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1. Compliance of the results of the project “Strengthening Quality Assurance in Bosnia-Herzegovina” with output indicators defined in the JEP_19074_2004 proposal
2. Putting special emphasis on the sustainability of university quality assurance initiatives on university and faculty level after the project duration.
3. Accordance of quality assurance initiatives with the Bologna process, and more precisely with the ENQA standards for quality assurance.
Evaluation ModelPillars of evaluation:• Overall quality assurance system and strategy
formulations at university and faculty level as well as organizational integration of the QA office;
• Capacity building through the provision of equipment, space and the employment of a QA expert functioning as QA coordinator on university level;
• Implementation of best practice seen based on seminar inputs received at the Karl-Franzens University Graz, Austria and the University of Ljubljana, Slovenia;
• Transfer of knowledge from QA coordinators to student unions, academic as well as administrative staff;
• Cooperation with stakeholders such as students, teaching and administrative staff, public authorities, and industry;
• Dissemination and valorization of project results through up-dated weblinks, brochures and open day seminars
The project being in line with ENQA standards strives for constant transfer of knowledge from top management and QA coordinators to university staff and students.
Installed meeting and communication cultures, open-door policies as well as constant knowledge transfer to stakeholders at all levels underline the fulfilment of the project’s endeavour.
Structured information flows
Regular and documented form of knowledge management
• University of East Sarajevo: Being involved in seven QA projects the university has reached already a high degree of awareness for QA among important stakeholders. The university is prepared for installing a university wide QA system. The constant communication flow between top management, QA coordinator, teaching staff and students ensure high support at all levels for planned QA measures.
• University of Zenica: The university of Zenica can be regarded as a best practice example within the BiH tertiary education sector as well as on a European level. Quality assurance is an integral part of the university’s daily work agenda and profound initiatives are already established which ensure sustainability and professionalism of QA in the future.
• University of Mostar: One central point of strengths at the University of Mostar is the consciousness of importance of QA for future university development. Though the implementation of novel initiatives such as a student information system for assessments they strive to become a university known for its innovative measures in QA.
• University Dzemal Bijedic of Mostar : The main point of strengths of the University of Dzemal Bijedic of Mostar is their inspiring and enthusiastic team striving for high quality in the implementation of sustainable internal as well as external QA activities. The university is fully devoted towards the development, implementation, monitoring and dissemination of QA measures.
• University of East Sarajevo: … to have a QA system with defined criteria by 2010 with its standards and methods of monitoring and quality data, comprising also methods for data gathering and analysis…
• University of Zenica:… to become the first quality certified university in Bosnia and Herzegovina…
• University of Mostar: … to have high quality graduates … driven by an integrated university where a QA strategy is connected to the university strategy …
• University Dzemal Bijedic of Mostar:… to become a fully integrated university, to implement the planned QA strategy and to formally institutionalize QA …
• Severe analysis of the needs of the labour market (demand, acceptance, coherence..)
– Detailed and consistent description of the vocational fields of activity the program aims at
– A qualification profile of the future graduates; they shall be able to fulfill the tasks of the professional field in a manner which is adequate for higher education level
• TAQC: Creating an Observatory on Europe-wide TAQC (Transparency of Academic Qualifications and Competences) for Catching the MOLE (Mobility of Labor in Europe) and Filling in the GAP (Generalized Academic Policy)
• To advance a model or step-by-step procedure for assessing the match between skills and competencies developed by educational institutions and those required by labour market
• To refine and test meta-level indicators (focused on the labour market linkage) for assessing quality in universities and vocational training institutions (VETs)
• To combine expertise from vocational training instutitions and universities in the area of quality assessment
• To foster collaboration among different types of partners from education, industry and government
• To promote transnational cooperation which will lead to the sharing of best practices and potentially greater convergence and comparability across countries‘ educational quality systems
• To guarantee the fulfillment of the educational mission and to ensure the quality of the vocational training evaluations are made (evaluation regulations EvalVO 5/2004).
• standardized process– Internal evaluation (internal report) basis for ->– External evaluation by a review team– Final inspection and assessment by the FH Council
– Two types of evaluation• Institutional evaluation: strategy & organisation; quality
management; program portfolio, R&D, resources, infrastructure…, internationalization, cooperations..
• Degree program related evaluation: educational goals, students, organisation and Q-assurance, personal, infrastructure, R&D