2-Seua Grading (1)
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Transcript of 2-Seua Grading (1)
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DUIS EVALUATION RESULTS OF SELF-ASSESSMENT
May 24, 2011
1
STATE ENGINEERING UNIVERISTY OF ARMENIA (SEUA)
ESG Standards
1. Policy and procedures for quality assurance
The SEUA quality assurance activities are carried out in accordance with
the goals and objectives defined in the SEUA Strategic Plan 2006-2010,
which does not cover the current strategies, that is 2011 and beyond.
Within the frames of the Strategic Plan (2006-2010) development of
quality assurance system and continuous enhancement of quality is
envisaged, which means the system has to be in place already. However,
the university does not have a clear approved quality assurance policy.
There are some quality assurance procedures on the planning level, butthere is no information about their implementation, evaluation or
improvement. According to the information provided quality assurance
seems to be embedded in the strategic planning, however, there is no
tangible evidence of existence of quality assurance policies and
procedures at the university. Next, there is no information available if
and to what extent the plans are implemented. Nor is there information
available, if feedback mechanisms are used for the building and re-design
of the QA-system itself. Last, but not least, no information is
available, if improvement of the policies and procedures for QA
themselves underlies improvements. Such kind of information usually makes
sense after a period of implementation, which, according to the Strategic
Plan 2006-2010 was supposed to have started already.
2. Approval, Monitoring and Periodic ReviewofProgrammes and Awards
There seem to exist defined processes for the development of study
programmes and the approval; it remains unclear what currently does
happen with regard to their periodic review and monitoring. The
university designs curricula (educational programme) through appropriate
chair in accordance with the established State Educational Standards for
Specialties (qualifications). The review and approval of these programmes
is done by the SEUA Academic Senate. However, periodic review and
monitoring are not defined in these processes. According to the needs
analysis, improvement is planned in these processes according to ENQA
standards, which leaves the question of how it does happen open. With
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DUIS EVALUATION RESULTS OF SELF-ASSESSMENT
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regards to the feedback mechanisms, occasional assessment of disciplines
through student survey is in place and the feedback is taken in during
development of curricula. However, there is no information available if
there are other feedback mechanisms in place. As for the improvement,
objectives of reform in general are mentioned and are convincing; SEUA
seems to know its needs rather well. Nonetheless, the implementation
process and the impact of the approaches is still unclear.
3. Assessment of StudentsThere seem to exist assessment policy, criteria and procedures that are
published but it remains unclear to what extent these are followed in day
to day life consistently. The university has student assessment system,
mechanisms, but no information is presented about the monitoring,
analysis and improvement of the effectiveness of these mechanisms. Theuniversity plans to review the current assessment mechanisms according to
ENQA standards, which is not elaborated upon and leaves it unclear to
what extent the assessment criteria and procedures do meet the predefined
goals. However, there is no information if assessment criteria and
procedures are evaluated themselves. Learning outcome approach adopted by
the university is very positive.
4. Quality Assuranceof Teaching StaffI
t remains unclear whether there is a systemic approach and staffdevelopment planning. There is no information available on professional
development planning and review of the latter. Revision of the teaching
staff quality assessment processes, recruitment and enhancement of
competences in harmony with the requirements of ENQA standards is
planned. Teacher appointment is done through a contracting system;
teachers undergo professional development by SEUA Faculty Development
Centre, also they are assessed by students and their colleagues, but the
mechanisms for qualitative analysis of these assessments are not
presented, neither the needs assessment mechanism for staff professional
development is presented. The mechanisms of firing of inefficient staff
are not defined either. Next, the coherence of implementation remains
unclear.
5. Learning Resources and Student SupportThe university has necessary learning resources: a network of
specialized classrooms equipped for E-teaching, new laboratories, student
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guides, partly developed institutions of academic counselors/curators and
support services of student career development. However, there are no
mechanisms for students' needs analysis and assessment of the
effectiveness of available resources. The university envisages
improvement of its learning resources; however, it remains unclear if
there exists a quality oriented resource planning (policies, processes).
6. Information SystemsThe university plans to officially reorganize its internal information
system and regulate internal and external (public) information flows in
accordance with the requirements of new established internal QA system.
It is crucial to establish connection to quality aims and QA in order to
avoid loss of time and money with masses of collected data without any
significance for quality enhancement. Currently, the university hasinformation systems, by means of which information about its students is
gathered and analyzed, but nothing is said about review and update of
these mechanisms. However, the existing data collection seems to focus
only on students progress. The university should be aware of collecting
data, connected to the question to what extent the learning outcomes are
reached.
As for the feedback mechanisms and evaluation, no information is
available on how and what for the collected data are used.
7. Public InformationSEUA plans to regulate its public information about the offered academic
programmes by means of introducing clear-cut procedures of information
presentation and put the provided information into a common format. The
university makes necessary publications about the offered programmes
list, the vacancy numbers and entering requirements, catalogues and other
informational materials about SEUA, it provides annual guides for first-
year students, magazines and web-site are available at the university.
However, quality related data seem not be published at all. Further, no
information is available on the feedback mechanisms and evaluation
policies. The objectives of reform are mentioned; nevertheless the
mentioned reforms would not have much implication with regard to the QA-
system. Further, it is not clear whether the public is informed about the
findings of the internal QA.
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General remark:It is difficult to recognize which part of system exists
and which is in plans. No information about current quality assurance
procedure, probably there is some procedure according
to information from next points. Information about research activities in
not included in the QA policy description.