engineering II 10 270 100 170 X X X X X X X X X X X * Mathematics for Software Engineering III 5 132 70 62 X X X X * Computer Networks 5 138 68 70 X X X X X X X Optional modules 10 260 132 128 Optional module S 5 130 64 66 X X X Optional module H 5 130 68 62 X X YEAR III 60 1600 710 890 SEMESTER 5 30 800 408 392 Compulsory modules 20 540 272 268 * Software Testing 5 136 68 68 X X X X X X X X X * Internet Technologies 5 132 68 64 X X X X X X X X * Human Computer Interaction 5 136 68 68 X X X X X X X X * Software Design 5 136 68 68 X X X X Optional modules 10 260 136 124 Optional module M 5 130 68 62 X X Optional module C 5 130 68 62 X SEMESTER 6 30 800 302 498 Compulsory modules 20 540 170 370 * Software Development 10 280 96 184 X X X X X X X X X X X X X X X X X X * Coursework 5 130 8 122 X X X X X X X X X X X X Professionalism and Ethics 5 130 66 64 X X X X X X X X X X X X X Optional modules 10 260 132 128 GUS 5 130 64 66 Optional module C 5 130 68 62 X YEAR IV 60 1600 432 1168 SEMESTER 7 30 800 408 392 Compulsory modules 10 280 140 140 * Software Projects and Quality Management 5 144 72 72 X X X X X X * Software Process 5 136 68 68 X X X X X X X Optional modules 20 520 268 252 Optional module C 5 130 68 62 X Optional module C 5 130 68 62 X Optional module M 5 130 68 62 X X 19

FMI elective module 36 5 130 64 66 SEMESTER 8 30 800 24 776 Compulsory modules 30 800 24 776 * Professional practice (team project) 15 400 10 390 X X X X X X X X X X X X X X X * Bachelor Thesis 15 400 14 386 X X X X X X X X X X X X X Sem. Optional modules S 4 Physical Fundamentals of Electronics 5 130 64 66 X X X 4 Physics for Informatics 5 130 60 70 X X X X Sem. Optional modules H 4 Basics of Management 5 130 67 63 X X X X X X X 4 Accounting 5 130 68 62 X X X X X X X X 4 Informatics Law 5 130 68 62 X X X X X X X Sem. Optional modules M 5,7 Mathematical Analysis 5 130 70 60 X X X X X X 5,7 Statistical Data Analysis 5 130 68 62 X X X X X X X X X X X 5,7 Combinatorics and Graph Theory 5 130 72 58 X X 5,7 Optimization Methods 5 130 68 62 X X X X X X 5,7 Numerical Analysis 5 130 68 62 X X X 5,7 Differential Equations 5 130 68 62 X X X X X X 5,7 Coding Theory 5 130 68 62 X X X X X 7 Mathematical Modeling 5 130 68 62 X X X X Sem. Optional modules C 5 Computer Networks II 5 130 66 64 X X X X X 5,7 Bioinformatics 5 130 66 64 X X X X X X X X X X X X X 5,7 Logic Programming 5 130 68 62 X X X X X 5,7 Computer Graphics 5 130 68 62 X X X X X X X X 5,7 Compiling Methods 5 130 68 62 X X X X X X X 5,7 IT Governance in Organization 5 130 68 62 X X X X X X X X X X X X 5,7 Knowledge Representation 5 130 68 62 X X X X X X X X X X X X X X X 5,7 Video Game Design and Development 5 130 58 72 X X X X X X X X 5,7 Programming Windows API 5 130 66 64 X X X X X 5,7 Functional Programming 5 130 66 64 X X X X X X X X 5,7 Parallel Programming 5 130 68 62 X X X X X X X X X X 5,6,7 Artificial Intelligence 5 130 69 61 X X X X X X X X X X X X X X X 5,6,7 Financial Intelligence 5 130 66 64 X X X X X X 5,6,7 Foundations of Electronic Commerce 5 130 68 62 X X X X X X X X X X X 5,6,7 Oracle PL/SQL Programming 5 130 66 64 X X X X X X X 36 Student could select any elective module provided by VU Faculty of Mathematics and Informatics. 20

6 Operating Systems 5 130 68 62 X X X X X X X 6 Computer Technology 5 130 72 58 X X X X X X X 6 Geographic Information Systems 5 130 68 62 X X X X X X X X X X 6 Advanced Topics in Database Management 5 130 68 62 X X X X X X X Systems 6 Computer Networks for Professionals I 5 130 66 64 X X X X X X 6,7 Computational Intelligence and Decision 5 130 66 64 X X X X X Making 7 Information Systems 5 130 69 61 X X X X X X X X 7 CASE Method 5 130 66 64 X X X X X X X 7 Computer Networks for Professionals II 5 130 66 64 X X X X X X 7 Project Work 5 130 10 120 X X X X X X X X X X X X X X 21

2.3 Rationale for the curriculum design 53. When renewing the programme the first decision should be made was regarding the minor studies possibility in the programme. The positive decision has been taken based on the following assumptions: Employers will differentiate the diplomas and understand that bachelor in Software Engineering is more qualified (or at least more educated) software engineer than only major in Software Engineering. Modules for specialisation in the study field will be enough attractive and the absolute majority of the students will take complete programme 37. Additional options will be useful for the students those expectations are not completely fulfilled by Software Engineering (other case they consider to change the study programme). The programme with more possibilities could attract the additional entrants including females. If it appears that these assumptions are not met corresponding corrective actions definitely should be taken. 54. The second decision was regarding the course unit or modular approach of the programme. Pragmatic evaluation of both options shown that modular approach introduces just one constraint (modules should be of standard size: 5, 10, or 15 credits) but provides additional possibilities. So, the modular approach has been chosen. The further decisions were regarding the modules themselves. 55. According to the Description of General Requirements for First Cycle and Integrated Degree Study Programmes 38 (the programme with possibility of double degree should have 15 credits for modules of General University Studies (further GUS). As each GUS module is of 5 credits, the only decision needed was the allocation of these modules to semesters: GUS modules have been planned in 2 nd, 3 rd, and 6 th semesters in Software Engineering programme. 56. GUS is a new concept in the University life. It is a formation of a worldview of the idea of the University, development of expertise and creativity in all major study programmes at Vilnius University. The goal of GUS at Vilnius University is to educate active, creative, open and tolerant, broad-minded and responsible members of our own country and modern society. 57. The GUS modules are a concurrent part of every study programme. GUS modules in the renewed Software Engineering programme have replaced the subjects: Introduction to Philosophy, Basics of Economics, and Introduction to psychology. It is not evident how GUS will really affect the education. It will depend largely on students choices. 58. Of course, the most important is the approach to education of Software Engineering itself. From the establishment of the programme the principles of iterative development have been employed: first 2 courses (Software Engineering I and II) provide the outline of software engineering discipline covering all activities in software life cycle and the next courses examine the particular areas deeper. Such approach has the same advantages as the spiral software lifecycle against the waterfall one and the most important of them is minimizing the risks of not achieving the objectives. In our opinion, such choice has proved its propriety. Therefore, the same approach remains in the renewed programme. 59. We were not completely satisfied with the courses Software Engineering I and II. The courses themselves were of the high quality and they were delivered by highly qualified 37 According our forecast, the complete programme will select more than 90% of Software Engineering students. 38 Approved by order No.V-501 of 9 April 2010 of the Minister of Education and Science. 22

professor (one of the biggest authorities of Software Engineering in Lithuania). But they do not completely fit our vision of the first 2 introductory courses: the theoretical part was delivered in a too formalised manner (hundreds of definitions and so on); the practical assignments emphasized identification of business needs, elaboration of the requirements, and ended with the design of the system (but the real feasibility and correctness of the design reveal only when trying to implement the system and the evaluation of the teacher could not substitute this adequately). Therefore, in 2012 when the teacher of these courses had to be replaced because of the age the content of the courses and the way of teaching have been rethought: now the theoretical part is based on the classic Software Engineering textbook 39 and the practical assignments include the development of working software as well as testing it. Furthermore, the practical aspects of software maintenance have been included in the renewed assignments: during the second course students teams elaborate the systems developed by other teams in the first course. Too little attention paid to software maintenance was one of the weaknesses of the programme. Experience of the teaching of the renewed courses Software Engineering I and II this academic year has shown that it is very problematic to fit into the scope of 4.5 credits allocated for each course. So, the renewed programme allocates 10 credits for each module. 60. One of the important abilities for software engineers is the teamwork. It is emphasized in all software engineering courses. The practical team assignments are included in 3 rd -6 th semesters. Special attention should be paid to Team project that simulates the software development for real customer. The representatives of IT companies perform the role of customers. Last years the customers were dr. E. Drąsutis (Deputy general manager at Sintagma group of companies) and dr. A. Glemža (Director of Business Development, UAB Blue Bridge Baltic). Its purpose is not only establishment of teamwork skills but also students undergo how their already gained knowledge fits the practice. Students form teams of 5 members. One assignment development of software system starting from requirements analysis up to final product with documentation needed is provided for all teams but teams perform their project independently because they compete for the best results. Communication with customer and its requirements elicitation is simulated. Students are encouraged to employ Team Software Process (TSP) knowledge. Important part of these projects is public presentation of the results achieved because abilities to deliver the results in the right way are very important also. The projects are finished by the final session held by department staff and customer for students on the mistakes made and lessons to be learned. 61. These Team projects have been performed in conjunction with Human-Computer Interaction course in the 5 th semester. It could be noted that last 3 years the customers of team projects have preferred web systems but there were no course in the programme providing the knowledge needed for the development of such systems. It is important to emphasize that according to the systems developed in Team projects this was not essential deficiency of the programme: students either were aware already of the technologies needed or have learned them independently. But when renewing the programme the explicit teaching of technological platforms (e.g. Java EE) have been introduced and together with Team project it forms the module Software Development allocated in 6 th semester. 62. It could be noted that the course on Personal Software Process (PSP) has disappeared in the renewed programme. This definitely does not mean that we consider decrease of importance of the disciplined work abilities for software engineers. But 5 credits module devoted to PSP only seems too big (earlier 3 credits have been allocated to PSP). So the most important topics and assignments have distributed into 2 other modules: Functional Programming and Algorithms and Data Structures. 39 R.S. Pressman. Software Engineering: A Practitioner's approach, McGraw-Hill, 2004. It is important to emphasize that 50 of these textbooks are available for students in the Faculty s library. 23

Requirements Design Construction Testing Maintenance Configuration management Engineering management Software process Tools and methods Quality 63. Other software engineering courses remain without the essential changes 40. The most externally noticeable change was renaming of Software Engineering IV into Software Design that reveals its scope. Coverage of SWEBOK 41 knowledge areas by the Software Engineering modules of the Programme is presented in Table 2.3. Table 2.3. Coverage of SWEBOK knowledge areas (KA) by the Software Engineering modules SWEBOK KAs Programme modules Software Engineering I Software Engineering II Software Testing Human Computer Interaction Software Design Software Development Software Projects and Quality Management Software Process 64. Unfortunately, it should be noted that the programme does not provide the students possibility to gain the experience on large-scale IT projects. An appropriate solution of this problem would be establishment of IT clinics according to model used in Medicine. As physicians gain the necessary skills treating the real patients under supervision of qualified doctors the software engineers should gain the necessary skills working on the industrial projects. The idea of IT clinics has been elaborated about 7 years ago by the staff team led by A. Mitašiūnas. Since the majority of IT outsourcing in Lithuania comes from public sector a university division (made up of lecturers and students) should be enabled to take part in the public procurement tenders. Such a team could not compete on absolutely equal terms with IT companies. Therefore, IT companies should accept some facilitation for the university team participating in the tender. We have assumed that this should be acceptable for IT companies as they are interested in more qualified graduates of the university. Unfortunately, neither association of Lithuanian ITT companies INFOBALT nor government did not support the initiative of IT clinics. So, this idea was not further developed. It is important to emphasize that currently when absolute majority of the students already start work as IT specialists during the studies (see Table 1.2) the absence of large-scale IT projects in the education process does not cause problems. But the needs and possibilities to include such projects into programme should be regularly reviewed. 40 The complete mapping between previous and renewed versions of the programme is provided in Annex 6. 41 Guide to the Software Engineering Body of Knowledge (SWEBOK). IEEE Computer Society, 2004. http://www.computer.org/portal/web/swebok/htmlformat 24

65. A conventional version of the last semester (Professional practice + Bachelor thesis) has been chosen after some discussions. It should be noted that the last semester is not complete: when other semesters take 20 weeks (workload of 800 hours is distributed 40 hours per each of 20 weeks) the last semester takes 17 weeks only (the defence of Bachelor thesis is organized in the beginning of June). If Professional practice is the starting point of student activity in the industrial environment then it definitely requires full-time allocation, i.e. the first 10 weeks of the semester would be completely allocated for the Professional practice and only 6 weeks would left for the preparation of the Bachelor thesis. The chosen version of the last semester is suitable because absolute majority of the students already work in the fourth year of studies. If employment of the students will decrease significantly the transfer of Professional practice into earlier semester should be considered. 66. Traditionally, the bachelor study programmes contain the courses Foreign Language and students have possibilities to select a foreign language they want to study. We consider it is impossible to survive in the current professional IT world without English. Therefore, professional English without any other choices has been included into the programme since its establishment. As more and better English knowledge and skills are gained in the schools (some pupils learn English 10 years) the 3 subjects have been reduced to 2 modules in the renewed study programme. Students have expressed the opinion that 3 semesters of English is too much. 67. Opinions of employers have been taken into account also when renewing the study programme. For example, Barclays Technology Centre is very interested in the specialists of computer networks. So, it has supported implementation of the courses based on CCNA and CCNP 42 material at the faculty and further possibility of certification for the best students of these courses 43. But the compulsory course of Computer Networks was taught in the 5 th semester so the Software Engineering students had no opportunity to complete all Cisco courses and get both certifications. Consequently, the compulsory module of Computer Networks has been moved to 4 th semester, its classic content (networks fundamentals and network programming) has been complemented with some additional topics of CCNA I material (as the size has been increased by 0.5 credit also this should not cause excessive students workload). Other modules (CCNA II, CCNP I and II) have been included as elective ones into the part of programme for specialisation. 68. In our opinion, the knowledge and skills of procedural programming are necessary for software engineers so one course in the programme is devoted to procedural programming. This course was based on Pascal as it seems very suitable for exploring all the features during one course: starting from the basic concepts (always there are students who have not learned programming at all before entering the university; furthermore, even students having good programming skills often do not understand the conceptual level) till the pointers, dynamic memory allocation, and dynamic data structures (pointers is the new topic for the majority of the 1 st semester students). Unfortunately, many students (especially the best of them) have psychological problems learning the concepts based on the Pascal examples. These problems are similar to the problems of code review after compiling. Although it seems obvious that the most appropriate time for code review is after compiling it because of psychology it is strictly recommended to perform code review before compilation. Most of the students have some knowledge and skills programming with Pascal so during some first lectures they get wrong impression that already know everything and they fail starting learning new things. In addition, the knowledge of Pascal seems completely unnecessary for the students. Of course, they are right unlikely the knowledge of Pascal itself will be needed in further professional activities but the purpose of the course is teaching of the procedural programming concepts and Pascal is only 42 Certified Cisco Network Administrator and Certified Cisco Network Professional 43 Student must complete 2 relevant courses (CCNA or CCNP) for getting the right to take the exam of official certification. 25

tool to accomplish this. Many times we have discussed the change of the programming language from Pascal to C and all the times we have concluded that the course based on C would be too complicated. But when renewing the program the students opinion has been checked one more time and based on it module Procedural Programing has been switched to C (subject in the previous version of the programme has been named more general Informatics but the aims and learning outcomes were the same). Hopefully prospective first year students will successfully cope with this challenge. 69. There are no other changes worth mentioning in the modules of Study Field (165 credits). Mathematics modules (Linear algebra and geometry, Mathematical analysis, Probability theory and mathematical statistics) have been renamed into Mathematics for Software Engineering I, II, and III so emphasizing that they are not classic modules as taught for mathematicians many decades. Distribution of the modules of Study Field in the renewed programme is presented in Table 2.4. Table 2.4. Distribution of the modules of Study Field (165 credits) in the renewed programme Group (modules) Number of credits Mathematics (Mathematics for Software Engineering I, II, and III) 15 Discrete Mathematics and Computing Fundamentals (Discrete Mathematics, 50 Computer Architecture, IT and Communication Skills, Procedural Programming, Algorithms and Data Structures, Algorithm Theory, Object Oriented Programming, Database Management Systems, Internet Technologies, Computer Networks) Software Engineering (Software Engineering I and II, Software Testing, Human 60 Computer Interaction, Software Design, Software Development, Software Projects and Quality Management, Software Process, Coursework) English Language 10 Professional practice 15 Bachelor Thesis 15 70. The programme part for specialisation (60 credits) consists of 3 compulsory modules (Object Oriented Programming II, Mathematical Logic, Professionalism and Ethics) and the elective ones of the following groups: Computing (20 credits total), Mathematics (10 credits), Fundamental sciences (5 credits), Humanities and Social sciences (5 credits), any elective module of the Faculty of Mathematics and Informatics (5 credits). 71. It is important to emphasize that current approach to students selection of modules is essentially different from the classic one that has been implemented in the previous version of Software Engineering programme as well as in the most of other study programmes. Traditionally the elective module is included in some semester of the programme and the list of proposed modules for this item is attached. Even if there are several elective modules in the same semester each of them has own list of proposed modules. February 2013, Vilnius University Student Representation at Faculty of Mathematics and Informatics has provided an official proposal for optimizing the elective courses. The ideas of this proposal have been implemented in the renewed programme: the lists of elective modules are organized according to areas (e.g. Computing) and the student could select any module from the list in any semester when elective module of this area is included. The selection is restricted only by the semesters (autumn, spring) when the module is not taught and the prerequisites of the module (e.g. prerequisites of the module CCNP II are the modules Computer Networks, CCNA II, and CCNP I so the module CCNP II could be selected in the 7 th semester only). 72. It should be noted that such flexible choice of options provides the students more possibilities to complete the modules desired but it could cause additional organizational problems because the academic staff workload for the whole next academic year is planned in April when the students choose elective modules for autumn semester until May 15 and for 26

spring semester until December 15. Modules not receiving the sufficient number of students do not occur. So, the real workload on the staff directly depends on the students choices. 73. Three subjects of the previous version of the programme are not included in the renewed version. But the reasons are pure organizational: Lecturers of Documents management systems and Foundations of real time systems design have left the university because of the increased workload in IT companies and birth of children. Sad to say, the search of other lectures have not succeeded yet. The course Information systems audit has been extended and renamed into IT governance in organization. Because of technical mistake the extended course did not replaced the old one but has been included as additional. This technical mistake has been fixed when renewing the programme. 2.4 Study methods, students workload 74. In teaching the modules of the curriculum traditional methods (lectures, seminars, laboratory work, and individual reading of the literature) are combined with innovative methods (e.g. problem-based teaching, case studies, discussions, presentations, comparative analysis, teamwork). Module descriptions indicate the study methods used for each module (Annex 1). 75. Student workload amounts to 6400 hours, including 2717 contact hours (42.45 %) and 3683 self-study hours (57.55 %). Student workload is divided equally (800 hours per semester) through eight semesters (30 ECTS each). Contact work takes place during lectures, seminars, laboratory work, consultations, examinations and thesis defence. During the self-study hours students read literature, prepare for laboratory work, seminars, prepare presentations, implement projects, do written assignments, prepare coursework and bachelor thesis. 76. Time devoted to self-study work differs in different modules. The self-study hours take the largest part in the modules of individual work: Coursework (93.8%), Project work (92.3), and Bachelor thesis (96.5 %). The part of self-study hours in other modules is smaller and varies from 35.4 % (IT and Communication skills) to 65.7 % (Software Development). Self-study hours indicated in the curriculum under Professional Practice are, in fact, student s work time in the place of professional practice. 2.5 Requirements for Bachelor s thesis 77. Requirements for Bachelor s thesis are defined in the Final thesis preparation, defence and storage rules 44, Regulations of Software Engineering Bachelor Thesis Preparation 45 and the description of this subject (Annex 1). 78. According to our vision, students should start investigation of some topic in the coursework and then continue in bachelor thesis. Therefore the following procedure has been established: Course works topics offered for by the Department of Software Engineering are announced. Social partners are also encouraged to propose the relevant topics. Last year employers of Barclays Technology Centre have proposed 8 topics. Student should select a topic and get the commitment from supervisor for avoiding the situations when too many students select some topic and/or supervisor. Student could select a topic proposed by a social partner or by member of other department. In such case the second supervisor from the Department of Software Engineering could be 44 Final thesis preparation, defence and storage rules approved by the VU Senate Board meeting on 2 June 2005, Minutes No. SK-2005-9 45 Regulations of Software Engineering Bachelor Thesis Preparation approved by the Software Engineering Department meeting on 5 September 2011, http://www.mif.vu.lt/se/studentams/bakalauro%20baigiamojo%20darbo%20rengimo%20nuost ATOS%202011.htm 27

assigned. The assignments of coursework topics and supervisors are discussed and confirmed at the meeting of the Department of Software Engineering. The work carried must correlate with the competences developed and abilities acquired in the study programme. By default student performs the bachelor thesis with the same supervisor and on the same or closely related topic as the coursework. But the students could change the topic and/or supervisor. The assignments of bachelor thesis topics and supervisors are discussed and confirmed at the meeting of the Department of Software Engineering. 79. The purpose of coursework is to develop abilities to self-uptake of new knowledge of relevant software engineering and applications areas. It always includes the literature search and analysis but could include also other tasks relevant for the particular assignment (e.g. development of a prototype). Bachelor thesis must be independent research or applied work. Students must demonstrate their level of knowledge and understanding, ability to perform experiments and other appropriate practical investigations, formulate acceptable and effective problem solutions using appropriate current techniques and models, evaluate the results and determine their reliability, draw the conclusions, present the results in a consistent and orderly way, in correct language in writing and orally, according to set requirements and complying with academic ethics. Graduation thesis develops the competence of scientific, critical and creative thinking. 80. Bachelor theses are defended at the open meeting of the Graduation Theses Defence Committee. The final evaluation is appointed by the Committee based on the work performed, the paper written, the defence, the answers to questions, and the evaluation offered by the reviewer. Opinion of the supervisor is also taken into account. The lists of bachelor thesis for last 2 years are presented in Annex 4. 2.6 Professional practice 81. The first version of Software Engineering programme 46 contained no professional practice but there were Team projects together with IT companies and other social partners that propose the assignments for the students teams and perform the role of customers. The Professional practice has been introduced into the curriculum starting from 2006. Team projects with social partners had shown good results so the students have the alternatives to perform individual professional practice or team project. Unfortunately, when the professional practice has been introduced into the curriculum students enthusiasm to perform the team projects have significantly decreased: only 2 teams of 5 students each have performed the projects when other almost hundred students have performed individual professional practice. Whereas the time investments organizing the team projects is too high when absolute minority of the students performed them, the team projects with social partners have been suspended. But we have not forgotten this idea and time to time evaluate the current situation and possibilities to renew such projects so the complete name of the module in the renewed programme is left Professional practice (team project). 82. Professional practice is allocated 15 credits in the study plan. Professional practice is organised in accordance with the Practice Provisions approved by the Council of the Faculty of Mathematics and Informatics on 15 December 2009, Minutes No.3. 83. The Faculty has developed information system (IS) for the management of practices. Employers registers into IS and propose places for the professional practice. But the absolute majority of Software Engineering students perform practice at the IT enterprises where they 46 The first version and the role of team projects are discussed more detailed in the paper: K.Lapin, S.Ragaisis. Integrating the Team projects into the SE curriculum. WSEAS transactions on advances in engineering education, ISSN 1790-1979. 2008, vol. 5, issue 3, p. 104-110. 28

work already. Two supervisors are assigned for each student: one from the Faculty and other from the enterprise where practise is performed. 84. At the end of professional practice students prepare a report according to the requirements approved by the meeting of Software Engineering Department 47. The results of practice are defended at the meeting of the defence committee of Software Engineering Department. 85. Students willing to perform professional practice abroad can participate in the Erasmus practice mobility programme. The numbers of Software Engineering bachelor students who have performed professional practice abroad are the following: in 2011 3 students, in 2010 2 students, in 2009 7 students, in 2008 3 students. 86. The current situation of the professional practice is ambiguous. On the one hand, employers and students are satisfied with the professional practice and do not rise any problems themselves. On the other hand, the actual need for the practice is not evident because the absolute majority of the students are employed already when starting the practice. A common situation is that during the practice student works as he done before, gets the salary for his work, and additionally gets the credits of professional practice. The explicit students interrogation shows that only one third of them indicate that professional practice had somehow influenced their professional career (the results of the survey performed on June 2013 are presented in table 2.5). But the actions should be taken (if any at all) are not clear, just excluding the practice from the curriculum is not a solution because some of students indeed need it. Table 2.5. Employment of Software Engineering students during the studies Respondents 2 nd year master Work at 4 h year of studies 91% (21) Practice had influenced the professional 22% career (5) 1 st year master 100% (16) 38% (6) 4 h year bachelor 92% (57) 37% (23) 2.7 Strengths, weaknesses, and measures of improvement Total Resp. Yes % 101 94 93% 101 34 34% 87. The renewed curriculum reflects current trends in education. A wide list of elective modules and flexible choice of options enable specialization. 88. The programme does not provide the students possibility to gain the experience on large-scale IT projects. 89. The improvement proposals collected during the last years have been implemented in the renewed programme. Now the monitoring and analysis of the changes made and risks indicated are the most important tasks. 47 Requirements for the Report on Professional Practice, http://www.mif.vu.lt/katedros/se/studentams/reikalavimaipraktikosataskaitai_10.htm 29

3 TEACHING STAFF 90. Modules in the bachelor study programme of Software Engineering are taught by academic staff from 8 departments of the Faculty of Mathematics and Informatics as well as from 3 other academic divisions of Vilnius University. Such cooperation encourages effective use of study and research opportunities at Vilnius University and helps to ensure the quality of studies. The information on modules taught by each academic unit is provided in table 3.1. The modules taught by lectures having PhD degree are indicated. Table 3.1. Distribution of modules among academic units Academic unit Modules of study field Modules for specialisation in the study field Department of Software Engineering Software Engineering I (PhD) Software Engineering II (PhD) Software Testing Human Computer Interaction (PhD) Software Development (PhD, no) Software Projects and Quality Management (PhD) IT and Communication Skills (IT part) (PhD) Procedural Programming Algorithms and Data Structures (PhD) Database Management Systems (PhD) Internet Technologies Coursework* Professional practice* Bachelor Thesis* Object Oriented Programming II Professionalism and Ethics (research part) Accounting Informatics Law (PhD) Computer Technology (PhD) Geographic Information Systems (PhD) Artificial Intelligence (PhD) Knowledge Representation (PhD) Bioinformatics (PhD) Information Systems (PhD) Advanced Topics in Database Management Systems (PhD) Parallel Programming (PhD) CASE Method (PhD) IT Governance in Organization (PhD) Oracle PL/SQL Programming (PhD) Foundations of Electronic Commerce (PhD) Video Game Design and Development Programming Windows API (PhD) Functional Programming Project Work* Department of Computer Science Department of Computer Science II Department of Mathematical Computer Science Department of Didactics of Mathematics and Informatics Department of Differential Equations and Numerical Mathematics Discrete Mathematics (PhD) Computer Architecture (PhD) Algorithm Theory (PhD) Object Oriented Programming (PhD) Computer Networks Software Design Software Process Mathematics for Software Engineering III (PhD) Mathematics for Software Engineering I (PhD) IT and Communication Skills (communications part) (PhD) Mathematical Logic (PhD) Combinatorics and Graph Theory (PhD) Coding Theory (PhD) Operating Systems (PhD) Logic Programming (PhD) Compiling Methods (PhD) Financial Intelligence (PhD) Computational Intelligence and Decision Making (PhD) Computer Graphics (PhD) Computer Networks II Computer Networks for Professionals I Computer Networks for Professionals II Optimization Methods (PhD) Professionalism and Ethics (ethics part) (PhD) Mathematical Modelling (PhD) Numerical Analysis (PhD) Differential Equations (PhD) 30

Department of Mathematical Analysis Department of Mathematical Statistics Faculty of Physics Faculty of Economics Institute of Foreign Languages Mathematics for Software Engineering II (PhD) English Language (PhD, no) Mathematical Analysis (PhD) Statistical Data Analysis (PhD) Physical Fundamentals of Electronics Physics for Informatics (PhD) Basics of Management (PhD) * could be supervised by members of other Departments; supervisors are with and without PhD degree 91. Distribution of modules among the departments may seem strange but it keeps traditions. When a new module is introduced the most suitable lecturer of the available ones is selected and his department becomes responsible for this module. The transfer of responsibility to other department happens only in special cases (e.g. when a new department is established as a rule the lecturers join the department with the modules they teach at this moment). 92. 63.64% of the modules of study field are taught by staff having PhD degrees (calculation is performed in credits). According to legal requirements 48 the percentage should be not less than 50. The list of teaching staff as well as data on research, qualification improvement and workload are provided in Annex 2. Curriculum vitae of the teaching staff are presented in Annex 3. 93. It should be noted that the Study Programme Committee and Department of Software Engineering that is responsible for the implementation of the programme have no direct impact on the lectures of other academic divisions, except cases when a problem occurs. The academic division delivering the module is responsible for selecting a suitable lecturer. Sometime change of a lecturer happens even without informing the supervising department. Of course, if teaching quality is not acceptable the problems are discussed and corrective measures are taken, up to change of the lecturer. 94. The teaching staff turnover is quite low (it should be taken into account that more than 50 lecturers are involved in Software Engineering programme). It could be noted that the turnover of lectures of non-computing disciplines constitutes the majority. The only reasons of turnover among lecturers of computing disciplines are age restriction, increased workload in IT companies, and personal reasons (e.g. birth of children). The detailed information on staff turnover is presented in table 3.2. There are 21 lecturer involved from the establishment of Software Engineering programme (detailed information is provided in CVs, Annex 3). Table 3.2. Teaching staff turnover in Software Engineering programme during 2008-2013 Position, name Subject taught Assoc. prof. M. Gutauskas Introduction to philosophy (2008) Assoc. prof. J. Jankauskas Introduction to philosophy (since 2009) Lect. R. Bučienė Basics of economics (until 2010) Lect. V. Mačiekus Basics of economics (2011) Lect. N. Minkevičienė Basics of economics (since 2012) Lect. D. Noreika Introduction to psychology (2008) Lect. I. Makauskienė Introduction to psychology (2009) Assoc. prof. F. Laugalys Introduction to psychology (2010-2012) Lect. R. Berniūnas Introduction to psychology (since 2013) Assoc. prof. R. Lukoševičius Fundamentals of management (until 2011) Asist. J. Šarupičiūtė Fundamentals management (2011-2012) 48 Description of General Requirements for First Cycle and Integrated Degree Study Programmes, Order No.V-501 of 9 April 2010 of the Minister of Education and Science (Official Gazette, 2010, No. 44-2139) 31

Lect. D. Klimas Fundamentals management (since 2013) Assoc. prof. R. Bartaška Accounting (until 2008) Lect. I. Kamarauskienė Accounting (2009) Lect. L. Giriūnas Accounting (since 2010) Prof. A. Čaplinskas Software Engineering I and II (until 2012) Lect. K. Petrauskas Software Engineering I and II (since 2012) Lect. A. Dienys Software projects and quality management (until 2008) Assoc. prof. V. Undzėnas Software projects and quality management (since 2009) Lect. T. Savičius Document management systems (until 2009) Lect. V. Kiško Computer networks (until 2012) Lect. K. Mizara Computer networks (since 2013) Lect. I. Naujikas Software testing (until 2009) Lect. A. Stikliūtė Software testing (2010) Lect. V. Valaitis Software testing (since 2011) 95. Further self-evaluation of teaching staff is on the staff of Department of Software Engineering only. Situation in Department of Computer Science is similar. It could be noted that the Department of Software Engineering has been established by half of the staff of Department of Computer Science and close cooperation of departments continues. 83.64% of the modules of study field are taught by the staff of Software Engineering and Computer Science Departments (calculation is performed in credits). 3.1 Employment and assessment of staff 96. The teaching staff of the programme following the employment practice at VU is composed of full- and part-time teachers or hourly employees. The type of full- or part-time contract is normally offered to the teachers that teach subjects of the study field, which but requires more academic and organizational responsibilities on the part of the faculty members. Employment and regular assessment of academic staff is organised according to the Temporary Provisions for the Organisation of Assessment and Competitions for Positions of Teaching and Research Staff (approved by the VU Senate Board meeting on 23 February 2010, Decision No. SK-2010-5-34) which regulate the procedures for competition for vacancies and assessment and qualification requirements for the VU teaching and research staff. Competitions for the positions of five years are announced in the VU Information Bulletin, internet websites of VU and Research Council of Lithuania. 97. It should be noted that the criteria for regular assessment for the position (e.g. assoc. prof.) are higher than criteria for the first time employment at the same position. The requirements for the research performed are the most important (the numbers and types of publications are exactly defined). The requirements for teaching are week, for example, assoc. professor during 5-year term should: give lectures for the students of any cycle, prepare and renew some teaching material, and supervise the final thesis of students of any cycle. The professional knowledge, skills and experience are completely ignored. 98. But the actual requirements for the lecturers of Computing modules are different from the official ones. At least part of staff must possess skills actual for IT enterprises and IT departments in the institutions and should be able to speak in language of business and industry in IT sector. This is even more important for Software Engineering. As one of the reasons why universities fail teaching software engineering is named the absence of experience with industrial software projects by the software engineering teachers 49. 49 G. Karen, Why do Universities Fail Teaching Software Engineering?, 2001. http://users.actcom.co.il/~choo/lupg/essays/software-engineering-and-uni.html 32

99. The staff recruitment problem is the central in study programmes of Computing. The holders of high IT qualifications have much more attractive financially offers outside academia. The Department of Software Engineering is solving this problem successfully enough. Large part of the staff is working from the establishment of the department. Most of the lecturers combine the work at the university with the participation in the projects. Part of them work at IT companies and Vilnius University is their second job. But no one is working at other universities. The primary or second job was never used as criterion when evaluating lecturers internally in the Department. The knowledge, skills and experience, willingness and abilities to teach students form the criteria. Of course, the research is very important also, especially if it is related with the lectures delivered but the number of publications is not dominating criterion. 100. All lecturers of Computing modules have professional experience directly related to the subjects they teach. Staff teaching software engineering modules have extensive experience in industrial software projects for Lithuanian and foreign customers that is very important for software engineering education. 101. VU Quality Management Centre conducts regular student surveys aiming to find out student opinion on the studies and the quality of teaching. Students are encouraged to express their opinion about the quality of teaching of the subjects/modules studied. The lecturer is acquainted with the student opinion about his teaching. The study programme committee analyses the survey results on the entire programme. The results are discussed in the study programme committee and department meetings to improve the quality of teaching by taking into account student expectations. For example, the assessment criteria of some subjects were defined in more detail, the lectures have been asked to announce the results of laboratory work evaluation immediately, the subject Informatics had been delivered for Software Engineering and Bioinformatics students at the same time and both were unhappy with such decision. 102. At present the Department of Software Engineering has 3 doctoral students in the science field of Informatics 50. All of them are supervised by prof. R. Baronas. One doctoral dissertation was defended in 2013 (D. Šimelevičius, supervisor prof. R. Baronas), one dissertation - in 2012 (L. Savičienė, supervisor assoc. prof. V. Čyras), two dissertations were defended in 2011 (E. Gaidamauskaitė and K. Petrauskas, academic supervisor prof. R. Baronas). This could be the best way for preparation of new teaching staff for the study programme but unfortunately two of new PhDs (E. Gaidamauskaitė and D. Šimelevičius) do not participate in students teaching. 3.2 Qualifications of staff and conditions for professional development 103. In our opinion, the qualification of the staff involved in Software Engineering study programme is sufficient and covers both research and development activities. The complete information is provided in the data on research, qualification improvement and workload (Annex 2) and curriculum vitae (Annex 3). Only the most important points are discussed here. 104. All academic staff of the Department of Software Engineering are involved in statefunded research work Modelling of Computerized Systems and Their Development Process (2012-2016, project leader prof. R. Baronas). Previously they together with the staff of Computer Science Department were involved in state-funded research work Methods of Software Systems Modelling, Development Automation and Quality Improvement (2007-2011, led by prof. R. Baronas and prof. R. Vaicekauskas). 105. Staff of the Department take part in different research projects supported by competitive funding, for example: prof. R. Baronas is a head of the project supported by EU 50 According to science classification in Lithuania, it is the single Computing related field in the area of Physical Sciences. 33

Social fund under the Global Grant measure 51, assoc. prof. V. Čyras was the project leader of the partner in project SKY-Scanner of EC Sixth Framework Programme (FP6) 52. 106. Staff publish their research results in scientific journals, proceedings of prestigious international and national conferences. Since 2008, 22 articles have been published in publications included in the database Thomson Reuters Web of Knowledge and possessing a citation index. 107. Many lecturers are members of editorial boards of international scientific journals, e.g.: R. Baronas Baltic Journal of Modern Computing, Advances in Internet of Things; V. Čyras Information technology and control; A. Lupeikienė Scientific Journal of Riga Technical University (Computer Sciences division), etc. 108. Staff of the Department get actively involved in organizational and scientific committees of international conferences, e.g.: R. Baronas Joint Conference on Knowledge- Based Software Engineering (JCKBSE10); V. Čyras International Conference on Alternative Methods of Argumentation in Law (ARGUMENTATION 2012), Tenth International Baltic Conference on Databases and Information Systems (Baltic DB & IS 2012), 2nd Joint International Conference on Electronic Government and the Information Systems Perspective and International Conference on Electronic Democracy (EGOVIS & EDEM 2013); S. Ragaišis Central and East European Conference on Software Engineering Techniques (CEE-SET 2008, CEE-SET 2009, CEE-SET 2011), etc. 109. Members of Software Engineering and Computer Science Departments are responsible for organizing the world leading conference in software process improvement SPICE 2014 which be held the autumn of 2014 in Vilnius. 110. Two professors have been awarded the Lithuanian State Science Prize: R. Baronas (2012) and A. Čaplinskas (2006). R. Baronas was awarded the University Rector s Science Prize in 2004 and in 2010. R. Baronas presentation at the 3rd International Conference on Advances in System Simulation (2011, Spain) got the Best Paper Award. 111. Research activities of the teaching staff are in the science field of Informatics (09P). The research topics are reflected in the supervised Bachelor thesis. 112. Prof. R. Vaicekauskas and prof. R. Baronas run subject-specific Informatics seminar, and prof. R. Baronas runs the seminar of the Department of Software Engineering. They organise around 10 seminars annually. Teaching staff make presentations on their research and teaching subjects in those seminars. 113. The regular methodology seminar led by prof. E. Stankus (Department of Didactics of Mathematics and Informatics) helps the teaching staff improve their didactic competences. 114. Teaching staff are required to improve their qualifications. The University Provisions for Assessment of Teaching and Research Staff require them to submit a report on academic activities during their term of contract which must include qualification improvement. The academic activities are discussed at the Department s meeting to help the teaching staff plan their progress. During the analysed period the teaching staff have upgraded their qualifications as required. 51 Project Developing computational techniques, algorithms and tools for efficient simulation and optimization of biosensors of complex geometry supported by EU Social fund under the Support for scientific research by scientists and other researchers (Global Grant) measure, Grant No. VP1-3.1-ŠMM-07-K-01-073/MTDS-110000-583, 2011 2015, project budget 1.3 million LT. 52 Project leader of the Partner Vilnius University in the "Development of an Innovative LIDAR Technology for New Generation ATM Paradigms". EC Sixth Framework Programme (FP6), 2007-2010. http://www.skyscanner.it/ 34

3.3 Staff mobility 115. The main form of international exchange is the participation in scientific conferences, congresses, exhibitions, seminars, and symposiums held abroad. Results of the visits are regularly discussed in the seminars and meetings of the Department of Software Engineering. Science events help to stay updated with the best international practices and amend the courses respectively. 116. The number of conferences visited by the staff is enough high though the Faculty funds only the participations with presentation made. Nevertheless, other teaching staff mobility opportunities are not exploited to a satisfactory extent. V. Čyras have lectures at University of Salzburg (Austria, 2013) as ERASMUS Teaching Assignment. Prof. R. Vaicekauskas participates in ERASMUS IP programme Network Security and Digital Investigations and gave lectures at Bournemouth university (UK, 2013), XIOS Hogeschool Limburg, (Belgium, 2012), Yasar university (Turkey, 2011). 3.4 Student/teacher ratio in the study programme 117. Faculty Council has set the following annual teaching workload guidelines: 320 academic hours for professors and associate professors, 360 academic hours for lecturers and assistants. The remaining time is devoted to research and methodological activities of teaching staff. Assoc. professors S. Dapkūnas, K. Lapin, and V. Undzėnas have temporarily exceeded the suggested workload by 25%. 118. The Faculty average student/teacher ratio is consistent with the University s ratio which is 11.4. Such ratio is not calculated in the separate study programmes. But it is clear that this ratio is higher in the Software Engineering bachelor study programme as it is one of the largest ones in the university. 3.5 Strengths, weaknesses, and measures of improvement 119. Teaching staff of the programme are highly qualified, both in pedagogy and research, and have the extensive practical experience that is required for Software Engineering education. 120. Weaknesses of the programme: Official staff evaluation criteria are not adequate to the needs of Software Engineering and other Computing programmes. Teaching staff mobility opportunities are not exploited to a satisfactory extent. 121. Measures of the improvement: Establishment of the staff evaluation adequate criteria to the Software Engineering study programme needs (the corresponding decision of Vilnius University is needed). Encourage the teachers to participate in the international academic exchange programmes more actively. 35

4 FACILITIES AND LEARNING RESOURCES 4.1 Facilities 122. The Faculty of Mathematics and Informatics (MIF) is situated in two locations in Vilnius: two buildings are next to each other in Naugarduko Str. 24 and Šaltinių Str. 1a, and another building is located in Didlaukio Str. 47. Both places of the Faculty are reachable by public transport. Information on the average preoccupation of the facilities is presented in table 4.1. Table 4.1. Premises of the Faculty No. Address Area, m 2 Preoccupation of learning areas in autumn/spring semesters (%) 1. Naugarduko Str. 24 and Šaltinių Str. 6,818 85/70 1A (5,715+1,103) 2. Didlaukio Str. 47 6,907 80/70 In total: 13,725 123. The academic timetable is designed in a way that most of the lectures of Software Engineering study programme take place in the building in Didlaukio Str. 47. It depends on a semester and study year, but approximately one or two days per week lectures take place in Naugarduko Str. 24 and Šaltinių Str. 1A. All lectures are placed in one location on the same day, except for the case when students have chosen to attend some lectures in other faculties. 124. Most auditoria for lectures have 22-25 seats. Several larger auditoria have 200, 150, 100 or 80 seats. Computer laboratories have from 8 to 20 seats with stationary computers/terminals, and additional 4-8 places as mobile work places. Part of the auditoria has stationary projectors and screens. There are also 2-3 portable laptops and projectors for use at each building. 125. Students can individually study the subject material in the Faculty library located in the building in Naugarduko Str. The library has 92 seats. The working hours of the library: 9:00-18:00. The occupation of the library varies during the study year: in July-August it is approximately 1-5%, in September it reaches 70%, and in December and May it rises to 95%, and during the remaining time it ranges between 30-70%. 126. There is also a spare-time room in Naugarduko Str. building where students usually study, relax or use self-service cafeteria. There are several self-study and relaxation areas in Didlaukio Str. building, having even a table tennis board. 4.2 Equipment for studies 127. Computer laboratories are located in the building in Šaltinių Str. and in Didlaukio Str. The building in Šaltinių Str. accommodates 14 laboratories with 132 computers. The building in Didlaukio Str. accommodates 7 laboratories with 94 computers. Also new laboratories are being equipped in the building in Didlaukio str.: there will be 60 newly equipped seats with computers. The average occupation of laboratories is 80%. When laboratories are not used for practice classes in Šaltinių Str., students can use them for self-study. The laboratories enable students to work on two different operating systems (Windows and Linux). There are several open access computer work places in each building. 128. The Faculty has 4 specialised laboratories: Mobile Application Development Laboratory, Robotics Laboratory, Networking Laboratory, and Science and Business Communication Laboratory. Mobile Application Laboratory is equipped with laptop computers, tablets and smart phones. It is a meeting and working point for students interested in mobile applications development. Robotics laboratory is used by students interested in robot building 36

projects and as an after school children education facility. Networking Laboratory provides special networking equipment for learning purposes. Science and Business Communication laboratory is equipped with interactive table, interactive whiteboard and video conferencing equipment. 129. Students and academic staff can also use the super computer located in the Faculty of Mathematics and Informatics for scientific research purposes or educational activities. They can use Cloud services, get direct access to some super computer resources or use GRID computing capabilities. 130. Wireless internet connection is present in all three Faculty buildings (MIF Open network). In almost all area of the Faculty and in parts of other Vilnius University buildings students can also use a wireless EDUROAM internet connection (international network of wireless internet access for academic organizations). Students can use additional electronic resources of the Faculty: every student gets 250 MB of space in servers for study purposes and can create, and publish his or her own websites. In both locations printing service is available for students and academic staff. Faculty is part of Microsoft DreamSpark and Cisco Networking Academy. 131. Vilnius University Centre of Information Technology Development provides various core IT services for staff and students (e-mail, e-mail conferences, wireless academic network EDUROAM, internet websites creation capabilities, web page hosting, etc.). Vilnius University E-learning and Examination Centre provides Virtual Learning Environment for lecturers and students and enables examination of large groups of students simultaneously in large computer classes in Saulėtekio Str. buildings. 132. Each year the Faculty assigns around 200 000 LTL for IT equipment renewal budget. Part of this budget comes from EU projects and Lithuanian national funds. 4.3 Practice basis 133. The study plan includes professional practice done by students in enterprises and institutions. The majority of students do their professional practice in Vilnius. A small number of students go abroad according to Erasmus programme. During professional practice students communicate with their VU practice supervisors most frequently via e-mail or internet telephone. 4.4 Learning resources 134. The Faculty library owns around 65500 various resources and publications (books, journals, textbooks) on mathematics, statistics, probability theory, computer science, information technologies, software engineering, database management systems, cryptology, and other themes in different languages (mostly in English and Lithuanian). Students can also use resources and self-study environment in the new Vilnius University library (MKIC) located in Saulėtekio Str. 135. Resources of the Faculty library are constantly updated according to the plan of central library of the University and teachers requests. Usually teachers send their requests to the library staff. Books or journals are ordered after the list of requested resources is approved by the vice-dean for financial matters. Each year the amount spent on faculty library resources renewal varies from 17000 LTL to 28000 LTL. 136. Students of Software Engineering study programme can use various learning materials, textbooks and other resources from the Faculty library, especially on mathematics and informatics. Lecture notes of most of the subjects are available for students in lecturers web pages, in virtual learning environments, tutorials on the Internet, and electronic data bases (via Vilnius University library): ACM Digital Library, IEEE, Springer Link, ISI Web of Science, 37

JSTOR, Science Direct, Taylor&Francis, Wiley Online Library, or others locations. Thus, students have access to the state-of-the-art learning and scientific materials. 137. In overall view, it is sufficient of material resources for successful learning process. During last 5 years Faculty has obtained 4 new laboratories (Mobile Application Development Laboratory, Robotics Laboratory, Networking Laboratory, and Science and Business Communication Laboratory). The super computer was substantially upgraded expanding its capabilities and making it one of the most powerful super computers in Lithuania. An Information Technology Open Access Centre was established as a gateway for super computer resources and scientific services of the Faculty. The building at Didlaukio Str. was renovated and 8 new computer classes were installed, having 70 work places. Currently faculty is renovating 3 more computer classes at Didlaukio Str., each having 20 work places. This step will give the ability to create more effective and convenient academic timetable as well as to allow less overcrowded classes where computer is shared by several students. 138. In 2013, the National Open Access Scholarly Communication and Information Centre at VU Library was opened. The working hours of the Centre are 24/7. Most important for the students of Software Engineering study programme are reading halls for Physical and Technological Sciences and book stock. Students can reserve rooms for individual and group work, but they are not numerous. 139. The Faculty is currently not adapted for people with disabilities. Faculties buildings in Naugarduko Str. and Šaltinių Str. only ground floors are accessible for disabled students. Faculties building in Didlaukio Str. has several possible entrances for disabled students (ground, 2nd, 3rd floors), but usage of different entrances is not acceptable. There is a plan to install an elevator in Didlaukio Str., which would improve the situation. 4.5 Strengths, weaknesses, and measures of improvement 140. Material resources are sufficient for the successful implementation of the study programme. Premises are sufficient and their quality is appropriate but they are located in different places around the town. Since September 2012 Software Engineering Department and teachers offices are located in Didlaukio Str., but students have classes in both locations: in Naugarduko Str. and in Didlaukio Str. Different locations make individual consulting of students complicated. There is also no student administration office in Didlaukio Str. 141. Three largest auditoria in Didlaukio Str. have not enough places for the exam of the first year students of Software Engineering. So, their exams should be held in Naugarduko Str. 142. Currently there is a lack of private group working areas, where students could do group projects and activities. Instead they accommodate themselves in open areas. The administration is planning to implement reservation system for small offices and this step will solve the problem. 143. The number of textbooks on software engineering topics could be bigger in order to allow the students not only to read the books in the library but to borrow and take them home. 144. There is no intranet at the Faculty. This restricts the dissemination of specific teaching and personalised information. However, this problem should be solved soon. 145. The Faculty is currently not adapted for people with disabilities. There is a plan to install an elevator in Didlaukio Str., which would improve the situation. 38

5 STUDY PROCESS AND STUDENTS PERFORMANCE ASSESSMENT 5.1 Admission requirements 146. Admission to the first cycle programmes at the higher education institutions of Lithuania is organised by Joint Admission Network Association of Lithuanian Higher Education (LAMABPO) which unites 21 state and private university and 24 universities of applied sciences (colleges). In order to enter the Programme, no entrance examinations are taken by applicants. The applicants are rated according to the competition score comprised of the grades of state maturity examinations and yearly grades. The owners of the programme have no influence on the rules for calculation of the competition score. The list of subjects which grades are taken and their weighting factors in the competition score are defined by the Ministry of Education and Science. In 2013, competition score for Software Engineering programme is comprised of the grades of state maturity examinations in Mathematics (weighting factor 0.4), Information technologies (0.2), and Lithuanian language and literature (0.2) as well as yearly grade in the first foreign language (0.2). 147. The applicants are eligible to register to a number of study programmes (taking part in the competition for state-funded and self-funded places separately) which was limited from 20 to 16 in 2008 and further reduced to 12 from 2010 onward. 148. Vilnius University was the first higher education institution to introduce in 2009 a threshold entrance grade of 10.4 which makes one half of the highest possible admission competition grade without additional scores. 149. According to current study funding regulations, the numbers of state-funded places are defined for study areas and groups of study fields. The numbers of state-funded places for students admitted in 2013 are defined in the Order No. V-107 issued by the Minister of Education and Science on 12 February 2013. There are 1166 state-funded places assigned for all study programmes in the area of Physical Science and 1297 state-funded places assigned for study programmes in the fields of informatics engineering, land transport engineering, energy engineering, civil engineering, aeronautical engineering, marine engineering, electronics and electrical engineering, food technology. 150. It is important to emphasize that the same competition score is used for admission into study programmes and competition for state-funded places. As competition score is calculated differently for programs in different study fields state-funding is assigned based on the different criteria. For example, the applicants into Geology who compete for the same statefunded places as applicants into Software Engineering are evaluated according to the grades of state maturity examinations in Geography (0.4), Physics or Chemistry (0.2), and Lithuanian language and literature (0.2) as well as yearly grade in the Mathematics (0.2). Previous years the competitive score for Mathematics and Statistics study programmes has been calculated differently from Software Engineering also. Even the lack of IT specialists is stated by employers and the Ministry but this is not reflected in the state-funding assignment: Software Engineering and Informatics compete with Mathematics, Statistics, Physics, Astronomy, etc.; Informatics Engineering competes with Aeronautical Engineering, Marine Engineering, etc. 5.2 Admission statistics and trends 151. The popularity of physical and technological sciences significantly decreased and the most of study programmes in these areas are not able to admit the number of students planned. This has affected the Software Engineering programme also but the number of applicants by 1 st priority was always greater than planned number of students 53. Candidates applying for the 53 The planned number of students in Software Engineering programme is 125 and it is stable from the establishment of the programme in 2002. There are very slight deviations because of organizational and political reasons. 39

Programme are very motivated: the ratio of applicants by 1 st priority and total number of applicants is very high (37-40%, i.e. about 2 times higher than in most of other study programmes) and the absolute majority of admitted students indicated Software Engineering as their 1 st choice. Moreover, they are the best ones of seeking studies in Computing study programmes. 152. It should be noted that current admission system is enough complicated for candidates as well as for universities. For example, it is impossible to admit the number of students exactly as planned. The first reason is that competitions for state-funded and self-funded places are separate and the university should invite some numbers of candidates from both competitive ranks seeking to admit best people. The second reason is that it is impossible to predict how many of the invited candidates will come and sign the study contract (this percentage significantly differs from year to year). The candidates for self-funded studies are completely unpredictable: big part of them indicates the self-funded studies because of misunderstanding of the admission system. Detailed admission statistics is provided in tables 5.1 and 5.2. Table 5.1. Competition for state-funded study places Year Plan Place of the last in No. of applications Weighted Competitive score Invited Admitted competitive rank competition I I-VI Total Area VU First Last 2008 120 147 316 392 0.69 120 118 n/a 250 3988 1679 2009 132 135 289 336 0.64 133 131 7973 276 22.82 13.58 2010 135 148 349 405 0.62 133 111 6931 330 26.50 14.72 2011 125 172 387 431 0.85 130 123 5089 240 24.30 16.68 2012 125 155 392 416 0.83 137 126 5967 287 22.44 15.42 Table 5.2. Competition for self-funded study places Year Plan No. of applications Place of the last in Competitive score Weighted Invited Admitted competitive rank I I-VI Total competition First Last (VU) 2008 10 7 66 110 1.01 6 6 41 1778 1067 2009 5 1 82 162 3.32 4 4 147 16.66 11.60 2010 2 2 47 85 4.46 40 2 373 20.36 13.64 2011 2 1 49 85 4.79 18 1 63 19.38 15.54 2012 5 4 61 105 2.76 20 2 64 19.42 11.52 153. The Software Engineering programme could be named as the most popular and motivating first cycle study programme in the areas of physical and technological sciences. Furthermore, it is in top 10 of largest study programmes according to number of state-funded students (table 5.3). Table 5.3. Bachelor study programmes collected most state-funded students in 2012 54 No. Study programme (University) Number of state-funded students 1 Economics (VU) 229 2 Medicine (LUHS 55 ) 204 3 Medicine (VU) 162 4 Law (VU) 160 5 Software Engineering (VU) 133 6 Civil Engineering (VGTU 56 ) 133 7 Transport Engineering (VGTU) 129 8 Multimedia and Computer Design (VGTU) 119 54 http://www.delfi.lt/news/daily/education/paaiskejo-stojimo-rezultatai-daugiausia-valstybes-finansuojamu-vietuekonomikos-ir-medicinos-programose.d?id=59192419 55 Lithuanian University of Health Sciences 56 Vilnius Gediminas Technical University 40

9 Creative Industries (VGTU) 105 10 Political Sciences (VU) 100 154. Computing study programmes slowly regain the popularity so more applicants could be expected this year and in the future. The Software Engineering programme has been renewed and current students have evaluated the changes as very positive more 155. The planned number of admitted students into Software Engineering remains stable form the establishment of the programme. But it is not evident that such a number is the most suitable one and no changes are needed. On the one hand, there is a lack of qualified IT professionals in Lithuania and Europe so the number of students should be increased, even significantly. On the other hand, reduction in the number of students could improve the quality of studies and make the programme even more prestigious. Such ideas have been expressed by students and teaching staff when discussing the renewed programme. It could be noted that the greater number of students does not provide any advantages for the admitted students and lecturers teaching them. 5.3 Changes in students numbers: reasons for drop out 156. The requirements of studies are high. So, despite the fact that the best students are enrolled the drop-out ratio is high and unfortunately it is rising especially last year: drop-out during 4 years of studies in the admission of 2008 was 34% and the same drop-out is during the first year in the admission of 2012. Detailed figures are presented in table 5.4. The significant decrease of motivation of the 1 st and 3 rd year students has been observed in the spring semester of academic year 2012-2013. Many of 3 rd year students have not prepared their course works. The reasons of this phenomenon are under investigation. Table 5.4. Number of enrolled students who completed or are continuing their studies Year of admission No. of enrolled students No. of students who completed or are continuing their studies No. of dropouts Drop-out rate, % 2008 124 82 42 34% 2009 135 77 58 43% 2010 113 82 31 27% 2011 124 88 36 29% 2012 128 84 44 34% 157. The official reasons for drop-out are the following: Request of the person: 58.5%. Due to academic failures: 27.7%. Illness and other reasons: 13.8%. 158. The most frequent actual reason is trying to coordinate the studies and work in IT companies. This coordination is a challenge for every student and not everyone is able to cope with it. One of the key reasons for cancelation of studies in the 1 st year is the too long adaptation at the University: there is considerably more freedom when comparing with school, each should manage his time and assignments himself, even the impression appears that one can do nothing; if this lasts too long the comeback to studies becomes very problematic. Therefore, at the request of students the assignments and their evaluation deadlines are distributed evenly over the entire semester. 159. Academic achievements of Software Engineering bachelor students are higher than the Faculty average but they are significantly lower than at other faculties. Results of examination sessions are presented in table 5.5. 41

Table 5.5. Average grades of exam sessions Year of admission 2008 2009 2010 2011 2012 No. of enrolled students 124 135 113 124 128 Average grade of exam sessions Semester 1 6.98 6.9 6.28 6.82 6.93 Semester 2 6.83 6.83 6.59 6.93 8 Semester 3 7.3 6.92 6.59 7.06 Semester 4 7.11 7.04 6.46 8.33 Semester 5 7.76 7.16 7.34 Semester 6 6.89 6.93 6.58 Semester 7 6.84 6.59 Semester 8 8.98 9.41 5.4 Academic support for students 160. Students receive academic support of different kinds: information on the study process is provided by the Study Office of the Faculty, the University Directorate of Studies, the University Centre of Scholarly Communication and Information, Department of Software Engineering, administration of the Faculty, and Student Representation Office. Students can get individual consultations or look for information in the webpages. Support concerning the issues of IT applications is provided by the Digital Research and Computing Centre of the Faculty and the University IT Application Centre. 161. The issues of examination and re-examination procedures at the Faculty Council are discussed with the representatives of the Student Representation Office. Students have a representative in the Appeals Committee of the Faculty. 162. The Student Representation Office delegated G. Graževičius into the Study Programme Committee. He actively takes part in discussion concerning the study programme, updating of subjects and quality of teaching. 163. To facilitate the adaptation at the university, in August the summer camps are organized for the 1 st year students. The main aim the camps is familiarization with university life, studies and each other. In addition the academic groups of the 1 st year students have assigned the curators from the students of the 2 nd year of the same study programme. Curators acquaint the freshmen with the studies at the university and specific of the study programme, point the most important things, answer the questions, and help to solve the problems. 5.5 Student research and artistic activities 164. Students gain the basic research skills preparing their course works and bachelor thesis. The best students are encouraged to participate in research more actively and to write research articles. As a rule, publications appear when the students already have entered master studies but sometimes the exceptions happen, for example: In 2001 L. Litvinas has made presentation in the conference Computer Days 2011 and the article prepared by him, his supervisor prof. R. Baronas, and colleague from Institute of Biochemistry R. Šimkus has been published in the conference proceedings 57 ; 57 L. Litvinas, R. Baronas, R. Šimkus. Computational modelling of pattern formation of a colony of luminous bacteria (in Lithuanian). Proceedings of XV Computer days conference, Žara, 2011, ISBN 978-9986-34-261-8, p. 99-107. 42

In 2012 the presentation of I. Paužaitė has been selected as the best one in the section 58 although the conference was of master and doctoral students (publication has been prepared with her supervisor V. Ašeris 59 ); In 2013 J. Ragaišis together with his supervisor assoc. prof. A. Mitašiūnas and colleagues from Bremen University prepared the presentation and publication for SPICE 2013 conference 60. 165. Students have many opportunities to join arts and sports groups. The University has a Sports and Health Centre and a Cultural Centre. The Sports and Health Centre organises sports activities for students and staff. The Cultural Centre supports activities of 10 arts groups of students and staff. 5.6 Student participation in exchange programmes 166. Vilnius University provides enough wide opportunities for student exchange. The main of them are the semester studies and internship abroad in the frame of ERASMUS student exchange programme. Information on Software Engineering bachelor students mobility during the self-evaluation period is presented in table 5.6. Table 5.6. Mobility of Software Engineering students Year Students went abroad for studies or internship Number Country 2013 11 Italy, Netherlands, France, Denmark, Switzerland, Bulgaria, USA, UK, Latvia 2012 17 Italy, Netherlands, Sweden, Denmark, Switzerland, Ireland, USA, Iceland 2011 8 Italy, Netherlands, Denmark 2010 7 N/A 2009 8 N/A 2008 10 N/A 167. Unfortunately, the Software Engineering students are not active enough. Almost every semester there are ERASMUS proposals that remain unexpended. The main reason for non-participation is that students are often committed to employment and cannot combine studies or internship abroad with their jobs (the detailed information on the employment of students is presented in table 1.2). 5.7 Social support 168. The university students can get several kinds of student grants. Grants are awarded for extraordinary achievements in research, academic results, relative ranking to other students, and other activities. The procedures for awarding those grants are set by VU Grant Provisions 61 approved by the Board of the Senate. 169. Social grant is paid to students who meet at least one criterion set by the Lithuanian legal acts for identifying socially supported persons. Extraordinary social grant (500 to 1,500 58 http://www.khf.vu.lt/lt/naujienos/konferencijos/535-septynioliktoji-tarpuniversitetin-informatik-konferencija- informacins-technologijos- 59 I. Paužaitė, V. Ašeris. Computational Modelling of Biosensors Using Variable Space Step of the Discrete Grid. In Proceedings of 17 th conference of master and doctoral students Information Technology 2012, Kaunas, p. 1-4. 60 M. Boronowsky, A. Mitasiunas, J. Ragaisis, T. Woronowicz. An Approach to Development of an Application Dependent SPICE Conformant Process Capability Model. Software Process Improvement and Capability Determination Communications in Computer and Information Science Volume 349, 2013, p. 61-72 61 VU Grant Provisions approved by the Senate Board Decision No. SK-2012-5-5 on 8 March 2012. 43

LT) is paid in case of death or illness of family members, natural disasters or similar reasons. Extraordinary special purpose grant (500 to 2,000 LT) is paid for sports, cultural, research or social activities. 170. The Faculty provides opportunities for disabled students. They can receive social support, study according to individual study plans, etc. 171. Vilnius University has a large number of student hostels offering accommodation services to students. VU Career Centre provides advice concerning career issues. Students can receive psychological help at the VU Psychological Innovation and Experimental Research and Training Centre. Psychological services are also provided by the Youth Psychological Help Centre. 5.8 Assessment of student achievements 172. Student knowledge and abilities are assessed in accordance with the VU Statute, Study Provisions, and Procedures for Assessment of Study Results 62. Assessment is performed objectively, in conformity with the principle of goodwill. During the semester continuous assessment (participation in seminars and practical classes, home assignments, presentations) and formative assessment (tests, quizzes, written assignments) of study results are used. 173. The 10-point assessment system is used during examination and defence of individual and team works. The passing grade is 5. Lecturers introduce the module requirements, assessment criteria and forms of assessment in the first lecture. Assessment and the grade composition are defined in the module description. The final grade can be cumulative or complex. Its compositions are calculated as specified in the module description. According to VU regulations the results of examinations should be entered into VU Studies information system within 5 working days after the examination. When more than 100 students should be assessed such time limit considerably restricts possibilities to provide for the assessment questions that require more complicated and exhaustive answers because assessment of one student s work should definitely take less than 15 minutes. It should be noted that the Faculty does not expect more thorough examination because only 18 minutes are devoted for the examination of one student when calculating the lecturer s workload. This time should cover preparation of the exam assignments, the exam itself, assessment of the works, announcement of the results to students, entry of the results into IS, and exactly the same procedure at the beginning of the next semester for students who have failed first time. 174. Students are acquainted with the results of formative assessment and examinations and receive explanations for the given grades. Reviews of Bachelor thesis are submitted in written form. Students can address the Appeals Committee if they do not agree with the assessment procedure and/or the grade, the only exception being the assessment of the Bachelor thesis. 175. It has been observed that the evaluations of the Bachelor thesis by different reviewers are quite different that cause hot discussion during their defence at the Committee. Therefore, in June 2013 the training on Bachelor thesis evaluation has been started in the Department of Software Engineering: the anonymous bachelor thesis have been proposed for the evaluation; each staff member should provide the anonymous evaluation, including the essential advantages, key weaknesses, and the grade proposed; the reviews will be summarized, analysed and discussed at the Department s meeting in September. 176. Regular attention is devoted to feedback. Students are asked to express opinion about the study programme, courses studied, and teaching quality. At the end of each semester students 62 VU Study Results Assessment Procedures approved by the Senate Board meeting on 22 June 2006 (Minutes No. SK-2006-11) 44

are asked to fill in a detailed questionnaire and evaluate the courses and the work of academic staff. Regular student opinion surveys are carried out on the VU webpage and administered by the VU Quality Management Centre. Provided answers are analysed anonymously. Students opinions are regularly discussed and the problems determined are solved by the Department and the study programme committee to improve course descriptions, the procedures of assessment, etc. 5.9 Professional activities of the graduates of the study programme 177. The majority of students combine their studies with work activity (the detailed information on the employment of students is presented in table 1.2). They are usually employed by enterprises in the IT sector or IT divisions of other enterprises. Surveys of IT sector employers and data of the Lithuanian Labour Exchange show that the demand for software engineering specialists already exceeds the supply, therefore, graduates do not encounter any difficulties in finding employment. 5.10 Ensuring academic ethics 178. The staff of the Software Engineering department implement the principles of honest study. VU has an Electronic Document Plagiarism Recognition System which is available to academic staff. The System is used to check written assignments, including Bachelor thesis, for plagiarism. 5.11 Strengths, weaknesses, and measures of improvement 179. Strengths of the programme: Good contingent of students. The system of academic and social support for students is functioning well. Graduates of the programme are appreciated in the job market and have no problems finding a job. 180. Weaknesses of the programme: The owners of the programme have no influence on the admission requirements. The state-funding is assigned based on the different criteria. The international mobility of students is relatively low. Thorough examination possibilities are limited because of the requirement enter results into IS within 5 working days and the time allocated for examination in lecturer s workload calculation. 181. Measures of the improvement: The competitive score for admission should be different from the competitive score for state-funding assignment. The state-funding should be assigned based on the same criteria in the scope of study programmes competing for the same state-funded places. The state-funded places should be assigned for the group of Computing study programmes from Physical and Technological Sciences. (The corresponding decisions of the Ministry are needed.) Regulations of the examination should be adjusted taking into account the specific of study programmes (e.g. number of students). (The corresponding decisions of the University and Faculty are needed.) Reasons for the decrease of students motivation should be determined. Students should be encouraged to study abroad for a certain period of time. 45

6 PROGRAMME MANAGEMENT 6.1 Regulation of study quality assurance 182. Quality of studies is one of the important priorities of Vilnius University. The University quality culture as a culture of constant improvement and positive change is fostered on the basis of values established in the mission of the University, provisions of study quality assurance of the European Higher Education Area, principles of social responsibility and partnership. VU Study Committee is checking study programmes according to a set plan. The aspects include monitoring and evaluation of the qualifications provided by the study programme, student learning outcomes, student survey results, updating of pedagogical competences of the academic staff, material resources, academic, cultural and social support for students, feedback from the participants of the study process, etc. The Council of the Faculty of Mathematics and Informatics is responsible for the internal evaluation of the study programmes. 183. Students opinions about the study programme and the study process is a very important factor in the study programme implementation control. Therefore, after each examination session the VU Quality Management Centre carries out student surveys about study subjects and study process. The chairperson of the study programme committee is acquainted with student opinions concerning teaching staff, subjects and teaching. The study programme committee regularly discusses this information as well as information on examination results, professional practice and defence of graduation theses and presents the annual report to the Faculty Council. 184. The quality of studies is assured through: Internal study quality assurance processes and procedures; Information related to study quality, including various measures (external valuation results, requirements for accreditation of the study programmes, student and academic staff satisfaction surveys, etc.), Design and implementation of internal study quality management system, Close cooperation with students and social partners. 6.2 Study programme management 185. The bachelor study programme of Software Engineering is administered by the Study Programme Committee. The Committee is headed by assoc. prof. dr. S. Ragaišis, members of the Committee are as follows: prof. dr. R. Baronas, assoc. prof. dr. K. Lapin, prof. dr. habil. R. Leipus (Vice-dean of the Faculty), prof. dr. R. Vaicekauskas, dr. E. Drąsutis (social partner, deputy general manager at Sintagma group of companies), student representative G. Graževičius (master student of Software Engineering). 186. The Study Programme Committee is cooperating with other members of the Faculty and social partners. Important questions related to the programme are solved in the following way: when the Committee receives feedback from academic staff and students, it considers legal acts regulating higher education studies, observes changes in the labour market and developments in the field of software engineering and subject didactics. Any proposals arising in response to this information are discussed in the Study Programme Committee and Department of Software Engineering, and then submitted to faculty Council for approval. 187. At the end of every semester the Study Programme Committee discusses the issues that arose during the period, suggests solutions, and prepares documents for the implementation of changes. Once a year the Study Programme Committee reports to the Faculty Council. 188. The Study Programme Committee, headed by the chairperson, is fully responsible for the study programme. But it has no legal powers to influence directly the implementation of the programme. No decisions related to teaching staff should be agreed with the Committee. 46

University regulations provide certain rights for the Departments but these rights are advisory only. The decisions are made by the Faculty Council, Dean or at the university level. Nevertheless, the Department could be named as responsible for actual implementation of the programme. So, as a rule the same person is the head of Study Programme Committee and the head of the corresponding Department. In the case of Software Engineering, there are two persons prof. dr. R. Baronas and assoc. prof. dr. S. Ragaišis but they cooperate very closely. 189. Unfortunately, the financial resources allocated to the Software Engineering study programme by the State do not reach Software Engineering education process itself by the solidarity reasons. State funds are distributed to universities according to clearly defined rules based on two main factors: research and the number of state-funded students. The similar rules are applied for the distribution of funds to faculties. But at the faculty the funds received are common and the same rules are applied for all study programmes and all staff. In our opinion, the funds should be distributed to study programmes and/or departments based on the similar principles as the funds are received by the Faculty. Then each study programme will be able to take own measures for the improvement and will be directly interested in doing this as well as attracting more students. 190. For the moment, study programme implementation management hasn t economic levers and is based on sensitive human relations. 191. Although Vilnius University is leading in the Software Engineering and Informatics education but VU Studies information system (IS) fits for many modules of Software Engineering as an example how the information systems should not be developed. It is evident that IS should support the study process but sometimes the opposite happens. Some new features are developed based on the practice of the particular faculty but then they are introduced for all faculties and all study programmes as mandatory. For example, coursework related functionality of the IS has been implemented according to practice in some faculty where the single supervisor is responsible for the assessment of the student s work. Software Engineering study programmes have employed the public defence of coursework at the Commission several years before the corresponding functionality of IS has been developed. Unfortunately, when this feature has been introduced in the IS all study programmes has been forced to use it and 3 years the supervisors had to enter the final grades of the Commission. After 3 years the problem has been resolved (representative Study Office of the Faculty is entering the grades) but supervisors still receive the remainders that they have the student assigned. The main reason of all these problems is the lack of the clear strategy of VU information systems development. 6.3 Feedback 192. Student opinion surveys about the quality of the study programme are not made public, because it could have a negative effect on the study process and relationships between academic staff and students. However, the participants of the teaching process have opportunities to get acquainted with this information. 193. Survey results are used to improve the quality of programme and study process. All suggestions are carefully considered but some of them have to be denied (for example, to remove almost all Mathematics courses). 194. Student academic records are kept in the Study Office of the Faculty. This information is used for the analysis of the study process. 195. Students are also directly involved in improving the quality of studies by discussing important issues related to the study programme. Student representatives in the Study Programme Committee and Faculty Council raise questions concerning examinations and formative assessment and make proposals about improvement of teaching. 47

196. Students of Software Engineering are encouraged to express their opinion on studies in any way acceptable for them (by e-mail, in discussion after lecture, etc.). When preparing for the renewal of the programme we have asked Student Representation Office to perform the special survey of Software Engineering students on what should be changed in the programme and what should be preserved. The results of this survey have been taken into account when preparing the renewed programme. All students were given access to draft version of the renewed programme and the special meeting to discuss it have been organized. Unfortunately, small number of students participated in the meeting but some of them bring the opinions of colleagues also. Pleased that students analysed the renewed programme thoroughly and provided useful proposals (e.g. draft version has no modules of Functional programming and Parallel programming and students have noted that such modules should be included). 197. The proposal of Student Representation Office for optimizing the elective courses provided in February 2013 has been also implemented in the renewed program. Instead of separate lists of elective modules for each semester, now the lists of elective modules are organized according to areas (e.g. Computing) and the student could select any module from the list in any semester when elective module of this area is included. The selection is restricted only by the semesters (autumn, spring) when the module is not taught and the prerequisites of the module. 198. The relationships with graduates can be judged in two ways. On the one hand, these relations are enough close: we meet our graduates on different occasions (working on the projects, sometimes even as customers, at professional events, during the students celebrations or just on the street) and we always try to discuss their career, to get their current opinion on the studies and the proposals for possible improvements. The faculty staff have performed the unique work 63 collecting the information on the graduates of the faculty, their supervisors and topics of graduation thesis from 1940 to 2009. On the other hand, all the relations are informal, there is no method/system proposed for any graduate to provide feedback (of course, anybody could write an e-mail and some graduates do so). 6.4 Cooperation with employers 199. Cooperation with employers is one of the main measures of study quality assurance. Dr. E. Drąsutis, deputy general manager at Sintagma group of companies, is representing social partners as a member of Study Programme Committee. Social partner dr. A. Glemža, director of business development of UAB Blue Bridge Baltic, is a member of the Bachelor Theses Defence Committee. 200. Representatives of social partners UAB Sintagma, Bank of Lithuania, SC Swedbank, UAB Tieto Lietuva, UAB MitSoft, AB LESTO and others work part-time at the Department of Software Engineering and supervise graduation theses. Some of them are graduates of the Software Engineering study programme; some older ones are graduates of the Informatics study programme. Hereby direct contacts are maintained between teachers, students and social partners, potential employers of students. 201. Other social partners are also encouraged to propose the relevant topics for course works and bachelor thesis. Last year employers of Barclays Technology Centre have proposed 8 topics. 202. Social partners provide their suggestions for the improvement of the study programme. For example, Barclays Technology Centre is very interested in the specialists of computer networks and is supporting the faculty in teaching related subjects. They also provide the possibility to take Cisco certification exams for the best students. In order to provide 63 http://www.mif.vu.lt/lmm/grad/initium.php 48

Software Engineering students possibility to exploit these offers completely the compulsory module Computer Networks has been shifted from 5 th semester to 4 th semester. 203. It could be noted that UAB Tieto Lietuva has established two scolarships (1,200 LT each) for the best students of Software Engineering. 204. Feedback from employers is also collected when the students perform professional practice. The representatives of employers propose the grade for the practice as well as assess the students knowledge, abilities, and personal characteristics. Table 6.1 provides the grades proposed by the employers. The detailed assessment of the students is presented in Annex 7. Table 6.1. Assessment of students professional practice by employers (numbers of students) Year Grade 10 9 8 7 6 5 2013 90% (81) 8% (7) 2% (2) 2012 85% (70) 10% (8) 5% (4) 2011 89% (77) 10% (9) 1% (1) 2010 83% (67) 13% (11) 4% (3) 2009 73% (67) 19% (17) 8% (7) 2008 87% (65) 13% (10) 205. Feedback from social partners and employers helps to relate the competences and learning outcomes of the study programme to practical work, and professional practice becomes more useful for future employment. 6.5 Strengths, weaknesses, and measures of improvement 206. The study programme committee and the department maintain close relationships with social partners and students thus ensuring the quality of studies. 207. Weaknesses of the programme: The financial resources allocated to the Software Engineering study programme by the State do not reach Software Engineering education process itself by the solidarity reasons. Study programme implementation management hasn t economic levers and is based on sensitive human relations. Feedback of graduates is received informally only. 208. Measures of improvement: Introduction of economic factors into Software Engineering study programme implementation management (decision of the Faculty is needed). The clear strategy of VU information systems development should be established (decision of the University is needed). Strengthening the relationships with graduates by establishing the system for feedback collecting. 49