1 REGULATION ON QUALITY ASSURANCE Approved by: Academic Council of the Riinvest College March 19, 2018 (Revised Draft, January 2019) 1 1 The college revises the regulation whenever it is affected by the decisions of regulators respectively MEST and KAA. These changes do not need to be approved by AC if they do not conflict with the orientation and values of the College
59
Embed
REGULATION ON QUALITY ASSURANCE - riinvest.net...REGULATION ON QUALITY ASSURANCE Approved by: Academic Council of the Riinvest College March 19, 2018 ... They can be specific and generic
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
REGULATION ON QUALITY ASSURANCE
Approved by: Academic Council of the Riinvest College
March 19, 2018
(Revised Draft, January 2019)1
1 The college revises the regulation whenever it is affected by the decisions of regulators respectively
MEST and KAA. These changes do not need to be approved by AC if they do not conflict with the
orientation and values of the College
2
Glossary of Terms
Accreditation means formal recognition of a higher education institution and its
programs that meet the generally accepted quality standards and that its qualifications
give its holders a number of rights, eg. the opportunity to pursue a further level of
education, for specific jobs, to use a title (Law on Higher Education, 04 / L-037);
Accumulation of Credits Collection of credits acquired after successful completion of
the course, semester or year as per the requirements of the program;
Cycle of studies It is a study program that leads to the acquisition of a qualification.
According to Bologna there are three cycles: First cycle - bachelor level (basic studies),
second level - master's degree and third level - Doctorate studies;
Department Administrative regulatory unit within HEI (Higher Education Institution)
or administrative unit;
Diploma/Title Diploma or title describes the qualification acquired by a higher
education holder after successful completion of those studies e.g. doctor of mathematics,
masters of education, or bachelor of computer sciences;
E-Learning E-learning involves teaching, studying and using information and
information technology in the learning process. It can be a particular teaching and
learning medium where the student conducts all activities through computer and Internet
connectivity or combined with the most traditional learning methods;
ECTS (European Credit Transfer and Accumulation System) ECTS is a system that
aims to increase transparency in educational systems and facilitate student mobility across
Europe through the transfer of credits. It is based on the assumption that the
overarching workload for one academic year is 60 credits which are distributed through
modules (subjects) and describe the student's workload required to achieve the objectives
set. Transfer of credits is guaranteed through agreements signed by the institutions;
3
Generation The group of students who started a particular program in a one academic
year;
Competences are a dynamic combination of recognizing, understanding, abilities, skills
and values. They can be specific and generic and in the context of education are
expressed through the formulations of academic staff as "findings regarding what the
student is expected to know, understand or do (demonstrate) after the completion of
learning. Competences can be developed (achieved) at the end of a learning unit, a
module or even a study program. As such, they are benefited by pupils/students and are
evaluated by education holders;
Quality control means a formal assessment of the quality processes and procedures of
an institution of higher education;
Convergence voluntary adoption of policies to achieve a goal e.x. adaptation to the
standards of the Bologna process;
Credits Credit is a measurement unit that measures student workload at the time they
spend on a subject/semester or program;
Evaluation Criteria Description of what the student should achieve in order to
demonstrate that an expected result in particular subject is achieved;
Subject, Course or Module A structured form of a lecture’s experience that has
expected results expressed in the form of competences to be achieved and an adequate
criterion for assessing their achievement;
Optional Subject A subject that can be taken as part of the program but is not
mandatory for all students;
Evaluation methods means the use of a research strategy which are set depending on
the focus of the assessment and usually include quantitative tools for research of student,
staff and other stakeholders opinion, and includes questionnaires, focus groups,
interviews, observations and screening document;
4
The grade determines the scale of the overall performance-based assessment
demonstrated during the ongoing assessment and final exam for a given subject;
Contact hours a period of 45-60 minutes of teaching where the teacher holds lectures,
exercises or consultations with students;
Examination Repetition The possibility of repeating the exam for students who did
not pass it within the first griven term;
Study program/Department A set of modules/subjects leading to a qualification and
that is defined through achievements determined by a certain number of credits.
Exam is the formal way of written or verbal testing that is administered at the
completion of a subject or at the end of the academic year. Other methods that are used
as part of the ongoing assessment together with the exam build up the final assessment.
The final exam has the weight specified in the syllabus or in the regulations of studies;
Expected Results are a determination of what the student is expected to know,
understand and demonstrate after completing a module/program. Expected results are
usually accompanied by evaluation criteria that should be used to determine that those
results are achieved;
Skills are the ability acquired during the lecture and activities and can be divided into
specific and generic.
Diploma Supplement The Diploma Supplement is an annex added to the official
diploma designed to describe the nature, level, context and status of successfully attended
and completed studies;
Thesis is a formally presented report in written based on the independent research work
required for granting the title, usually a master's or doctorate's degree.
Continuous assessment Continuous assessment means when evaluation of students is
done with different forms of assessment mentioned in the assessment of students in a
given period (e.g. semester) and contributes to the final assessment;
5
Quality assessment means a range of specific evaluation procedures regarding the
quality of programs provided by higher education institutions;
The institution's assessment affects all activities in the institution: organization,
finances, management, infrastructure, teaching and scientific research;
Evaluation of subjects means a range of evaluation procedures that focus on the quality
of specific subjects including: Usually this kind of assessment is organized in the weeks
10-13 of the semester;
Program evaluation means a range of assessment procedures that focus on the specific
study program which results in an academic qualifications. Program evaluation is done
after each cycle of the program in spring;
Student Assessment Combining forms of tests, written, verbal exams, projects,
portfolios, presentations used to assess student progress in a given subject. These forms
can be used by students to evaluate their progress (formative assessment) or by the
institution to evaluate whether the student scores the planned outcomes (summative
assessment);
The special evaluation examines the quality of any particular aspect of the institution
eg. ICT, student counseling, specific competencies.
1.6. LEARNING SOURCES AND STUDENTS SUPPORT .............................. 23
1.7. INFORMATION MANAGEMENT ............................................................ 24
1.8. PUBLIC INFORMATION ............................................................................ 25 1.9. ON –GOING MONITORING AND PERIODIC REVIEW OF
Appointment of external appraisers ....................................................................... 28
Internal appraisers ................................................................................................. 29 External and internal appraisers appointed by the College within the framework of
Questionnaires for evaluation of subject and teachers
Collection
Winter & Summer
Processing
Sending tables without analysis
Analysis
Figure Relationship
Questionnaires for teachers (An individual report is provided through the link)
Meeting / online
Winter & Summer
Processing
Analysis
Figure Relationship
Questionnaires for assessment of administration and services
Online collection
At the end of the academic year
Processing
Analysis
Figure Relationship
Observation
Collection from departments
Winter & Summer
Processing by departments
Share Report
Development Plan Academic Department
2
Focus groups with students
Organization 1,2
Processing 1,2
Analysis 1,2
33
Focus groups with stakeholders
Collection, processing, analysis
Summer Summer
Questionnaires with Alumni
Collection, processing, analysis
At the end of each academic
year Processing
Analysis
Annual report
Summary, report reflects the findings and addresses the quality indicators
November - December
Key performance indicators; • Composition profile of students; • Progress, success and level of school dropout by students; • Satisfaction of students for their programs; • Teaching resources and support for students; • Career paths for graduates.
Quality indicators
34
ANNEX 2: QUESTIONNAIRE FOR ASSESSMENT
Student questionnaire for assessment of the institutionIn order to fulfill its mission in accordance with the Strategic Plan and the Statute, Riinvest College has built up the internal evaluation process to increase the common understanding of quality assurance of teaching and learning. In order to provide the necessary information in the fulfillment of this standard, through the compilation of courses / modules, Riinvest College also carries out the questionnaires for the assessment of the institution which aims to measure the efficiency of the College in general, the needs and satisfaction of students with the learning environment and services supportive, in particular.
Your feedback affects building up the improvement plan so we invite you to answer the questions below.
Good luck!
* Required
1. 1.Which level of study do you follow?Mark only one oval.
BA Business Management
MA Manaxhment
BSc Computer Science
MSc Computer Science
BA Staffordshire
MBA Staffordshire
2. 2. How satisfied are you with college infrastructure? *Mark only one oval per row.
Very unsatisfied Unsatisfied Satisfied Very satisfied N/A
Lecture hallsLibraryLabsEquipementIndividual discussion space withthe teacherSpace for leisure time
3. 3. Efficiency of the college. How satisfied are you with the following issues:Mark only one oval per row.
Very unsatisfied Unsatisfied Satisfied Very satisfied N/A
Student administrationFinance servicesIT ServicesLibraryResponding to requests
4. 4. Hygiene and Safety. How satisfied are you with the following issues:Mark only one oval per row.
Very unsatisfied Unsatisfied Satisfied Very satisfied N/A
Cleanliness in the objectSecurity at the facilityHeatingLightingOrientation
5. 5. E-learning. Do you use e-learning? (If YES, go to question 6; If NOT pass on question 7)Mark only one oval.
YES Skip to question 6.
NO Skip to question 7.
How much e-learning is used
Powered by
6. 6. If you use it, how functional it is?Mark only one oval.
Little functional Stop filling out this form.
Not functional at all Stop filling out this form.
Very functional Stop filling out this form.
If you not use e-learning
7. 7. Why you do not use it? (select one of the options below)Mark only one oval.
I'm not notified about this system
I have little knowledge and need more clarification
Questionnaire for academic staffASSESSMENT OF THE INSTITUTION - In order to fulfill its mission in accordance with the Strategic Plan and the Statute, Riinvest College has built up the internal evaluation process to increase the common understanding of the quality assurance of teaching and learning. In order to provide the necessary information in the fulfillment of this standard, evaluation of courses / modules Riinvest College also carries out the questionnaires for the assessment of the institution which aims to measure the efficiency of the College in general, the needs and satisfaction of the students together with the academic staff and non-academic, educational environment and support services, in particular.
Your feedback affects building up the improvement plans so we invite you to answer the questions below.
Good luck!
ENGAGEMENT
1. 1. Which administrative unit or study program you are engaged in this academic year?Check all that apply.
BA BUSINESS MANAGEMENT
MA MANAXHMENT
COMPUTER SCIENCE (BSC & MSC)
STAFFORDSHIRE DEPARTMENT
INFRASTRUCTURE
2. 2. How satisfied are you with the following issues?Mark only one oval per row.
Veryunsatisfied Unsatisfied Satisfied Very
satisfied Neutral
Suitable and adequate spaceand working environmentCoordination between managersand staffPerforming tasks in accordancewith the deadlinesRespecting working hoursSetting deadlines for performingcertain tasksCleanliness is at the right levelThe heating / cooling system is atthe right level
ORGANIZATION
3. 3. Do you agree with the following issues?Mark only one oval per row.
Completelyagree Agree Disagree I do not agree at
all Neutral
I am well informed with thecollege missionThe college works inaccordance with legalrequirementsThe college has a culture ofrespect and non-discrimination(gender, religion, ethnicity, etc.)The internal organization of thecollege is pleasantThe rules of operation are clearfor academic staffThe academic staff is wellinformed about all decisionstaken within the collegeThe requirements andcomplaints of the academic staffare taken into account by themanagementSalaries of academic staff aremotivating for results at work
COMMUNICATION
Powered by
4. 4. Do you agree with the following issues?Mark only one oval per row.
Completelyagree Agree Disagree I do not agree at
all Neutral
Communication betweenacademic staff and non-academic staff is satisfactoryReports between managementand academic staff are goodReports between lecturer andstudents are goodCommunication / reportingbetween lecturer and head ofdepartment are good
PROFESSIONAL DEVELOPMENT AND ACADEMIC FREEDOM
5. 5. A pajtoheni me konstatimet në vijim?Mark only one oval per row.
Completelyagree Agree Disagree I do not agree at
all Neutral
Academic staff has favorableconditions for professional andacademic developmentThe College encouragesextracurricular activities andcommunication with third partiesLecture have academic freedomin the development of activitiesThe College encouragesinnovation and the applicationof new technologiesThe college applies proceduresfor plagiarism
COMMENTS AND PROPOSALS
6. 6. Please give the 3 main priorities you think Riinvest college has:
7. 7. Please provide the 3 main proposals you think should be improved:
Questionnaire for administrative staffASSESSMENT OF THE INSTITUTION - In order to fulfill its mission in accordance with the Strategic Plan and the Statute, Riinvest College has built up the internal evaluation process to increase the common understanding of the quality assurance of teaching and learning. In order to provide the necessary information in the fulfillment of this standard, evaluation of courses / modules Riinvest College also carries out the questionnaires for the institution's assessment which aims to measure the efficiency of the College in general, the needs and satisfaction of the staff with the working environment and support services, in particular.
Your feedback affects building up the improvement board so we invite you to answer the questions below.
Good luck!
POSITION
1. 1. What is your position in college:Mark only one oval.
Rector
Director
Head of programs
Quality office
Recruitment Office
Career office
Finance Office
Administration
IT Services
Technical staff
INFRASTRUCTURE
2. 2. How satisfied are you with the following issues?Mark only one oval per row.
Veryunsatisfied Unsatisfied Satisfied Very
satisfied Neutral
Suitable and adequate spaceand working environmentCoordination between managersand staffPerforming tasks in accordancewith the deadlinesRespecting working hoursSetting deadlines for performingcertain tasksCleanliness is at the right levelThe heating / cooling system is atthe right level
ORGANIZATION
3. 3. Do you agree with the following issues?Mark only one oval per row.
Completelyagree Agree Disagree I do not agree at
all Neutral
Well informed with the collegemissionThe college works inaccordance with legalrequirementsThe college has a culture ofrespect and non-discrimination(gender, religion, ethnicity, etc.)Pleasant internal organization ofthe collegeThe operational rules are clearfor college academic staffAdministrative staff is wellinformed about all decisionstaken by the collegeRequests and complaints ofadministrative staff are takeninto account by themanagementSalaries of administrative staffare motivating for results atwork
COMMUNICATION AND DEVELOPMENT
4. 4. Do you agree with the following issues?Mark only one oval per row.
Completelyagree Agree Disagree I do not agree at
all Neutral
Communication betweenadministrative staff andacademic staff is satisfactoryReports between managementand administrative staff aregoodThe administrative staff isengaged in the decision-makingprocessThe administrative staff hasfavorable conditions for thedevelopment of daily activitiesAdministrative staff is free topresent their opinion on variousissues
COMMENTS AND PROPOSALS
5. 5. Please give 3 main advantages that you think college has:
6. 6. Please give the 3 main proposals that you think should be improved:
3. 3. Overall I am satisfied with this module.Give a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
4. 4. The module has been presented at the right paceGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
5. 5. The academic input has been clear in its aims and intentionsGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
6. 6. I have been provided with clear instructions on how I am being assessed and the criteriathat will be used to judge the standard of my workGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
7. 7. The material has been structured in a way that helps me to understand the moduleGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
8. 8. I received enough guidance on what preparation (student centered learning) I needed to dobefore/after classesGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
9. 9. The reading and other learning resources recommended for this module were helpful,available and appropriateGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
10. 10. The student activities were helpful in improving my understanding of the moduleGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval.
1 2 3 4 5 6
11. 11. How much time (within a week) do you spend to learn and do assignments in thismodule?Mark only one oval.
0 hour
1 - 2 hours
3 - 4 hours
more than 4 hours
12. 12. So far how many times did you have a consultation (after classes) with the lecturerMark only one oval.
0
1 - 2 times
3 - 4 times
more than 5 times
13. 13. Please provide constructive comments on up to three strengths of the current delivery ofthis module (list by importance from 1 to 3, where: 1= highest importance and 3 lesserimportance):
14. 14. Please provide constructive comments on up to three weaknesses of the current deliveryof this module (list by importance from 1 to 3, where: 1= highest importance and 3 lesserimportance):
EVALUATION OF THE LECTURER
15. 15. Module leader/lecturer 1 (Name&Surname)Mark only one oval.
"Name of the lecturer 1"
16. 16. Lecturer 2 (Name&Surname)Mark only one oval.
"Name of the lecturer 2"
17. 17. Lecturer 3 (Name&Surname)Mark only one oval.
"Name of the lecturer 3"
18. 18. The leader/lecturer organizes and presents the material wellGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval per row.
1 2 3 4 5 6
Leader/Lecture 1Lecturer 2Lecturer 3
Powered by
19. 19. The leader/lecturer has provided sufficient practical examplesGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval per row.
1 2 3 4 5 6
Leader/lecturerLecturer 2Lecturer 3
20. 20. The leader/lecturer has devoted enough time to clarify complex conceptsGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval per row.
1 2 3 4 5 6
Leader/lecturer 1Lecturer 2Lecturer 3
21. 21. During lectures classes, the leader/lecturer has allowed the students to interact with eachotherGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval per row.
1 2 3 4 5 6
Leader/lecturer 1Lecturer 2Lecturer 3
22. 22. The leader/lecturer has stimulated active participation and critical debate with studentsGive a score from 1 to 6, where 1 = lowest value and 6 = highest valueMark only one oval per row.