Quality assurance system of education

Vice-Chancellor’s decision 26 April 2022

Enters into force 1 May 2022

Diary HV 2021/104

1 INTRODUCTION

Quality of education arises primarily in the meeting between student and teacher, but also in contacts with other employees at the university and the university's collaboration partners. The student's experience of quality is affected by many different factors, such as expectations, course structure, pedagogy, accessibility, treatment and communication. Systematic quality work therefore needs to cover the whole.

Systematic quality work includes creating conditions, planning, implementing, following up and improving the education process; from the time the student applies for an education until the degree is taken.

2 CREATE CONDITIONS

University West's quality system describes processes that create good conditions for early quality assurance of education, namely to establish educational programs, establish main study areas, establish degrees, determine program offerings, prepare study plans, prepare course syllabi and establish course offerings.

The quality system states who or who is responsible for each process, which external and internal requirements govern and which systems and / or checklists support the process. The description also states which information is to be handled and preserved. The information in the quality system is "mirrored" on the intranet to be easily accessible and searchable for all employees. It also shows who can be contacted for help and support in each process, and who is responsible for quality assurance and for establishing routines on the intranet.

3 PLAN

The quality system also describes processes for planning education and clarifies who is responsible for the process, which external and internal requirements govern and which systems and / or checklists support the process.

The intranet contains information and tips for teachers, course and program managers prior to course planning, and semester start planning to help and support and to ensure that students receive the best possible introduction and start. How the students experienced information, introduction, etc. is followed up in the Beginners Survey.

4 IMPLEMENT

Planning, implementing and evaluating teaching is within the framework of the teacher's competence and academic freedom. External and internal regulations govern the parts of the implementation that apply to, for example, course memoranda and examinations. On the intranet, there is support for teachers regarding the implementation of courses with digital tools and flexible training, higher education pedagogy, grade reporting et c.

5 EVALUATE, INVESTIGATE AND FOLLOW UP EDUCATION

All education is followed up at regular intervals and according to an established structure.

• Course evaluation is done after each course.
• Education programs are followed up through annual program reports, as well as through the "program survey" which is aimed at students in their final semester.
• In addition, all training programs undergo an external quality review every six years.
• Third cycle education is followed up through special quality reports every other year.
• Alumni follow-up is done every three years.
• Disciplinary matters and student complaints are followed up annually.

To ensure responsibility, schedule and communication about the follow-ups that are made, there is a follow-up schedule (see Appendix 1) and a communication plan (see Appendix 2).

6 DEVELOP AND IMPROVE

All follow-up and evaluation of education is reported to the university's management team at its annual strategy day for education. Based on the results, decisions are made on possible measures at operational and strategic level. The proposed measures are documented, followed up and reported back no later than next year's strategy day for education.

Twice a year, an overall quality report is submitted to the University Board.

7 COMMUNICATION

Results based on quality reviews, follow-ups and measures are communicated to relevant stakeholders according to a special communication plan, see Appendix 2.

8. RESPONSIBILITY

8.1 Vice-Chancellor

The Vice-Chancellor is ultimately responsible for the quality of the education and creates conditions through decisions in accordance with the university's rules of procedure and the Vice-Chancellor's delegation rules. The Vice-Chancellor has, through the university's management group, has an annual cycle for strategic issues, where education is a theme for annual follow-up and strategic discussion. Follow-ups according to a special schedule (see Appendix 1) provide a basis for discussion prior to strategic and operational decisions.

8.2 Head of department

The head of department is responsible for creating conditions, planning and following up education at departmental level and other matters in accordance with the university's rules of procedure and the Vice-Chancellor's delegation rules. The head of department may decide on further follow-up of educations at the department in addition to what is specified in the quality assurance system for education. All training (including independent courses, course packages and commissioned training) must be followed up and the follow-up must take place systematically and be documented. Student complaints must also be documented and followed up.

The head of department appoints program managers, program councils and examiners and ensures that the appointees have the right competence, knowledge and conditions for the assignment.

8.3 Heads of subdivisions

The heads of subdivisions, together with the head of department, have overall responsibility for the activities at the department. They create good conditions and plan for the teachers' division of duties, course staffing, staffing of research projects, development projects, competence supply and competence development. Furthermore, the subdivision heads are responsible for ensuring that appointed teachers have the right competence, knowledge and conditions for the tasks. Planning and follow-up takes place via service planning interviews and annual employee interviews. The subdivision heads are also responsible for receiving and handling student complaints that cannot be resolved through direct communication between student and teacher.

8.4 Program manager

The program manager is appointed by the head of department and the responsibility is stated in the description of responsibilities at departmental level. The program manager has a special responsibility for student contacts within the program.

8.5 Program council

Program councils are appointed by the head of department and areas of responsibility appear from the university's Rules and guidelines for education at undergraduate and advanced level.

8.6 Teacher

Each teacher is responsible for planning and implementing teaching and supervision in accordance with syllabi, study plans, individual study plans and other rules and guidelines. Each teacher is responsible for following their individual competence development and merit plan and for giving feedback to their head of department if the tasks cannot be carried out as planned.

8.7 Examiner

The examiner's responsibilities are stated in the university's Rules and guidelines for education at undergraduate and advanced level. The examiner has the overall responsibility for the course being completed with a connection between national and local goals, learning activities and examination.

8.8 Course coordinator

The course coordinator is responsible for ensuring that the current course is conducted in dialogue with the examiner, and in accordance with the examiner's instructions. This includes establishing a course PM, publishing a course page on the university's learning platform and keeping it updated, implementing, analyzing and publishing a course evaluation and ensuring that follow-up results are used for the development of the course.

8.9 University Director

The University Director is responsible for creating conditions, planning and following up that infrastructure and support functions for education are correctly dimensioned. The administration's subdivision heads are responsible for staffing and planning for their employees, and ensure that the employees have the right skills, knowledge and conditions for the tasks.

8.10 Head of Student Support, Library and Educational Development (SBIP)

The head of SBIP is responsible for creating conditions, planning and following up that SBIP with its support functions is correctly dimensioned. Department heads are responsible for staffing and planning for their employees and ensure that employees have the right skills, knowledge and conditions for the tasks.

Processes that are systematically followed up, evaluated, developed and documented are study guidance, support for students with special needs, writing guidance and other student support linked to the library, as well as processes for promoting digital competence development and higher education pedagogy.

8.11 Quality Manager

The university's quality manager is responsible for updating and in dialogue with the Vice-Chancellor and Quality council evaluating and developing the university's operating system (quality system) and quality assurance system.

8.12 Quality Council

The University's Quality Council is a working committee of the University's management team and is headed by the Quality Manager. The Quality Council is responsible for preparing, developing and anchoring processes, guidelines and working methods to ensure the quality of education and research. The Quality Council consists of all unit managers (or a responsible substitute), student union representatives, FUN's chairman and vice chairman, and administrative support / quality coordinator for education and research. The members of the Quality Council are responsible for anchoring and discussing quality issues within each activity. The quality manager is responsible for dialogue and anchoring with the Vice-Chancellor.

8.13 The Research and Education Board (FUN)

FUN decides according to the Vice-Chancellor's delegation on guidelines and rules for education. In the annual follow-up work, FUN compiles a university-wide quality report with analysis of strengths and areas for improvement in educational programs at undergraduate and advanced level, independent courses and commissioned training.

In a similar way, FUN monitors the quality of postgraduate education through quality reports with analysis of strengths and areas for improvement compiled by subject councils. The board reports the results to the university's management group and provides feedback to the department boards and subject councils. FUN is also responsible for compulsory syllabi at postgraduate education level in accordance with the university's Rules and guidelines for postgraduate education. If necessary, FUN can initiate thematic random checks or control of special parts of the education.

8.14 Third cycle education council

Subject councils for each program at third cycle level are appointed by FUN and are responsible for decisions according to further delegation from FUN.

8.15 Institutional Faculty Boards (IN)

The responsibilities of the department faculty boards are stated in their job description. Among other things, IN is responsible for ensuring that course syllabi at the undergraduate and advanced level are in accordance with the university's Rules and guidelines for education at the undergraduate and advanced level.

In the follow-up work, IN is responsible for annually requesting quality reports from the department's education program (program report) and every other year requesting a report regarding quality in independent courses and commissioned training. If necessary, IN may request supplementation of these documents. IN analyzes and provides feedback to the program councils and to the department management in connection with identified development areas, and annually follows up the department's action plan for improvements. At the beginning of each year, IN compiles an overall report on the quality of education to FUN. If necessary, IN can initiate thematic random checks or control of special parts of the education.

Notes

[1] Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), ENQA 2015.

APPENDICES

Appendix 1 Follow-up schedule quality assurance of education

Appendix 2 Plan for communication of quality assurance training