1 Aarhus University s policy for quality assurance in education

1 Aarhus University s policy for quality assurance in education 1.1 Aarhus University s objective is to conduct research and offer research-based degree programmes and consultancy services that meet the highest international standards. The university s research, research-based education and consultancy services constitute the foundation of the university s activities. 1.2 In an international context, Aarhus University is a large and distinctive educational institution. The university constantly evaluates and further develops its degree programmes and makes sure that new degree programmes are developed on an ongoing basis. These meet both the needs of the outside world and the university s quality requirements, thus ensuring that the next generation is educated to face the challenges of the future. 1.3 The day-to-day work at Aarhus University is based on the kind of working partnership between academic disciplines that characterises any university offering a fully developed range of subjects within the European university tradition. This work is based on the principles set out in the Magna Charta of the European Universities, including independence, freedom in research, training and degree programmes, mutual knowledge exchange and cultural collaboration, as well as teaching based on research. 1.4 In order to support, further develop and document the high quality of the research-based degree programmes, the university has developed a policy for quality assurance (quality assurance and quality development) in the field of education. 1.5 The purpose of the policy is to establish a common framework for quality work in education for the entire university, cutting across different levels. 1.6 The quality work is defined as the total of all activities and methods aimed at systematically and purposefully documenting and improving the quality of the university s work in the field of education within its existing framework. 1.7 The quality assurance policy sets out: the university s principles for quality assurance work in the field of education general objectives for the quality assurance work specific objectives for the quality assurance work 1.8 The quality assurance policy is determined and reviewed by management on the recommendation of the Study Committee. 1

2 Principles for quality assurance work 2.1 The quality assurance work takes place in collaboration between employees, students and management. 2.2 The work is jointly defined by the students and academic staff, who have the main responsibility for quality assurance and the development of degree programmes. 2.3 The university is renowned for the high level of competence of its academic staff, for whom quality assurance is an integral part of the university s activities. 2.4 External stakeholders are involved in the ongoing follow-up and development of the quality assurance work, including the use of external examiners, employers, etc. 2.5 The quality assurance work is characterised by co-determination, openness and visibility. 2.6 The quality assurance work must support proactive, systematic and ongoing promotion of quality throughout the field of education. 2.7 The quality assurance work is sufficiently comprehensive to comply with legislative requirements to documentation (including accreditation). The primary focus is the university s wish to be proactive in its quality assurance work and to base this work on competence development and a quality culture resting on academic work, dialogue and knowledge exchange. 2.8 The quality assurance work complies with current acts and regulations, including the University Act, the Accreditation Act and the Executive Order on Criteria for the Relevance and Quality of University Study Programmes. 2.9 The quality assurance work complies with international standards as set out in the ENQA standards and guidelines. 2.10 All stages of the quality assurance work are based on the quality wheel, which describes how an activity continuously moves through a process consisting of 1) Formulation of activity objectives, including planning and resource allocation; 2) Performance of the activity; 3) Evaluation of the activity; and 4) Analysis and follow-up in the form of a review of objectives or changes to practices, etc. 2

Analysis and follow-up Objectives and resources Evaluation Performance of the activity 2.11 It is a condition for successful, systematic quality assurance work that the specific objectives (part 4) are interpreted, defined and implemented by participants (cf. 2.1 and 2.2) at all levels of the organisation. 2.12 The relevant management level is responsible for ensuring that the necessary resources and a suitable motivational structure are in place in relation to the performance and follow-up of the quality assurance work. 3

3 General objectives for quality assurance work 3.1 To facilitate the implementation of the policy for quality assurance work, the area of education is divided into six sub-areas: 1) Recruitment and enrolment; 2) Structure and process; 3) Development of teaching methodologies; 4) Study environment; 5) Development of degree programmes; and 6) The relationship between the degree programmes and the job market. 3.2 A number of objectives have been defined for each sub-area. These objectives set out common criteria for the quality assurance work with the degree programmes at Aarhus University to ensure that the programmes are clearly defined and known to relevant stakeholders. 3.3 The internationalisation of the degree programmes affects the quality assurance work across all sub-areas and therefore defines specific objectives for each sub-area. This constitutes a special focus area within the university s overall strategy and quality assurance work. 3.4 Sub-areas and objectives are the cornerstone of the university s overall quality system, in which each objective must be described according to the quality wheel together with corresponding procedures and guidelines, indicators and areas of responsibility. The objectives can be quantitatively or qualitatively measurable. 3.5 Diagram showing the structure of the university s quality assurance objectives in the field of education. AU's objectives for quality assurance work as set out in the policy Recruitment and enrolment Objective 4.1.1 Objective 4.1.2... Structure and process Objective 4.2.1 Development of teaching methodologie s Study environment Development of degree programmes The relationship between the degree programmes and the job market 4.3.1 4.4.1 4.5.1 4.6.1 * objectives for all sub-areas. Internationalisation* 4

3.6 Diagram showing the policy s role in the corresponding quality assurance system in the field of education. Policy for quality assurance Quality system Sub-area Objectives Indicators, procedures and areas of responsibility Recruitment and enrolment Structure and process Development of teaching methodologies Study environment Development of degree programmes The relationship between the degree programmes and the job market 5

4 Specific objectives for quality assurance work 4.1 Recruitment and enrolment It is Aarhus University s aim to attract highly qualified and skilled students, and to attract new groups of Danish and international students, whether full-degree or exchange students. The university accordingly wishes to promote a conscious and well-planned choice of degree programmes and to give new students a good start to their study life at the university. In addition, Aarhus University wishes to promote opportunities for students with special needs, including new groups of students. The systematic and ongoing work with recruitment and enrolment involves: 4.1.1 Promoting conscious and well-considered choices of degree programmes by pupils in lower and upper secondary school by making them familiar with the content and prerequisites of different degree programmes and of student life by means of high-quality systematic information and guidance, as well as opportunities to visit the university. This information should target both Danish and international students. In the coming years, the university plans to further formalise its collaboration with the upper secondary school sector with a view to improving the correlation between the skills taught at upper secondary school and the competences required for completion of a university degree programme. 4.1.2 Placing special emphasis on the transparency of the prerequisites that apply to international students in the university s degree programmes. Advice and guidance should therefore be given to both full-degree and exchange students about the culture, teaching practices and general context in which the courses and degree programmes are taught at Aarhus University. 4.1.3 Promoting access to the university s degree programmes for students with special needs, including new groups of students, by offering advice and guidance in connection with application and enrolment. 4.1.4 Offering flexible access from Bachelor s to Master s degree programmes by ensuring that the Bachelor s degree programmes qualify students for a wide range of Master s degree programmes. 4.1.5 Promoting the coherence and relevance of recruitment efforts throughout the university. 4.1.6 Taking into account the wishes of potential students for information about degree programmes and the use of contemporary media. 4.1.7 Marketing the university s degree programmes nationally and internationally with a view to increasing recruitment. 6

4.2 Structure and process It is Aarhus University s aim to ensure that the individual subjects as well as the entire degree programmes are well organised to optimise student learning and motivation. In addition, the university wishes to ensure the transparency of the degree programmes and the entire range of subjects offered in order to promote student flexibility and mobility. The systematic and ongoing work with the structure and process of the degree programmes involves: 4.2.1 Creating transparency in the planning, structure, content and coherence of the degree programmes by using web-based course and degree programme descriptions, as well as a common template for academic regulations that at all times complies with the prerequisites set out in the Bologna Process, including the ECTS label requirements and the format of competence descriptions. 4.2.2 Offering the students an overview of relevant degree programmes and courses, combined with guidance that contributes to clarifying the choices that have to be made in the course of the degree programme, including the consequences of different options. 4.2.3 Organising the degree programmes to ensure progress within the overall degree programme in terms of the sequence of the material, the degree of difficulty of the learning goals, the amount of material, the association with researchers and research activities, the degree of independence and the development of general academic competences. 4.2.4 Strengthening the students ability to influence their own degree programme by providing transparent and flexible degree programme structures, freedom of choice, options for combining one degree programme with another, whether at AU or other internationally recognised universities, combined with a flexible credit assessment practice. 4.2.5 Awareness of where the responsibility for a degree programme as such lies. 4.2.6 Strengthening the internationalisation of students by creating possibilities for obtaining full credit for periods of study at international universities in subjects that are relevant and of a high academic standard as part of their study programmes. 4.2.7 Offering the students guidance in connection with studies abroad based on the knowledge of the academic staff about a specific university and the experience of other students who have previously studied abroad. 4.2.8 Increasing the availability of concentrated degree programmes in the form of intensive summer courses that enable the students to either catch up if they are behind or get ahead of the study plan. 7

4.3 Development of teaching methodologies It is Aarhus University s aim to support student learning by developing teaching methodologies that ensure that the students acquire knowledge, skills and proficiency, and become competent participants in academic dialogue. The systematic efforts to constantly develop the teaching methodologies at Aarhus University involve: 4.3.1 Ensuring that degree programmes are research-based: i) an active researcher is responsible for the teaching offered ii) active researchers in the field in question manage the teaching, to the extent possible iii) the students have an opportunity to acquire and practise academic work methods, i.e. a) the students work with the primary objects, sources and data of the subject b) the students practise core academic activities, theories and methodologies as part of the instruction c) the students feel encouraged to actively participate in the teaching d) the students are offered guidance in academic work and writing 4.3.2 Developing student knowledge via their learning activities: i) Create an effective motivational structure for the students by ensuring that all study plan components contribute to the same goal ii) Create agreement between: a) clearly communicated learning goals b) early communication of the assessment criteria used for the examination c) appropriate teaching methodologies and activities that enable the students to acquire the knowledge, skills and competences defined in the learning goals and rewarded in the examination 4.3.3 Promoting the development of contemporary forms of examination that are valid, transparent, relevant and motivating, and ensure a high degree of learning for students. 4.3.4 Ensuring that the students are assessed according to publicly available criteria, rules and procedures that are applied consistently in consultation with external examiners. 4.3.5 Incorporating the students evaluation of the teaching and developing and adjusting this via systematic teaching evaluations as part of the courses, based on learning and evaluation theories. 8

4.3.6 Building, maintaining and further developing the didactic skills of the lecturers. Didactic skills include the ability of lecturers to facilitate the learning of the subject by the students by creating well-structured teaching programmes. Didactic skills are strengthened through further education, by increasing awareness and by promoting dialogue between lecturers. This is achieved by means of seminars, workshops and courses for lecturers at all levels of their career: student teachers, PhD students, casual employees, assistant professors, associate professors, professors and managers. 4.3.7 Focusing on teaching competences when filling positions and increasing the research component of teaching. 4.3.8 Strengthening the association of part-time lecturers (external associate professors, teaching assistants, instructors, etc.) with full-time academic staff and teaching environments, and making sure they have access to the qualitypromoting activities and resources of the university within teaching and education. 4.3.9 Increasing the degree of internationalisation by developing and strengthening the language skills of the lecturers. It is the aim of the university that all lecturers should be able to teach in at least one foreign language in addition to Danish. 4.3.10 Supporting the lecturers to enable them to deal with differences of language and culture in a teaching context. 4.3.11 Continuing the collaboration with other universities to develop teaching methodologies and ensure that students can obtain credits for studies at foreign universities with a high quality of teaching in the specific subject area in which the student wishes to acquire credits. 9

4.4 Study environment It is Aarhus University s aim to create and strengthen an attractive study environment for its students in order to attract, support and retain them, and to ensure that their time spent at the university is special. A good study environment requires a contemporary physical and aesthetic framework, and implies that students should be satisfied with their degree programme and thrive during their studies. Academic commitment is also an important part of an attractive study environment. The systematic efforts to promote and develop the study environment at Aarhus University on an ongoing basis involve: 4.4.1 Promoting and strengthening an attractive study environment in consultation with the students. 4.4.2 Supporting the students with ongoing guidance in connection with the choices they have to make regarding study structures, etc., and other forms of advice regarding the needs of the individual student. 4.4.3 Promoting the retention of students with special needs, including new groups of students, by offering special assistance, guidance and aids. 4.4.4 Promoting the well-being of students via academic guidance and feedback on subject-related performance as well as integration into the community at the faculty in question. 4.4.5 Facilitating social interaction between students by supporting student initiatives and making sure that academic environments at the university organise study-related events for students at all levels. 4.4.6 Offering a student environment that is supported by the best possible physical and aesthetic surroundings and technological aids. 4.4.7 Strengthening the academic and social integration of international students by initiatives such as offering courses in Danish language and culture. 10

4.5 Development of degree programmes It is Aarhus University s aim to develop its degree programmes on an ongoing basis to ensure that students are educated to the highest possible level and that the degree programmes live up to the current and future requirements of society and the job market. The systematic efforts to develop the degree programmes on an ongoing basis involve: 4.5.1 Developing the academic profile of the degree programmes in consultation with current and former students as well as employers by systematically evaluating the whole or part of a given degree programme as and when needed. 4.5.2 Developing new degree programmes that meet society s current and future needs in consultation with employers. 4.5.3 To the extent possible, students should be able to get credits for completed components of one degree programme if changing to another degree programme. 4.5.4 Developing and offering international degree programmes in collaboration with internationally renowned partner universities. 11

4.6 The relationship between the degree programmes and the job market It is Aarhus University s aim that degree programmes completed at the university should provide access to attractive jobs and careers. Aarhus University wishes to contribute to the continued academic development of graduates in the job market as an extension of their education and thereby contribute to the development of the job market. The students should be able to experience and see the connection between the content of the degree programmes and the needs of the job market, nationally as well as internationally. The systematic and ongoing work to maintain the relevance of the degree programmes to the job market involves: 4.6.1 Promoting the students insight into and contact with the future job market and the business community by providing options for completing projects or undertaking work experience as part of the Master s degree programme and by enabling the students to complete projects in collaboration with private and/or public companies as part of their degree programmes at both Bachelor s and Master s degree level. 4.6.2 Facilitating the transition from student to employee for all students and graduates of Master s degree programmes at the university by offering ongoing information and career guidance regarding the completion of the degree, job and career, including information about the international job market. 4.6.3 Improving the relevance and correlation of the degree programmes for the job market on an informed basis by undertaking regular surveys of the job situation of the graduates and consulting with both alumni and employers. 4.6.4 Developing the relationship with employers, undergraduates and graduates using forms of communication that contribute to the development of the degree programmes. Approved by the Board of Aarhus University on 18 December 2008. 12