Spiru Haret University - Universitatea Spiru Haret

Spiru Haret University

Spiru Haret University
Bucharest
2013

INSTITUTIONAL SELF-EVALUATION REPORT
Table of Contents
1. INTRODUCTION ........................................................................................................................................ 4
1.1. Short presentation of the self-evaluation process ........................................................................................ 4
1.1.1. Self-evaluation group ............................................................................................................................ 4
1.1.2. Self-evaluation process .......................................................................................................................... 4
1.2. Institutional context ...................................................................................................................................... 4
1.2.1. Legal and institutional framework. Geographical location ......................................................................... 5
1.2.2. Academic and auxiliary personnel ........................................................................................................... .6
1.2.3. The students and learning environment .................................................................................................... 6
1.2.4. Workforce market dynamics ..................................................................................................................... 6
2. NORMS, VALUES, MISSION AND OBJECTIVES .................................................................................... 7
2.1. USH mission and objectives ....................................................................................................................... 7
2.2. Governance and management .................................................................................................................... 8
2.2.1. Autonomy and descentralisation ...................................................................................................................... 9
2.2.2. Human resources policy ................................................................................................................................. 10
2.2.3. Quality assurance ............................................................................................................................................. 10
2.2.4. Balancing education, research and services to benefit society ................................................................. 11
2.2.5. Relations with Society ...................................................................................................................................... 12
2.2.6. Financing sources for USH ............................................................................................................................. 13
2.2.7. USH ranking at the local, regional, national and international levels ........................................................ 13
2.2.8. Opinions of USH’s national and international ranking ................................................................................. 13
2.2.9. Reasoning behing the strategic decisions adopted by USH ...................................................................... 14
3. USH MANAGEMENT AND ACTIVITIES ................................................................................................. 15
3.1. Analysis of managerial practice ................................................................................................................. 15
3.1.1. The management system and decision-making processes ................................................................ 15
3.1.2. Commitment of students and stakeholders .................................................................................................. 15
3.1.3. USH human and strategic resources ............................................................................................................. 16
3.1.4. Inter-institutional cooperation .......................................................................................................................... 16
3.2. Analysis of approach to the educational and research processes .................................................................... 17
3.3. Student support services ......................................................................................................................................... 19
3.3.1. Description of support services and their organisation ............................................................................... 19
3.3.2. Efficincy of support services ......................................................................................................................... 19
3.4. Principles of USH budget allocation ...................................................................................................................... 20
4. QUALITY EVALUATION PRACTICES ......................................................................................................... 21
4.1. Organisation and functionning of the quality assurance system. Quality assurance policies and practices ..................... 21
4.2. Study programme quality approval, monitoring and evaluation......................................................................... 22
4.3. Human resources quality evaluation ..................................................................................................................... 23
4.4. Impact of USH activities upon beneficiaries and employers .............................................................................. 23
5. STRATEGIC MANAGEMENT AND ABILITY TO CHANGE ........................................................................... 24
5.1. USH’s ability to change in response to external influences ............................................................................... 24
1 Self-Evaluation Report - Spiru Haret University

5.2. Adaptability and ability to change .......................................................................................................................... 25
5.3. Development of relations with external representatives ..................................................................................... 26
5.4. University autonomy ................................................................................................................................................ 27
5.5. Role of quality monitoring and quality management in USH’s development ................................................... 27
Appendices list
Appendix 1 - Table of the faculties, departments, study programmes and research units at Spiru Haret University
Appendix 2 - The infrastructure regarding the student-personnel relation
Appendix 3 - Dynamics of USH personnel
Appendix 4 - Statistical data on students
Appendix 5 - The labour market analysis
Appendix 6 - The 2010-2014 Strategic Plan of Institutional Development at USH (summary)
Appendix 7 - The concordance between the USH mission, vision and objectives (synthesis)
Appendix 8 - Organisational chart
Appendix 9 - USH 2010-2014 Quality Assurance Strategy
Appendix 10 - SWOT Analysis regarding the education/research/society services
Appendix 11 - SWOT analysis of research
Appendix 12- USH Budget and structure of the financing sources
Appendix 13 - USH ranking in the local educational market
Appendix 14 - Presentation of the Blackboard e-learning platform
Appendix 15 - Decission making processes at USH
Appendix 16 - SWOT analysis of the educational processes
Appendix 17 - Survey regardingthe level of satisfaction among students towards the quality of the secretarial services
Appendix 18 - Survey regarding the work environment of the USH researchers
Appendix 19 - Table of the central, administrative and support services
Appendix 20 - The 2010-2014 Strategic Plan of Quality Assurance(summary)
Appendix 21 - The phased model of the USH quality management system
Appendix 22 - Tables of the majors/study programmes undergoing external evaluation in the past 3 years
Appendix 23 - The implementation of the ESG (Bergen, 2005)
Appendix 24 - The impact matrix
2 Self-Evaluation Report - Spiru Haret University

ABBREVIATIONS
ACA
ACEU
ARACIS
AUF
CEAC
CNC
- Academic Cooperation Association
- Alliance of Central Eastern European Universities
- Romanian Agency of Quality Assurance in Higher Education
- The Francophone University Agency
- Commission for Quality Evaluation and Assurance
- National Framework of Qualifications
- National Framework of Qualifications in Higher Education
CNCIS
CNCSIS - National Council for Scientific Research in Higher Education
CNFPA - National Council for Vocational Training of Adults
CNMP - National Centre for Programme Management
DMC - Quality Management Department
EBC*L - Training and Testing Centre (European Business Competence Licence)
EHEA - European Higher Education Area
EQAR
ENEC
ERA
- European Quality Assurance Register
- National Exercise of Research Evaluation
- European Research Area
ERASMUS
- European Community Action Scheme for the Mobility of University Students
EUA
- European University Association
EURAXESS
- Portal of the European Commission for Research
IEP-EUA - Institutional Evaluation Programme of the European University Association
ICCS
ID
IF
IFR
IMM
INS
MECTS
ODEQA
ONG
POSDRU
RNCIS
SEG
- Central Research Institute
- Distance Learning
- Full-time Learning
- Part-time Learning
- Small and medium-sized entreprises
- National Institute of Statistics
- Ministry of Education, Research, Youth and Sport
- POSDRU Project for the Open and Distance Education Quality Assurance
- Non-governmental organization
- The Sectorial Operational Programme for Human Resources Development
- National Framework of Qualifications in Higher Education
- Self -Evaluation Group
SMC
- The Quality Management System
STSM
- Short- Term Scientific Missions
SUERD (EUSDR) - The European Union Strategy for Danube Region
UE - European Union
UEFISCDI - Executive Unit for Financing Higher Education, Research, Development and Innovation
USH - Spiru Haret University
3 Self-Evaluation Report - Spiru Haret University

1. INTRODUCTION
1.1. Short presentation of the self-evaluation process
Spiru Haret University (USH) has volunteered to join the target group of the Ready to innovate, ready to
better address the local needs. Quality and diversity of Romanian universities project. The scope of the project
includes the institutional evaluation of Romania’s universities by the European University Association (EUA) via
the Institutional Evaluation Programme (IEP).
The USH request, addressed to EUA by the Rector, was accepted and the evaluation process established
as a peer assistance highlighting best practice for visible progress towards excellence and innovation,
improvement of quality assurance and managerial efficiency.
USH was given access to Guidelines for institutions and started to instruct its own academic community on
the EUA Institutional Evaluation process.
1.1.1. Self-evaluation group
The activity of the Self-evaluation Group (SEG) once the Rector had approved its structure based on report
no. 1337/ 21 November 2012, 1 with the following members: Prof. Epure Manuela, PhD, Vice-rector; President;
Prof. Tănăsescu Florian, PhD, Secretary ; Assoc. Prof. Goran Laura, PhD, Vice-rector; Assoc. Prof. Ungureanu
Gabriela, PhD, Vice-dean; Assoc. Prof. Constantinescu Mădălina, PhD; Assoc. Prof. Tita Cezar, PhD, Dean;
Assoc. Prof. Negurita Octav, PhD, Vice-dean; lecturer Artene Diana, PhD, Vice-dean; lecturer. Olteanu Camelia,
PhD, Vice-dean; and student Trofin (Blejniuc) Amalia Irina, members. Prof. Epure Manuela, President of SEG,
was appointed as contact person.
The structure of the SEG was established according to EUA-IEP instructions in line with the representation
criteria, with senior teachers and different areas of expertise (attorneys, economists, sociologists, psychologists,
etc) in Bucharest and the other county centres and an administrative and managerial authority (vice-rectors,
deans, vice-deans, presidents and members of the faculties’ boards) very aware of the current status of USH.
The SEG also includes a student representative and overall comprises people with complementary views of the
institution, assuring a note of objectivity in both the process and the self-evaluation report (SER).
1.1.2. Self-evaluation process
At the first SEG meetings the working method for the self-evaluation approach was established together with
tasks of each faculty members designated for a correct data collection. The SEG agreed upon the frequency of its
meetings and the transparency of its activities. 2
The text of the SER was made available to the USH academic community once the SEG agreed on its final version.
The SER, in its complete and revised form, was submitted to the Rector for acknowledgement and signature.
The self-evaluation process and text of the report are the result of a close cooperation among the SEG members
and of faculty and departments’ management, teachers and students, auxiliary personnel and other stakeholders who
filled out a survey with suggestions and observations which were taken into account when drafting the report.
During the self-evaluation process, the SEG members found the following:
- strengths: direct access to all information about evaluation and good cooperation among all levels of the
institution everyone interviewed was familiar with the IEP-EUA Handbook and proved to have correctly
understood the purpose and goals of the self-evaluation process; institutional evaluation is a desired and
accepted process of the entire USH academic community;
- weaknesses: since the methodology of the IEP-EUA institutional evaluation had a different vision to national
views, certain requested information was not detailed enough and/or not stored in the USH information system.
Thereafter the information was made compatible, which required further time and resources.
1.2. Institutional context
1
http://spiruharet.ro/evaluare-institutionala.html
2
ibidem
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1.2.1. Legal and institutional framework. Geographical location
USH was founded in 1991 within the România de Mâine Foundation and on 5 July 2002 it was accredited as a
higher education institution, a legal entity of private law and of public utility, and part of the national system of education
under Act 443.The name assigned to the university is intrinsically linked to the personality of the internationally-known
scholar Spiru Haret, the founder of modern education in Romania and promoter of a large social and cultural movement
with national echoes. USH, a private higher education institution, was created within a social and political context
open to the democratic changes in Romania.
To avoid domestic traditional patterns that were obstructing access to academic studies in Romania, as a
private non-profit institution USH has developed a specific network-like structure that crosses several boundaries
such as:
a. Restriction of mobility, - created by the structure inherited in the academic environment, organized in a few big
urban centres along with their recruiting areas. After 1990, each traditional area has witnessed the emergence of new
universities as USH, which have entered into competition not necessarily in education offer but of the accessibility
criteria and education. The network-like structure implemented by USH consisted of opening academic branches
and campuses in other cities.
b. Restriction of the social costs, which were largely diminishing access to higher education in Romania, with the
high financial cost of spatial mobility added to living costs. The USH’s vocation as a national promoter of opportunities
for academic education was made possible by its developing an academic infrastructure and community of its own.
This process involved the distribution of its learning materials through its students, methodological and speciality
consultancies, advanced information technology and teaching locations. In this way, the students transport costs were
reduced.
c. Occupational restriction, with students’ schedules almost completely filled with activities in a rigid
sequence excluding extracurricular or personal activities.
The implementation of the system was enabled by the initiation of certain educational programmes to scale
down the effects of this restriction, along with the development of a state-of-the-art IT technological structure.
In 2011, USH joined the project initiated by the METCS regarding the classification of universities in Romania in
compliance with the provisions of art. 193, paragraphs (3) and (6) of the National Education Act no. 1/2011. As a
consequence, USH was placed among the teaching universities with the other private universities. Its study
programmes, were classified as the D and E, even though most had recently been evaluated and given the top score in
the ARACIS (Romanian Agency for Quality Assurance in Higher Education) accreditation process.
While initially announced as an exercise, this classification has gained a normative profile despite failing to
meet clear and transparent rules. Moreover, it fails to comply with the legal requirement that the first classification
of universities should be carried out based by a competent international body knowledgeable about the
hierarchization and classification of higher education institutions or by a foreign quality assurance agency
registered with EQAR. The academic community in Romania contested the ranking and filed complaints, some of
which are still pending, in court. USH has not initiated any legal action but has joined the list of petitioners, as it
considers that this classification is an incomplete quantification of the information provided on the academic
research activities, its growth rate, potential for development and availability of material and financial resources.
SEG believes that USH has the premises and resources required to place our university in the category of
advanced research and teaching universities.
This classification process did not involve ARACIS, which is authorized to evaluate the universities and
study programmes in Romania periodically. In 2012, following USH’s evaluation, the ARACIS board reconfirmed
its accreditation of the university.
The main USH office is in Bucharest, the capital of Romania, which is the urban area with the highest
number of inhabitants in the country. Bucharest also ranks first in Romania in the following: urban surface,
concentration of economic, political, administrative and scientific institutions, and the most important university
centre of Romania.
USH currently has 25 faculties and 25 subsidiary departments in Bucharest and other Romanian cities, which
assure the education processes, as derived from the mission that USH has proudly assumed (see Appendix no.1).
USH also has five other locations in Bucharest in which fourteen faculties function, and a further eleven faculties
in five important Romanian urban centres. The geographical distribution of the faculties is an essential advantage
in promoting the image of USH and its study programmes.
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The university has 75 lecture halls, 182 seminar rooms and 168 laboratories. Research activities at USH
take place at two institutes: the Central Research Institute and the Institute of Education Training and Research,
both in Bucharest, and in other 28 research centres. 3
The space assigned to education at USH has a total area of 97,811,48sqm, meaning 75 lecture halls, 182
seminar rooms and 168 laboratories (see Appendix 2).
1.2.2. Academic and auxiliary personnel
In order to meet its goals and accomplish its mission USH has paid careful attention to recruiting and selecting
academic and auxiliary personnel in compliance with the legal requirements and internal regulations. The university
now has 1423 employees, of which 833 are academic personnel (729 full time and 104 part time), representing
58.53% of the total number of employees, and 590 auxiliary personnel for the registrar’s offices, libraries,
technical and administrative services and human resources (41.47%).
The statistics for professional position, age and gender of the USH personnel for the academic years 2010-
2011, 2011-2012 and 2012-2013 are presented in Appendix no.3. In these academic years, full-time teaching
personnel made up over 70% of the total number of tenured academics. Thus the percentage of full-time teachers out
of the total number has changed from 76.8% in 2010-2011 to 77.9% in 2011-2012 and 87.5% at present.
The ratio of teaching to non-teaching personnel reflects the concern of the university’s management with the
optimal operation of the teaching and research processes.
An analysis of USH personnel by age group would reveal that most employees are under 45, and thus the
university has a huge and real development potential. The low percentage of teachers under 30 and at the
beginning of their teaching career is due to legislation on the evaluation and promotion of higher education
teachers and the lack of desirability of a teaching career caused by the legal level of academic incomes.
Sixty-two per cent of personnel employed during the reference dates were women.
Both the teaching and auxiliary personnel are qualified, prepared and experienced enough for their positions, able
to conduct competitive education and research and to respond to the exigencies of all the beneficiaries.
1.2.3. The students and learning environment
The students, as the first beneficiaries interested in high-quality services, have excellent learning conditions
(a competitive computer infrastructure with 7705 Internet-connected computers, a Blackboard e-learning platform,
an integrated PBX communication system, television channel and radio station, spacious premises, modern and
fully-equipped labs, a publishing and printing house, libraries, dormitories, cafeterias, a sports centre, show halls
USH’s state-of-the-art computer systems and technologies enable efficiency in the educational process and
assist research considerably, mainly in data recording and processing.
USH students have access to extra professional training and testing services (EBC*L Training and Testing
Centre), to career counselling (Career Counselling and Guidance Centre), to communication competence in
foreign languages (Foreign Language Centre) 4 and to IT. 5
USH promotes a transparent policy of recruitment and admission based solely on the academic competence of the
candidates, and excludes any discriminatory criteria.
In the 2012-2013 academic year, 16,241 full time (FT), 2482 part time (PT) and 61 distance learning (DL)
students were admitted. Further details about the last three years are to be found in Appendix 4.
For USH, the predominant study programmes match the requirements of the beneficiaries and changes in the labour
market are included in the field of the social sciences.
1.2.4. Workforce market dynamics
In Romania as a whole, in 2010 60.1% of employed people were in the age bracket 15-64; 25.8% were aged 15-
25 6 and 26.4% were 25-34 from which the most significant part was employed in the field of services (33.2%)
3
http://cercetare.spiruharet.ro/en/index.php
4
http://www.spiruharet.ro/centrul-de-limbi-straine.html
5
http://www.spiruharet.ro/xpert-it.html
6
National Institute of Statistics (INS) Newsletter: The workforce in Romania: Employment and unemployment in quarter II of 2010, www.insse.ro
6 Self-Evaluation Report - Spiru Haret University

At a regional level, the employment rate differs regarding both field distribution and age. For the 25-34 age
group, into which most USH alumni fall, the employment percentage is higher than in Bucharest-Ilfov county
(32.4%), the North-West (27.8%), Centre (29%) and West (26%) regions.
Employment is highest among youth in the same age group in services (33.2%) and industry (26.3%), with
most in Bucharest-Ilfov (36.3%), North-West (35.2%), Centre (34.8%) and West (31.6%). An analysis of
Romania’s labour market is to be found in Appendix 5.
Recent studies 7 have found that 'the assimilation of higher education alumni into the labour market’ of higher
education alumni occurs in the first months after graduation, the average time taken to find the first job after
graduation being four months. In some professional fields such as architecture and economics it takes less time
while in the natural and exact sciences it takes longer.
In order to increase the number of graduates entering the labour market, USH:
- arranges regular meetings with prospective employers;
- organizes job fairs for graduates at its offices;
- establishes connections with boards of directors and/or other management bodies of business and other entities;
- extends and strengthens its relations with the Ministries of Labour, Family, Social Protection and Senior Citizens
and with placement agencies in the country and abroad.
SEG evaluates the USH educational offer as matching the absorption potential of the labour market. There
are opportunities for entering the labour market in services and industry, mainly in central and southern Romania.
As for the majors, SEG notices that architecture and economics can offer employment in less than four months
from graduation.
From this perspective, the conclusion is that USH graduates’ entry into the labour market is more than reasonable.
2. NORMS, VALUES, MISSION AND OBJECTIVES
USH focuses its activity on reaching the highest possible ranking among Romania’s universities and
increasing the competitiveness of its study programmes both nationally and internationally. This vision is
supported by the promotion and implementation of high quality at all levels and structures of the institution; the
creation, dissemination and superior capitalisation of innovative knowledge, relying on research; student-centred
learning; the proactive involvement of academics, students and the entire university community to support the
university’s initiatives; building an extended network of partnerships with academic and research institutions in the
country and abroad; and engaging the students in leadership, education and research activities.
2.1. USH mission and objectives
Since its very beginning, USH has assumed a mission to provide value-focused education and
research, creativity, the acquisition of fundamental knowledge and specific skills for professions and society.
With this purpose it aims for the full and harmonious development of the individual, promoting a system of values
that contribute to personal fulfilment, develop the entrepreneurial spirit, encourage active participation in the community
and society, and attain success in national, European and international employment.
As a result, USH has been authorized to grant titles as stipulated by law in compliance with the
university’s autonomy and academic freedom.
The USH’s general mission as a higher education institution is to generate and disseminate knowledge
to society via the following:
a) basic and ongoing training at undergraduate and graduate levels for personal development; the
professional insertion of the educational process’ beneficiary; and the competences achievements in the
social and economic environments;
7
About the results of the study, recent higher education graduates and their insertion into the labour market’
(http://docis.acpart.ro/uploads/noi/Studiu_sociologic.pdf). The study relied on the paths the graduates took to enter the workforce,
the type of activities they perform, the connection between their professional career and their educational background, from both
the level of their qualification required as well as the activity field and narrow specialization. A number of 5567 graduates and
employers were interviewed out of over 26,000 people contacted, and the response rate was around 25%.
7 Self-Evaluation Report - Spiru Haret University

) research, development, knowledge and innovation transfer, at individual and collective levels, in
sciences, arts and letters, in performance and physical and sports development, and by their
aggregation and dissemination.
The USH’s specific mission reflects, along with the general trend, elements that derive from the Romanian academic
tradition, namely:
a) to contribute to the development of education, science and culture and build the required conditions and
environment for public debate and brainstorming on theoretical and practical issues of national interest;
b) to become a hub around which intense and valuable scientific activity are carried out;
c) to contribute, as an institution of education, at the development of culture and civilisation.
The University Charter, updated and amended to comply with National Education Act no.1/2011, contains
the mission, objectives and internal regulations concerning the management of each field of activity. 8 All the
members of the academic community are familiar with both the Charter and USH internal regulations, which are
posted on the university website.
The USH’s strategic option for 2010-2014 aims to make the institution more outstanding, improve its position in the
academic raking and consolidate its status among universities in Romania and abroad. This is definitely possible within a
permanent process of improving knowledge supplied to all beneficiaries, in a compatible manner with the requirements of
European Area of Higher Education and Research for a wide world recognition.
According to the 2010-2014 Strategic Plan for Institutional Development, USH has short-, medium- and
long-term goals targeting the entire range of activities: education, research, academics and students, international
relations, academic management and human resources, infrastructure, financing, quality evaluation and
assurance and relations with the business and industry environment.
Specific activities are associated with each objective, and the responsibility for performing them belongs to the
Senate, the Board of Trustees, the departments, the boards of faculties and student associations (see Appendix 6).
In its more than 22 years of existence USH has fulfilled its assumed mission, thus drafting its own strategy of
development via a policy of self-financing and efficient management of economic, financial and human resources, along
with preserving Romanian academic traditions and promoting a sound education
To be in line with the European dynamics of education and research, in 1999 USH began the process of joining the
Bologna Process and was one of the first universities in Romania that signed the Magna Charta Universitatum in 2005.
Since then the university has become an active presence in the European Space of Higher Education and Research and
sees its integration into the community seen as a top priority.
The synthetic presentation of how USH puts its mission into effect, the institution’s governing principles and how
they are reflected in its academic activity, its strategic objectives and measures of evaluation, control and adjustment
are presented in Appendix 7.
2.2. Governance and management
The organisation, supervision and development of the USH managerial processes rely on current legislation,
the Charter and other internal regulations.
The managerial structures are featured in the USH Organisational Chart, to which changes have been made to meet
the requirements set out by National Education Act no. 1/2011 regarding the appointment of the university manager, the
delineation of duties within the management of the institution, the reorganisation of the faculty structure by creating
departments, and the role of student representatives in the institution’s management structures.
According to the Organisational Chart, the USH’s management structures are as follows: Senate, Board of
Trustees, Faculty Board, Department Council and Scientific Council of the Central Institute of Research.
Management duties are performed by the Rector, the Chairman of the Board of Trustees, the vice-rectors, deans;
department directors and the director of the central research institute (see Appendix 8).
The managerial structure at each university, faculty and department level includes detailed and explicit tasks
known and implemented by their personnel in the teaching, research and administrative processes.
All the management structures work as a team and actively involve themselves in meeting the desired
objectives and solving current issues. The university’s management approaches the managerial policy in a
systemic manner. Each component of the system has a clearly-defined position and a functional relationship with
8
http://www.spiruharet.ro/en/carta-universitatii.html
8 Self-Evaluation Report - Spiru Haret University

the other sub-systems. This approach allows the university’s management to engage at all levels in the
permanent improvement of leadership by seeking to understand the needs of both Bachelor and Masters
students and business representatives and their reflection linked to the quality of the services.
In compliance with the National Education Act no.1/2011, the duties of the Rector and the Senate also
include the drafting of the guidelines for USH’s managerial policy and of strategic development plans.
The university’s managerial policy finds theoretical and practical application in the institution’s strategic
orientation and internal regulations, which help in its implementation.
2.2.1. Autonomy and decentralisation
The process of integration into the European Space of Higher Education and Research has required the
adoption of certain new norms and principles and changes to the university’s internal documents. Thus USH has
joined Europe’s new educational and research trends.
In this context, the university’s autonomy, the decentralization process and the balance among education,
research and services for the benefit of society have gained wider dimensions and greater relevance.
USH enjoys autonomy in both the definition and the implementation of its strategies for education, research, financial
and administrative policies and its selection and recruitment of human resources, as well as in the other areas.
The autonomy of USH is manifest in all fields of governance: academic, administrative, financial and human
resources.
The governance autonomy at USH is assured by the existence of certain procedures and mechanisms for
appointing collective management structures with a decision-making role (the Senate, Department Board, and
Faculty Council). The management that implement the strategic decisions (department directors, deans, etc) are
elected or selected under competition, according to the law.
The democratic and transparent nature of competition for managerial positions is assured by their
conspicuous display and non-discrimination regarding candidates’ age, gender, religious orientation or
citizenship, as the competition is open to any candidate in Romania and Europe.
The self-evaluation has analysed of the hierarchical relations and cooperation among the management
structures, identifying two types of them:
a) cooperation among executive management structures;
b) subordination of all managerial structures to the Senate and Board of Trustees.
The university is autonomous in its educational and research activities, as guaranteed by the Constitution
and specific legislation and as mentioned in the USH Charter.
The members of the academic community are free to develop their knowledge and competences, choose
their own career paths, suggest and carry out research projects individually or in partnership and to elect and be
elected to any of the managerial structures. Decision-making processes among the autonomously-governed
academic structures were examined by SEG during the self-evaluation process, with the conclusion that they are
democratic, transparent and semi-centralised.
The administrative autonomy of USH can use material resources according to the academic interests for
fulfilling the mission by distributing the learning spaces to the faculties/study programmes. This use of the
material resources necessary for the study programmes currently running in various locations is conditioned by
formalities similar to those for providing new programmes. This leads to the conclusion that the administrative
autonomy is only partial.
The administrative and support services run their activities based on open autonomy: libraries and their
equipment, social services – dormitories, cafeterias, sport and cultural activities, communication means (radio, TV, etc).
Financial autonomy. USH is autonomous in terms of designing and executing its profit and loss budget. It
finances all of its own activities itself.
There is centralised coordination of financial activity, with decisions adopted by the Board of Trustees. The
process is transparent to all interested parties monitoring the USH financial exercise. Internal control mechanisms
such as preventive financial control on legality, control of financial and accounting operations conformity, and the
nature, value and opportunity of the expenses are functioning on permanent basis. The auditing activity is
outsourced to authorized auditors to keep all verification operations objective: verification of the accounts,
provision of special consultancy, monitoring of budget execution and to provide a framework for ongoing
correction measures for the university financial strategy.
9 Self-Evaluation Report - Spiru Haret University

Autonomy in providing human resources. They way the autonomy regarding human resources is present, was
examined in two parts during the self-evaluation process: human resources for educational and research activities and
those for administrative and support activities.
a) Human resources for education and research. The USH’s autonomy is total with regard to the evaluation of
necessary teaching and auxiliary personnel, the opportunity and timing for the launching of recruitment and selection
procedures, and the competition to fill vacant teaching positions.
USH also has total autonomy in its internal teacher training programmes. Such programmes are designed
depending on the needs and interests of the individual beneficiaries and the academic structures they belong to. USH
has adopted the principles of the European Charter of Researchers and complies with the Code of Conduct of
Researchers; 9 .Hence, USH is part of the HRS4R Human Resources Strategy working group which documents the
European strategy for human resources in research.
b) Human resources for administrative activities. The USH’s autonomy is total in recruiting and selecting
administrative personnel. Current labour legislation is complied with and the process of recruitment, selection, hiring
and laying off is regulated at the institutional level. There are procedures for the annual evaluation of employees’
performance, for continuous training programmes and a specific bonus, incentive and sanction system.
2.2.2. Human resources policy
The university’s human resources policy includes the management’s ongoing intention to increase the
quality of academic training. This involves recruiting highly-qualified specialists and young teachers with effective
chances for professional development; efficient use of the expertise of the university’s own personnel; promotion
of teaching, non-teaching and administrative staff on performance criteria; improvement of their competence via
courses ending in qualifications, and exchanges experiences.
The personnel policy for faculties and departments is based on the correlation between the curricula and the
function chart to provide the optimum number of teachers. Another target is a close correlation between
academic training and each department’s curricula and research.
USH designs its personnel policy with a view to increasing the quality of its education and research
processes within a well-defined framework of quality evaluation and internal assurance.
One sign of this process is the university’s interest in increasing the number of its academics. The total
number of teaching positions and encouragement of young teachers to complete their PhD studies and embark
on Masters and PhD training internships in the country and abroad increased as a trend during last years.
The recruitment, selection and employment of academics always follow the specific both legislation and
internal regulations.
2.2.3. Quality assurance
USH’s initiatives and actions have proved its intention and ability to positively respond to the latest trends and
requirements in national, European and international educational spaces related to quality and quality culture and its
focus on professional training in line with the needs of the labour market and the direct beneficiaries.
The strength of the university’s quality policy lies in its assumption of responsibility to meet the objectives of the its
agenda, mainly in terms of quality; the modernisation and improvement of educational services; and increasing the
responsibility of the academic community for carrying out its duties.
USH has built fitting structures to provide appropriately high-quality education and research activities and develop
a high quality culture by promoting viable planning, implementing, control and quality improvement policies and
strategies.
USH has implemented a functional and flexible internal assessment system for all levels, providing essential
support for the institution’s development strategy. The system, implemented in the university years ago, has stimulated
the establishment of a quality culture following both the law stipulations and the institution’s expectations.
The process-based quality management approach, in accordance with USH policy, involves the identification,
description, documentation and improvement to satisfy the exigencies of the beneficiaries and society.
9
The European Charter of Researchers (http://ec.europa.eu/euraxess/index.cfm/rights/charterAndCode#R).
10 Self-Evaluation Report - Spiru Haret University

SEG notes that USH has set up a strategy of quality and quality culture with well-defined objectives,
supported by its own standards, for its academic, auxiliary and administrative personnel, Bachelor and Masters
students, coordinated by the management system (see Appendix 9).
The reference documents that reflect the USH’s quality assurance process are as follows: the Rector’s
Statement regarding quality and strategic management, the University Charter, the Handbook of Quality
Management and the Handbook of Quality Assurance Procedures. The latter two include methodologies,
regulations and procedures that are regularly verified, both from the perspective of the university criteria and also
in relation to ARACIS quality standards and performance indicators.
2.2.4. Balancing education, research and services to benefit society
The top university rankings’ objectives remain a light in featuring continuous improvement of study
programmes, development of research and high quality of the services it provides to its partners (other
universities, business and NGO representatives).
The university’s educational activities involve continual modernisation of programme content to comply with
changes in education based on the requirements of the present knowledge society. To this end, the university
aims to increase the volume, structure and quality of students’ knowledge as reflected in new paradigms,
educational theories and concepts; to develop scientific knowledge by adopting the latest information and
promoting multi- and inter-disciplinarity; and to correlate the general content of studies with criteria generated by
contemporary economic, political and social changes. This education mission is correlated with research as a
means of enriching knowledge and innovation to enhance the quality of USH’s services to society.
The list of these services includes the following:
a) educational, as initial training, via Bachelor and Masters programmes;
b) lifelong learning;
c) training and lifelong education for adults (short courses, National Authority for Qualification CNFPA
certificates);
d) complementary services (foreign language courses, career counselling, Xpert IT, EBC*L authorization for
students and other stakeholders);
e) fundamental and applied research (used during the teaching process, applied by the business environment
and local communities);
f) community benefits (projects implemented to develop the human resources of local or regional
communities, partners of pre-university education institutions, social entertainment services for students,
etc.). USH is involved in accessing and implementing the following strategic plans: ProFemina Antrep, 10
Entrepreneurship in Tourism 11 and Academic Career Opportunity Development, 12 all financed by the
Romanian government and the EU via the European Social Fund.
In line with its mission, USH considers that the optimum balance between education/research and services
to society is 50/30/20. SEG’s survey of the structure of the weekly schedule notes small differences and
similarities among departments. Of the total 40-hour work schedule, 13 circa 45-50% is taken up by teaching,
seminars and teacher training; 25-30% by research and 15-20% by activities to benefit the community. The
survey data correlate with the stipulations of the National Education Act which gives the departments autonomy in
distributing their working hours depending on each teacher’s competence, expertise, skills and ability to
communicate.
SEG considers that the institution’s management involves the entire USH community through all decision-making
stages. The staff awareness increase motivation and responsibility and is essential to consolidating the status of
members of the academic community and building a strong organisational culture. The conclusions of the selfevaluation
process on the measures taken by USH to reach the optimum balance between the three categories during
the reference period are summarized in Appendix 10.
10
www.profeminantrep.ro
11
http://www.spiruharet.ro/en/posdru.html and http://antreptur.ro
12
www.calitate-eu-invatamant.ro
13
National Education Act no.1/2011, Art.287, par (1), (2) and (22)
11 Self-Evaluation Report - Spiru Haret University

In its mission to qualify labour for the real market, USH believes that pertinent training should accurately estimate
the business and societal needs design adequate educational programmes; support the research programmes
participate with real solution to solve the current problem that the Romanian society is facing these days.
To develop its academic activities, USH capitalizes on its own resources, assuring knowledge transfer and
expanding its cooperation with its national and international social and economic partners. This stance is
important for the efficient use of the potential of USH’s academic and other categories of personnel and to involve
the students in educational, research, cultural and artistic projects.
With its adoption of the Bologna Process, the university has prioritized student-centred learning as one of its
top objectives. To attain this, USH acts in two main directions: by adjusting the educational process to the specific
needs of the beneficiaries, and by identifying the indicators that prove that the educational programme is really
focused on the student.
The USH community efforts are oriented to provide:
- unlimited student access to educational spaces, libraries, accommodation and board, entertainment,
cultural events and sports centre;
- the flexible settlement of all student requests;
- student involvement in decision-making processes, increasing their motivation and responsibility
and taking their suggestions into account for the consolidation of the strategic objectives and
implementation of the strategic plans;
- the regular verification of student satisfaction levels by the evaluation of academic staff, the learning
environment, information services and access to learning resources;
- the stimulation of creativity, identification of the potential for research and the involvement of Bachelor and
Masters students in research teams with their teachers (in field scientific circles, co-authorship of papers for
publishing, student conferences, etc.);
- the facilitation of students’ assimilation into the labour market via projects financed by European funds
(training and counselling have been provided for about 8000 students, simulated work environment to, stimulate
the entrepreneurial spirit);
- encouraging volunteering by granting extra credits for it (ECTS).
Another direction of development of our work aims to identify indicators to measure the students’ entrepreneurial
activity in USH. A specific system of data collection and processing has been set up for this purpose.
The two directions of action target educational approaches consistent with the needs of the labour market and
with the specific competences of Bachelor, Masters, post-graduate and PhD students. These approaches are detailed
in the USH Strategic Plan for 2010-2014.
Research activity at USH has been documented by the Senate Research Commission, starting with the
priorities of the National Strategy for Research, Development and Innovation for 2007-2013, the National Plan for
Research, Development and Innovation for 2007-2013 and European social science and humanities strategies
USH priorities during the period referenced were as follows:
- making compatible and integrating the USH system of values into the European and international
research;
- provision of a competitive working climate with free access to the research facilities;
- recognition and promotion of excellence;
- appropriate financing of research from own and outside sources;
- preservation of creation and innovation;
- appropriate dissemination of research outcomes, increasing their national and international visibility;
- implementation of European quality standards and dissemination of best practice.
While investigating the level of implementation of the research strategy, research outcome and external
influence factors (e.g. European funds obturation), USH adjusted its activity by planning it on a yearly basis.
The USH’s increased ability to adjust to change is due to the flexibility of the decision-making authorities and the
possibility of a fast response to modifications to the internal and external research environment (see Appendix 11).
2.2.5. Relations with Society
USH’s activities in relation to society make a notable contribution to the development of the institution. This
process has intensified during the last years and the university has taken determined action to make partnership
12 Self-Evaluation Report - Spiru Haret University

agreements with educational, research and administration institutions to provide the best environment for
students’ practicum.
USH aims to meet the following objectives:
- a proactive approach to meeting the needs of the community where USH operates;
- assisting pre-university institutions and structures to carry out joint projects in education and research;
- providing consultancy to the business environment;
- expanding the lifelong learning system;
- adjusting its offer of theoretical and applied courses, versus the beneficiaries’ requests.
SEG has ascertained that the above objectives are clearly defined and achievable, that there are human, material
and financial resources to support them and appropriate mechanisms and strategic and managerial will to endorse the
USH’s social dimension.
2.2.6. Financing sources for USH
USH is self-funding. The university’s budget comprises the following:
- financing from main sources (76.2%), namely tuition fees, joint ventures with other companies and a
contribution from the România de Mâine Foundation;
- financing from sources obtained from grants and competitions (14.43%) from the Sectorial Programme of
Human Resources Development (POSDRU), European Social Fund, UEFISCDI and local administrations;
- private financing (9.37%) from consultancy contracts, sponsorship, grants, investment, donations, portfolio
investment (see Appendix 12).
As a non-profit institution, USH makes full use of its income to build the best possible environment for
learning, research and social and cultural activities.
More than ever, the present social and economic contexts require the identification and attraction of
alternative financial resources for the institution’s entrepreneurial development. This objective will be made
possible by participation in national and European competitions with research proposals in which undergraduates,
Masters students and representatives of local communities and the business environment will be the main actors.
2.2.7. USH ranking at the local, regional, national and international levels
USH has a realistic view of its place and role in the higher education system. Locally and nationally, the
university is among the academic institutions that have been afforded recognition and appreciation. Many
scholars abroad, leaders of academic institutes, teaching personnel and scientific and cultural personalities 14
have applauded the USH’s success in education and research.
USH is aware that it needs a proactive attitude towards increasing the quality of the private education
system in Romania. To this end, it has adopted a student-centred formative-practical format, has reviewed its
educational offer and recommended study programmes in English which will strengthen its relations with other
universities and improve student and teacher exchanges.
For the near future, USH intends to be a supplier of both theoretical and practical knowledge to society via
pertinent services. It aims to train its students in such a way that they will have the opportunity to quickly enter the
labour market both during and after their studies.
In the long term, the university reaffirms its intention to become an institution of advanced education and research
that is realistically valued nationwide and internationally.
2.2.8. Opinions of USH’s national and international ranking
USH views its rankings as relative: the ordering operates according to different criteria and indicators which
fail to assure an integrated comparability of the results as universities develop in different social and economic
contexts. As a private academic institution, USH is concerned to ensure that its educational and research
activities and its relationship with society are not limited to disseminating theoretical knowledge and acquiring
practical skills. The university is determined that the institution becomes a local and national knowledge hub, as
14
Charter of Spiru Haret University, page 22 http://www.spiruharet.ro/en/carta-universitatii.html
13 Self-Evaluation Report - Spiru Haret University

defined in its mission statement. It aims to become a prestigious education and research institution and to join the
list of the top universities in Romania and Europe.
To identify USH’s position, SEG analysed Romania’s educational market. The ranking criteria used were
the level of tuition fees, student satisfaction and performance indicators (success rate, access to IT and dropout
rate). The results are included in Appendix 13.
2.2.9. Reasoning behind the strategic decisions adopted by USH
USH’s current strategic objectives target five essential objectives:
a) Actual university autonomy
USH sees gaining its present autonomy as a priority, especially as its interest focuses on the necessity to
secure it nationwide 15 and in Europe. 16 The assumption of this objective is also subject to frequent legal changes
in education, which have caused the university to increase its adaptation efforts and react appropriately.
b) Looking into the future
In the current knowledge society, where progress in various fields is truly remarkable, USH must promote
the innovative spirit to include achievements in science and technology in order to be able to constantly update its
educational and research processes. To this end, the university has invested significant financial resources in the
implementation of the e-learning platform Blackboard for educational activities, providing access to optimum
learning and communication resources (see Appendix 14). USH has always allotted over 25% of its incomes to
investment in the modernisation of material resources and IT equipment. SEG considers that orientation towards
the future is understood as continuous adjustment of the curricula to international requirements and trends.
c) Building a quality culture within the organisation
In light of its financial projects, USH is constantly engaged in competitive quality management of. The
university is running a strategic grant 17 that aims to assure that the quality of higher education is in line with
European standards.
This grant brings forward 150 qualifications in National Higher Education Registry (RNCIS), and 2064
teachers and auxiliary personnel within USH and its partner universities were beneficiaries of professional,
Ministry of National Education and Ministry of Labour certificated, quality management training programmes
involving 83.3% of teachers and auxiliary personnel. Furthermore 134 Bachelor and Masters Programmes have
benefitted from assistance in developing competences and adjustment to CNCIS criteria. SEG considers that the
grant propagates effects in our entire academic community and creates the synergy required for active
understanding and participation in the correct operation of the quality management system.
d) Student-centred learning
USH has assumed the strategic option of providing educational programmes and support services to satisfy the
needs of its students and of employers. To meet this objective, the focus is on the implementation and continuous
adjustment of teaching methods to the students’ exigencies and on accessibility to and quality of support services.
SEG finds that USH monitors the efficiency of its student-centred learning and the satisfaction of its beneficiaries. 18
e) Providing financial sustainability
As the state budget does not contribute financially to private institutions in any way, private education derives its
budget from own and outside sources. To fulfil its mission and attain its objectives, USH provides financial resources for
long-term budget sustainability. SEG has ascertained that USH assets have constantly increased. Services are
financially supported and the investment programme aims to implement innovative ideas.
As an initiator of the Alliance of Central-Eastern European Universities (ACEU), USH makes every effort to
clearly prove the potential of regional engagement and knowledge transfer oriented to a creatively assumed
accountability in the community. The process of rethinking the curriculum is proactive and is based on validity, reinsertion
of top knowledge in the field, comparison with the elite universities’ curricula and motivation for its
creative application with the help of SME representatives. Increasing the current number of academic exchanges
is also a priority on the USH agenda.
15
National Education Act no.1/2011, art. 123
16
EU documents regarding university autonomy: Universal Statement on higher education (art.2), Magna Charta Universitatum, The conclusions of
the EC Presidency - the Lisbon Strategy, Statement at Bucharest about European university deontology - UNESCO CEPES.
17
POSDRU ID 62249 European quality in higher education www.calitate-eu-invatamant.ro.
18
ibidem.
14 Self-Evaluation Report - Spiru Haret University

SEG’s analyses of the self-evaluation process data concerning the USH’s relationship with society show the following:
- the objectives are realistic, clearly defined and achievable;
- there are enough human and financial resources as well as the proper mechanisms to use them;
- a system of evaluation and control is in place to estimate the extent to which objectives are fulfilled;
- a strong strategic and managerial will manifests to support the social dimension of USH.
3. USH MANAGEMENT AND ACTIVITIES
3.1. Analysis of managerial practice
3.1.1. The management system and decision-making processes
USH has an efficient and flexible management system that adjusts itself to changes in the legal, social,
economic, educational, cultural and scientific environments.
The National Education Act has provided the entire community with the right to appoint its own management
structures, and USH has held free successive elections for management positions subject to the university’s
methodology. The Rector appoints vice-rectors, selects the deans in a public competition and agrees to the
deans’ choice of vice-deans.
The Rector and the Senate are the most important factors in the adoption of strategic decisions.The Rector
has the following duties: he is the legal representative in matters involving third parties and is the executive
manager of the university, based on the contract concluded with the Senate; he is the senior provost; he submits
the USH structure and functional regulations to the Senate for approval; he presents the USH General Report to
the Senate every year by April, etc. 19
The Senate comprises 74.3% of the teaching and research body and 25.7% of students and has the
following duties: it guarantees academic freedom and the university’s autonomy; drafts and adopts the University
Charter and other internal regulations; and concludes the management contract with the Rector, etc.
The deans and department directors manage the faculties and departments and monitor and coordinate
teaching activities and the research and administrative personnel under their supervision, etc.
The Board of Trustees is the decision-making body that approves the USH budget and the position open to
competition, approves new study programmes, and decides on the discontinuation of study programmes that are
academically and financially inefficient.
The councils of the faculties and departments are decision-making, deliberative systems.
SEG examined the USH decision-making process and found that management duties are clearly defined
and implemented (see Appendix 15). Students, employers and representatives of the local community are also
involved in this decision-making process.
The university hosts organisation structures and the management that support the decision-making process and
implementation of strategic objectives and provides an appropriate level of quality in management activities, namely the
special Senate commissions, functional and administrative departments, etc. These systems and decision-making
structures, together with their operational relationships are detailed on the USH Organisational Chart.
3.1.2. Commitment of students and stakeholders
The role and duties of students in management structures at USH are well defined by the internal
regulations, which comply with current legislation.
The students are represented in management and are involved in the administrative supervision of the
dormitories and promoting the USH’s image in cultural, artistic and sport competitions. USH facilitates the direct and
active participation of student representatives in adopting strategic and operational decisions related to daily activity.
The university’s advisory structures involve stakeholders’ agents, namely employers, mainly in the quality evaluation
and assurance commissions. SEG finds that their representation is regulated by the USH internal documents. The
dynamics of students’ and stakeholders’ commitment to USH governance are important, but their level of
representation does not meet expectations due to insufficient use of communication channels between them.
19
Charter of Spiru Haret University, http://www.spiruharet.ro/en/carta-universitatii.html
15 Self-Evaluation Report - Spiru Haret University

SEG believes that it is imperative to build a system of regular consultancy among representatives of stakeholders, students
and the USH and faculties management, which will generate a flow of recommendations and improve current activities.
3.1.3. USH human and strategic resources
The activities and processes specific to USH’s education and research are carried out by its own personnel, whose
quantity and quality are evaluated annually to maintain balance between categories of personnel and the university’s
objectives, mission and strategy, while also taking into account current and future needs.
In line with the curriculum requirements, every faculty compiles its function plan and teaching body structure and
present them to the university management and the Senate for approval.
The student-teacher ratio the 2012-2013 academic year is 19.9, and that of students to non-teaching staff and
administrative personnel is 27.5.
SEG believes that USH academics portfolio is in full compliance with both the national standards and the
needs of the institutional development.
The teaching workload includes both teaching and research activities. 20 The maximum teaching workload is 16
conventional hours a week, i.e. 40% of the 40 work-hours per week, and the difference is used for research.
For the coming years, the human resources policy aims to develop PhD and post-doctoral programmes that
will involve the presence of elite teachers and researchers in USH structures. SEG considers that this long-term
objective needs to be accomplished as soon as possible.
3.1.4. Inter-institutional cooperation
In line with its medium- and long-term strategic plans, the university has developed intense activity aimed at
internal and international cooperation.
At the national level, USH has entered into cooperation agreements with other universities, research
institutions, economic agents, local 21 and central 22 authorities, the Romanian Academy, schools and school
inspectorates, professional associations 23 .
In the last years nationwide inter-institutional cooperation has progressed substantially, mainly through partnerships
with universities, research institutes and centres, companies and national and international agencies.
USH consolidates its position as a student-centred entrepreneurial university by supporting and organizing
alternative activities, such scientific circles, business clubs, ideas workshops, supported by business, media and
diplomacy, NGOs, agents and representatives From this perspective an increasing numbers of cooperation
contracts are being concluded.
Our university has initiated a programme of cooperation with high schools to identify and attract future
students and provide training tailored to their needs. We have taken into consideration European
recommendations concerning providing assistance to students and high school pupils with manual and practical
skills during educational programmes.
At the international level, USH is a member of numerous bodies such as the Academic Cooperation
Association (ACA), Francophone Universities Agency (AUF), International Universities Association, Association of
European Higher Education Institutions.
USH is a signatory to the Bologna Charter. Its teaching body is affiliated with over 50 international
professional and scientific associations in Italy, France, Serbia, Bulgaria, Greece, Switzerland, Israel, Asia, Latin
America and the US.
Currently USH is intensely active in creating international openness within ACEU, 24 the Eurasian Economic
Club of Scientists (Astana), the EuroMed Research Business Institute (EMRBI, in Nicosia), and the Complex
Systems Society (CSS, in Paris).
20
Charter of Spiru Haret university, http://www.spiruharet.ro/en/carta-universitatii.html.
21
County and commune councils, city halls.
22
Ministers, departments, CNCS, CNMP.
23
Romanian Marketing Association, Chamber of Financial Auditors, Economists Club, Association of Psychologists in Romania, etc.
24
www.aceu-edu.org
16 Self-Evaluation Report - Spiru Haret University

The university’s increased visibility also comes from its research activity carried out and financed at the European
level. USH is the initiator of the FuturICT programme and assists in research activity promoted by the EU Strategy for
the Danube region, where a USH representative chairs the Entrepreneurial Education Commission of the Danube
Region within the EUSDR Consultative Council of the EU Strategy for the Danube Region.
A young and dynamic university, USH concerns are entirely oriented for training and promoting a teaching
body strongly motivated to reach standards of excellence and provide good models to follow to all students. As
far as international relations are concerned, USH is implementing a system of specific indicators of excellence,
compatible with European criteria and aims to implement the matrix of visibility and international recognition
based on increasing its reputation for research and high quality teaching and learning.
3.2. Analysis of approach to the educational and research processes
Its integrated approach to the educational and research processes’ encourages the USH’s sustainable
development, thus providing quality and continuous improvement of the education.
The educational projects have been designed and developed in line with Bologna Process principles:
organisation of three-cycle studies, adopting the credit transfer system (ECTS); guaranteeing the mobility of
academics and students; and acquiring advanced educational experience.
In line with the university’s mission statement, the faculties provide a revised and updated curriculum for each
class of students with contributions from both academics and students. The referred documents are: syllabuses, course
descriptions, school schedules (courses, seminars, debates, laboratory work) and methods of assessment.
The syllabuses, a central component of the curriculum, are specific to each academic major/specialization
and share certain traits: they are dynamic and can be changed from one cycle to another; they have a high
degree of application, aimed to build the competences required by the profession of choice; they are designed to
follow the specific number of courses, seminars and other activities. These traits are visible in how the courses,
the bibliography references and the assessment methods, etc. are compiled. Each syllabus is drafted at
department level, endorsed by the Faculty Board and then approved by the Senate.
The content of the academic curriculum for the Bachelor degree has been the object of debate by the academic
management and is aligned to Bologna Process criteria. This has led to the curriculum being improved to better meet
market and social beneficiaries’ requirements. The study programme’s design starts from the analysis of labour market
needs and considers the conformity with the quality criteria imposed by ARACIS and assumed by USH.
The disciplines in the syllabus are fundamental, speciality and complementary, grouped into mandatory,
elective and optional disciplines in their turn. The compulsory subjects to take build the fundamental skills of
future profession and expertise; they are the result of consultations among educational service providers, the
relevant ministry and employers’ agents. The optional disciplines provide the student with the choice of following
certain complementary tracks, and the elective disciplines complete the training process.
The study programmes are drafted in compliance with the National Framework of Qualifications (NFQ) and
European regulations, which also define the transversal competences required for the professional formation.
The efforts made to prepare and promote the exams are quantified in ECTS. An ECTS consists of the
quantity of supervised and independent intellectual work to be completed by the student on a course unit within
an academic study programme which ends with validation of the learning outcomes. The work of the individual
student is worth at least 60 ECTS per USH academic year.
SEG found that at USH the ECTS range between 180 and 360 TC for the Bachelor degree and 60 TC and 120
TC for the Masters degree. The course description shows the allocated time for each activity, the general and specific
competences to be acquired, objectives, topics, teaching methods, assessment and recommended reading references.
The integration of employers’ opinions in the academic curriculum is carried out via sustained practical
training in laboratories and competent institutions, assuring graduates’ fast transition into the labour market.
SEG confirms that the new study programmes are initiated at department level, presented for approval to
the Faculty Councils and Board of Trustees, and approved by the Senate.
A SWOT analysis carried out by USH (see Appendix 16) reveals that:
- USH has the human resources required to teach study programmes in Romanian and other languages;
- the study programmes are compatible with those in the EU and are designed in compliance with the NFQ;
- the curriculum takes into account the contribution brought by the knowledge society;
- the system of evaluation and suggestions for study programmes;
17 Self-Evaluation Report - Spiru Haret University

- the USH employers manifest involvement no matter this is still quite modest.
The university and its faculties promote and develop student-centred education. Students are perceived as
partners and equal members of the academic community and participate both in personal and professional training and
development. USH management provides for continuous improvement of the curriculum, teaching methods and
techniques and the use of the latest instruments and means in the learning and research processes, and the
environment is facilitated to expand the general level of knowledge beyond national borders by academic mobility. 25
Students are regularly surveyed on these issues by the faculties and/or via their study programmes, and
their answers are valued as important feedback and are a great help in the teaching activities (Appendix 17).
At present, USH provides 85 Bachelor programmes: 53 full-time, 24 part-time and 8 long-distance courses.
These programmes are for students who are able to attain higher achievement and access to the labour market.
One of the USH’s concerns is the development and improvement of its 24 2-4-semester Masters
programmes, which are worth 60 -120 ECTS. The Masters programmes aim to build professional and research
competence in fields of major interest such as finance and banking, financial and accounting management,
marketing, law, public administration, international relations, sociology and psychology. 26 The programmes are
flexible, adjustable to the requirements of the educational and labour markets and accessible to both USH
students and those from other higher education institutions. The content of each Masters programme is tailored
so that it is a theoretical and practical addition to the Bachelor degree
While concerned that its study programmes should be of superior quality, USH implements best practice in
this field and constantly compares itself, based on benchmarking, with other universities in the country and
abroad. Every year the extent of its compliance with European standards is examined to identify weaknesses
and directions leading to attenuation of their effects and the development of a culture of quality.
Upon analysing the extent to which this mission has been accomplished in approaching USH’s educational
and research processes, SEG confirms that:
- the harmonisation of the syllabuses with similar majors/specializations at other European universities has always
been a priority; this approach has allowed the initiation of ERASMUS transfers for students and academics;
- student-centred learning aims to adjust teaching methods to the students’ needs; according to students’
course evaluation there is a need to customize the knowledge transfer and competences building;
- access to the latest technologies for communication and distribution of resources stimulates students’
creativity and innovative spirit; USH has created a framework and conditions for the identification and assistance
of students skilled in research (student scientific circles, conferences, joint research teams);
- opening new research centres has stimulated interdisciplinary cooperation;
- the support of research oriented towards solving real issues in the community and business fields;
- increased USH competitiveness has attracted research grants and contracts under national and
international competition; currently the success rate is 39. 3% and it will reach at least 60% in four years.
The university is hoping for a high institutional degree of trust as a result of the ARACIS evaluation.
Reaching this objective and a higher ranking among the universities in Romania will increase the trust of Bachelor
and Masters Students in the viability of the studies in which they are enrolled.
The competitiveness of a study programme is put to the test both by the number of graduates entering the labour
market and the number of students enrolling on the programme. As of the 2013-2014 academic year, the university will
diversify by developing study programmes taught in foreign languages to attract national and international students.
The university is also initiating new PhD programmes, an older goal of our community. USH has a valuable
teaching body, many of whose members are PhD coordinators at other universities, and fulfils the logistical,
material and financial criteria for the organisation of such programmes.
Research design at USH is carried out by faculties, departments, research centres and institutes. 27 The
annual and multi-annual research plans and research strategy underlie this research design 28 and include topics
of fundamental and applicative research in correlation with national and European funding and business
programmes. The entire USH teaching body is involved in research activities, which helps with the
accomplishment of individual and collective papers. 29
25
http://www.spiruharet.ro/en/erasmus.html
26
http://cercetare.spiruharet.ro
27
ibidem
28
ibidem
29
ibidem
18 Self-Evaluation Report - Spiru Haret University

Upon analyzing USH research activity, SEG found that the university targets the following:
- assuming the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers
(EURAXESS) 30 ;
- building a work environment suitable for research (see Appendix 18);
- providing the resources necessary for supporting research and co-financing grants that have been won;
- inspiration for creating interdisciplinary teams to roll up and implement the research projects;
- correctly positioning USH research in Romania to stimulate competition;
- identifying the impact of university research on society.
For the better visibility of USH research outcomes and to emphasize USH’s research profile, research
centres are now assigned to every field. The research results are annually presented publicly in both Romanian
and English 31 . The first national evaluation of research quality, as part of the UEFISCDI (PhD in elite schools),
highlighted the excellence and ranking of Romanian universities. USH is placed very well in comparison with
other consecrated universities with a long tradition of research.
3.3. Student support services
3.3.1. Description of support services and their organisation
USH focuses on expanding the logistical basis required for the development of a competitive education
system. To this end, it provides its students with the following support services (see Appendix 19):
- registrar services: every faculty has its own registrar’s office and the students on each study programme
have an assigned registrar. Information regarding their academic record, exam scheduling, class schedule,
topics for the final Bachelor degree examination, schedule of consultations and appointments, etc. are available
at all times, with secure online access;
- access to research resources (the library, the online databases, etc.) USH has 17 on-site libraries with
qualified staff, higher education diploma holders and graduates of library science courses. The libraries include 30
reading halls and over 5,200 m 2 equipped with 168 computers and Internet access. The book collection of 238,667
volumes (69,992 titles) is computerized and available online. 32 , Access to the JSTOR database (the collection of Art &
Science I and III) and other databases via a controlled IP are free of charge for teachers and students. These services
are continually being improved, with an online survey permanently posted for teachers and students to add their
comments. 33 Every faculty has a wireless Internet connection system;
- room and board, are available to students for a discounted fee; the accommodation area covers 10,452 m 2
and the cafeteria-restaurants 2,655 m 2 ;
- a Career Counselling and Orientation Centre, 34 employing academics, psychologists, representatives of
the local community, students. Student access is unlimited during the business hours, which are clearly posted;
- access to the sports centre is free of charge to students during the week;
- social, cultural and entertainment services are provided at the student club, theatre studios and in
television and radio shows.
3.3.2. Efficiency of support services
Periodical evaluation of the quality of the student services is carried out using questionnaires distributed in person
or online. The latest survey of the efficiency of support services was run during January and February 2013, at SEG’s
request, to collect data for the self-evaluation report. The evaluation used a 5-step scale.
Upon examining the survey results, the conclusions are as follows:
- Registrar’s office services: of 6651 respondents, representing 35.4% of enrolled students; over 94% were
satisfied and very satisfied and 6% had complaints;
- access to documented resources: of the same sample, 93% were satisfied and very satisfied and 7% were
dissatisfied;
- room and board: 85% of respondents were satisfied and very satisfied, while 15% were not satisfied or gave no answer;
30
The European Charter of Researchers, http://ec.europa.eu/euraxess/index.cfm/rights/charterAndCode#R
31
http://cercetare.spiruharet.ro/en/index.php
32
http://biblioteca.spiruharet.ro/
33
http://biblioteca.spiruharet.ro/page/sondaj.php
34
http://ccoc.spiruharet.ro/
19 Self-Evaluation Report - Spiru Haret University

- career counselling and orientation services: over 12,500 students had used these services in the last three
years. The data were collected from the centres operating in every faculty;
- access to the sports centre: the sports centre is open 24/7 and used by 73% of students;
- social, cultural and entertainment services: students visit the university club, attend plays produced by their
peers at the Faculty of Arts and take part in cultural and educational shows on radio and television.
3.4. Principles of USH budget allocation
USH promotes a financial policy based mainly on its own profit and expenses. The budget, balance sheet
and management report are compiled every year.
The budget is approved by the Board of Trustees, taking into account a multi-annual projection of profit and
expenses to assure continuity of the education process for at least one cycle of studies.
The budget calculation relies on principles and procedures established and faithfully implemented by the Board of
Trustees and the Rector, who is a senior provost. These principles are as follows:
The current situation
Capitalisation
Strengths
- USH is self-sufficient and can operate independently
due to its financial stability
- Its affordable tuition fees allow less fortunate young
people to access education
- Any surplus should be used for high-profit, low-risk
financial investments (e.g. treasury bills)
- More funds should be raised from complementary
activities to provide long-term support for the social
dimension of education at USH
Current situation
Rectification
Weaknesses
- Costs per student are not differentiated enough
between study programmes, e.g. vocational versus
social and economic, Masters versus Bachelor degree
- A low attraction rate of research funding (only 9-12%
of the total USH budget)
- Reorganisation of the financial and accounting
department with one or two persons authorized to annually
calculate the average cost per student of different types of
programme
- Measures to be taken to increase the competitiveness of
draft projects, aiming for a success rate of at least 50%
- A 20% increase in consultancy contracts with the
business sector
Current situation
Capitalisation
Opportunities
- The existence of structural funds
- The programme for developing human resources
(POSDRU), whose national absorption rate is still low
at 11.47% 35
- Europe-wide competitions programs launched for
2014-2020 offer new opportunities for attracting funds
- The stipulation in Art 84, chap.10 in the Fiscal
Code(Act 571/2003) about the possibility of companies
directing 2% of their income tax to non-profit
organisations.
- Increase the number of draft projects filed for yearly
POSDRU competitions by 20-30%
- Develop in-house training courses organized by ICCS for
efficient filing of projects for competitions such as FP8,
COST etc., targeting the participation of 30-40% of USH
researchers
- A campaign to attract private companies as partners in
education, taking advantage of the stipulation in the Fiscal
Code.
35
Public Statement of Ministry of European Funds (Declarația publică a ministrului fondurilor europene) , 4 Feb.2013, www.ziare.com
20 Self-Evaluation Report - Spiru Haret University

Current situation
Prevention
Threats
- The consequences of the financial crisis for the
national budget and reduced budget allocation to
education and research
- Fluctuations in average family income leading to
delaying paying for their children to attend higher
education institutions
- Open a forum for private universities in Romania to lobby
government to increase the budget allocated to education
and research.
- distribution of financial resources per capita and per cycle of studies for educational activities: the faculties
are financed by the university depending on the number of students enrolled and academic staff, based on the
cost per student as previously calculated;
- the distribution of financial resources for research projects: a special fund set up by the Board of Trustees
and approved by the Senate as a flat amount for internal grants competition according to distribution criteria; the
variable percentage distribution of 2-5% for co-financing research proposals submitted to get funding
USH has its own mechanisms for auditing its financial and accounting processes. For objective and highquality
control of the operations’ accuracy and legality, the university outsources auditing services, fully complying
with international standards in the field.
4. QUALITY EVALUATION PRACTICES
One of the strategic objectives underlying USH activity is a continuous increase in quality, a
multidimensional, dynamic concept structured on many levels and correlated with the educational context, the
institution’s mission and specific education and research standards.
The implementation of the Bologna requirements and the shift to the three-cycle study structure of
undergraduate, Masters and PhD teaching was significant in the enhancement of the quality of education as USH
shifted the focus onto the student.
The university’s objectives and mission can be reached by developing its organisational culture, which, it is
hoped, will secure the university’s competitive position in Romania’s educational system.
Attending to the culture of quality at USH is a continuous process to which every member of the academic
community contributes.
4.1. Organisation and functioning of the quality assurance system: Quality assurance policies and practices
USH’s managerial system has been developed to aid in the fulfilment of its objectives, mission and quality
assurance strategy. 36 The Rector is responsible for the quality assurance of the educational and research
activities in the institution; 37 he also coordinates the activities of the Quality Management Department (DMC) and
the Senate through the Quality Assurance and Evaluation Commission (CEAC). The DMC works according to its
own annual activity plan and reports on the education and research quality in USH with concrete proposals for its
improvement.
A commission of academic personnel, students and employer representatives in each faculty coordinates
and monitors these evaluation and quality assurance activities. The opinions of the students and employers in these
commissions are a source of continuous and important improvement of the quality of the study programmes,
teaching, learning and research methods, textbooks and support activities.
The faculty quality assurance commissions draw up annual reports for presentation to the faculties’ council
meetings and forwarding to DMC and CEAC.
Quality internal audit commissions function at university and faculty level, based on an annual programme
that verifies the teaching and research activities against the standard requirements of SR EN ISO 9001: 2008 SR
EN ISO 9001: 2008 and others regulating the quality of higher education in Romania.
1
Spiru Haret University Charter, art.212 align.(2), http://www.spiruharet.ro/en/carta-universitatii.html
37
http://www.spiruharet.ro/en/carta-universitatii.html
21 Self-Evaluation Report - Spiru Haret University

The university has a strategic quality assurance plan for 2010-2014 in which the means of developing its quality
culture are set out (see Appendix 20). Every year the Rector publicly presents the USH’s education quality assurance
policies and strategies in a Declaration on Strategic Management and Quality Assurance, and CEAC publishes its
Annual Quality Assurance Plan detailing the action to be taken, deadlines and responsibilities.
SEG determines that quality assurance at USH follows the classical cycle: 38 plan, do, check, act. In the USH
diagram, the coordination and execution structures, with clearly defined responsibilities and covering the four
stages of quality assurance, are highlighted:
- Plan means the development of strategy and quality assurance operational plans by FMC and CEAC so that the
Quality Management System (SMC) can ensure the continuous upgrading of documents regarding the organisational
and methodological background in line with legal changes or where the strategic objectives so require.
- Do refers to putting the provisions in the strategic documents into practice. The implementation is achieved based on
own methodologies, regulations, procedures, etc., under the coordination of DMC and CEAC.
- Check is performed by DMC and CEAC monitoring quality assurance processes and evaluating the level
attained by the performance indicators. DMC provides consultancy to everybody acting in the quality assurance
evaluation structure.
- Act is materialised by establishing the necessary measures to repair deficiencies and enhance the positive
results reflected in the Annual Report on the status of the university, as presented by the Rector.
SMC is a circular and open system (see Appendix 21), under modernisation via the implementation of two
strategic grants – European Quality in Higher Education and ODEQA 39 – financed by structural funds, which
contribute to the outline of a new approach of the quality culture in USH.
SEG’s estimations and discussions with the teaching personnel found that 84% of teaching and auxiliary
personnel participated in at least one specific quality management activity in the last three years.
4.2. Study programme quality approval, monitoring and evaluation
The initiation, approval, monitoring and periodic evaluation of study programmes is part of the university’s
evaluation and quality assurance policy and includes the main actions to be taken and related responsibilities. The
activity takes place based on specific procedures applicable to all study programmes (see Appendix 22).
The structure of the undergraduate and Master’s programmes is yearly reviewed based on benchmarking with
other universities in the country and Europe, in compliance with national and European regulations in the field. 40
Internal evaluators verify the study programmes undergoing external evaluations; they check the conformity of
performance indicators with the requirements of internal regulations and the correlation between the content of the selfevaluation
report and appendixes.
Adaptation of the study programmes to changing national and international conditions has intensified since the
implementation of decisions adopted at conferences of education ministers following the Bologna Agreement (1999). The Bergen
Conference (2005) adopted decisions that have had a major impact on Europe’s higher education and research space.
USH has implemented the decisions adopted at the Bergen Conference (Appendix 23) regarding the recognition of
diploma and study periods, consistency of internal and external quality insurance mechanisms in higher education and
research, mobility of teaching personnel and students, relations with society and the other education minister conferences.
After 2008 SMC was aligned to the new requirements stated at the education ministers’ conferences. At the same
time SMC processes covering all USH activities – education, research, and administration, its relationship with society,
student services, and management – were clearly defined. The relevant processes, mechanisms, procedures and
quality management instruments were developed and published on the university’s website.
Currently, the university is rethinking the curricula taking into account the global social and economic changes
affecting the labour market.
SEG considers that new opportunities for student professional qualifications were identified to facilitate their faster
integration in the labour market and to increase university visibility.
38
www.calitate-eu-invatamant.ro
39
www.odeqa.spiruharet.ro
40
Romanian Classification of Occupations: printed agreement regarding the national classification framework, the European Parliament and the
Council of Europe regarding the European Qualifications framework for lifelong learning.
22 Self-Evaluation Report - Spiru Haret University

USH capitalises on these opportunities by participating in and coordinating projects aiming to increase the quality
of education at the institutional, national and regional levels and involving teaching personnel, researchers, students
and Masters candidates at the university and a large number of its stakeholders. Such projects include: European
Quality in Higher Education 41 ; Monitoring System Implementation, Continuous Improvement of the Quality of Distance
and Open Higher Education Based on Performance Indicators and International Quality Standards 42 ; and Trainee
Students: Active and Integrated Students 43
4.3. Human resources quality evaluation
The USH human resources pool includes teaching and research and technical-administrative personnel. Teaching
personnel are recruited via competition. Candidates must be higher education graduates and hold a PhD degree. The
competition for vacant positions is public and takes place in compliance with own rules and regulations. 44 The selection of
teaching personnel is a first filter in the verification of their professional competency.
Evaluation of academic personnel follows a set of criteria related to teaching and scientific activity, conduct,
national and international visibility. The process combines the results of complex self-evaluation activities, peer
review, evaluation of teaching personnel by the students and multi-criteria evaluation.
The self-evaluation 45 is performed by noting the results obtained by each teacher over the academic year on
an internal form based on personal appreciation of performance indicator achievement. The result is reached using a
grading system that rates each person.
Peer evaluation occurs annually within the departments based on a set of criteria regarding contribution to
the development of the specialist field, teaching competence, involvement in academic life, peer relations,
representative conduct and communication with students.
The objective of the students’ evaluation of teaching personnel is to highlight the positive and negative
aspects of teaching personnel activity, evaluate their academic conduct, measure the extent of their availability
and the efficiency of their communication etc. An anonymous, optional standardised evaluation form is applied.
Students’ evaluation of the performance academic personnel is compulsory.
The results of the student evaluation of teaching personnel are discussed individually, statistically processed
and analysed at department, faculty and university level in order to make sure they are transparent and respond
to policies on training quality.
All types of evaluation are synthesised by each head of department in a multi-criteria evaluation, with the scores
for the performance indicators summed up and the academic rating for each member of the personnel established. The
criteria considered are teaching activity, research, scientific contribution and professional prestige.
Evaluation methods specific to part-time or distance education teaching personnel activities are also applied. 46
Using the results of these evaluations, faculty management rates the activity of teaching personnel and
presents the results at the annual analysis meeting. DMC centralises the multi-criteria evaluation reports and
manages teaching and research quality improvement procedures.
The promotion of teaching and research personnel depends on the results of the multi-criteria evaluation,
which are made public.
Technical and administrative personnel are recruited, selected and evaluated in compliance with the
Labour Code and internal regulations.
Both teaching and research personnel and technical and administrative staff have appropriate job descriptions,
the accomplishment of which is taken into consideration in the evaluation and remuneration processes.
4.4. Impact of USH activities upon beneficiaries and employers
The students have representatives in the Senate, on the faculty boards and in various commissions, and freely
express their opinions on USH strategy, policies and actions, providing objective information on the problems faced by
41
www.calitate-eu-invatamant.ro
42
www.calitate-eu-invatamant.ro
43
www.studentipracticieni.ro
44
Methodology for filling in the vacant positions
45
Teaching personnel self-evaluation procedure
46
The teaching personnel performance evaluation procedure, the distance education personnel performance evaluation procedure.
23 Self-Evaluation Report - Spiru Haret University

the student community. Employers, some of whom are USH graduates, take part in the quality assurance evaluation
commissions, advisory and career counselling teams and other academic structures. They participate in debates, put
forward proposals and take the initiative in compliance with options expressed by students or the faculty management.
The active involvement of students and employers in academic activities and decision-making processes is one of
the essential elements of the institution’s sustainability in substantiating its strategic plans.
USH has analysed the impact and its effect on students, graduates, employers and other stakeholders and
identified appropriate instruments for measuring the efficiency of its educational and research activities.
The need for the impact evaluation intensified with the implementation of the Bologna process, when USH’s
management became concerned with the identification of its nature and intensity at the institutional level.
Quantification of the impact may be considered objective if based on indicators established according to
unquestionable statistical data that are valid, available for all the impact categories identified and differentiated
according to the nature of the direct or indirect influence exerted
Analysing the information accessed during the self-evaluation, SEG found that there was a particular focus
on direct impact evaluation, while indirect impact, which is more difficult to quantify, was only evaluated briefly
using the specialist ratings.
SEG studied the nature and details of the information available and the collection possibilities during the
time assigned for self-evaluation. Four impact-differentiating criteria were used: according to its nature (direct,
indirect), according to the level (individual, collective, society) at which it manifests, at according to location (local,
regional, national, international), and according to the field in which it was identified (economic, social, cultural).
The impact was categorised as low, medium or high. Lacking a specially-designed statistical database or recent
survey, discussions took place with all involved (students, graduates, employers and other stakeholders) and an
opinion on the impact perceived was taken
SEG developed an impact matrix with the following conclusions:
a) Direct impact:
Students appreciated that the educational services they benefit from have a strong impact on knowledge,
competences and abilities, level of employment, personal development and level of culture. A medium level was
registered on the society active implication, volunteering and teamwork, and a low impact level was identified for
interpersonal relations and the formation of a family.
Graduates evaluated the impact of competence and acquired skills, the employment rate, personality
development, integration into the labour market and knowledge level as high, and the formation of the entrepreneurial
level, adaptation to employers’ requirements and decision-making capacity regarding current professional issues as
medium.
Employers considered the impact of the quality of graduate training, communication ability, assumption of
responsibility in the workplace and the implication for the company as high, and the diversification of the
educational offer as medium.
Other categories of stakeholders found the impact high regarding the ability to integrate in an active life and
relations with other members of the professional community.
b) Insufficient definition of the indirect impact was noticed by most of those interviewed, highlighting
therefore the need to consider it in future analysis.
Details of the other components of the impact are found in the impact matrix (see Appendix 24).
5. STRATEGIC MANAGEMENT AND ABILITY TO CHANGE
5.1. USH’s ability to change in response to external influences
USH is open to the changes taking place in the external environment and adopts appropriate measures to
improve the efficiency of its education process and research to assure its institutional development.
The USH leadership is aware of the importance of the solutions imposed by the changes and assigns a priority
role to strategic management, in identifying the responsibility resolution in accordance with national and European
requirements. For this purpose, open-mindedness and action, initiative and adaptation skills are needed.
The leadership of the university, faculties and departments are responsive to requirements and proposals
regarding educational activity and research from our students and Masters candidates, and at the same time are
interested in external threats and strengths.
24 Self-Evaluation Report - Spiru Haret University

The university has undergone external change such as the shift from the long 4-5 year undergraduate
courses to the Bologna undergraduate studies and the restructuring of fields related to the best career
opportunities (from the predominance of polytechnic professions to economic, judicial and administrative, social
ones, etc), and is continuously expanding its educational offer and reconfiguring the curricula and study
programmes by adjusting the number of hours per subject in relation to its relevance for students.
USH experiences external coercion and threats and must face them with its own means. For a period of
time, USH had to deal with a legal environment and administrative practices marked by incoherence and
contradictions regarding academic institutional development, as well as inappropriate attitudes determined by the
ownership and rapid development and rise of the institution. Therefore the university has allotted additional
financial and time resources to manage the difficulties, obstructions, denigrating campaigns etc.
5.2. Adaptability and the ability to change
The changes adopted by the university under contradictory evolutions of the social, political and economic
backgrounds have strengthened the institution’s policies and strategies to enable it to handle disruptive factors.
In accordance with new national and European educational system requirements, USH has taken
responsibility for reorienting the policies and strategies it applies. The main targets are:
- increasing the responsibility of each member of the collective for fulfilling their duties;
- improving the professional performance of the academic community through training, development,
qualification and retraining;
- planning and evaluating the processes developed in the organisation;
- developing material, financial and international resource allocation systems for students and teaching personnel;
- developing alternative financing strategies;
- providing a coherent background for the effective functioning of the organisation;
- promoting a creative and entrepreneurial spirit in the quality improvement process;
- modernising and diversifying USH material resources;
- increasing graduate entry into the labour market.
The managerial policy provides, in accordance with these objectives, functional coherence and upper quality
to all activities by applying an integrated management system. The reflection of this policy is found in the strategic
orientation of the university and in the instruments used.
SEG considers that the university’s objective to achieve efficient, high-performance management is mostly fulfilled.
a) In the field of education
USH’s actions regarding achieving its mission and objectives in the field of education comply with the 2010-
2014 Institutional Development Strategic Plan.
The managerial strategies and plans of the university, faculties and departments include teaching
personnel’s increased educational and scientific competence and competitiveness. Achievement of this requires
extra effort to improve professional knowledge and skills, involvement in research, capitalisation on the results of
our studies and increased innovation and development in this particular scientific field.
Efforts to run postdoctoral studies and refresher courses in the country and abroad in order to achieve
superior scientific ranking, fell into the same category.
The university aims to obtain a high trust score and an appropriate position in the ranking of Romanian
universities. To reach these objectives, it continues its periodic external evaluation of functional study
programmes and other new studies.
SEG advises the university to adopt the life-long learning programmes requested by stakeholders.
Changing USH’s ranking and positioning in the classification of universities will open the way for establishing
new study programmes in Romanian and other languages, partnership programmes with other universities and
the implementation of doctoral studies, which will have a positive impact on the university’s image.
USH aims to expand its internal and international relations with other universities and cultural-educational
organisations as well as with the business environment. It is also actively involved in knowledge dissemination
using the opportunities offered by the Blackboard e-learning platform, new instruments and IT techniques. Special
attention is paid to disseminating public information by continually updating the university’s website.
25 Self-Evaluation Report - Spiru Haret University

The details of the medium- and long-term educational objectives that USH wants to achieve can be found in
the USH 2010-2014 Institutional Strategic Development Plan.
b) In the research field
USH’s main objective in the research field is the consolidation of its position as an academic and research
institution so that it can become an advanced research university. 47
The requirements in the research field that must match the increasing requirements of the educational
process and require the involvement of a large number of teaching personnel, researchers, students, Masters
candidates and other persons involved in the university’s research programmes.
The department research centres stimulate the teaching personnel to making qualitative progress in the field
of intellectual creation.
USH encourages young researchers to develop their research skills by training and including them in
research teams.
The university’s priority directions are as follows:
- European Research Area integration (ERA); the first stage has already been accomplished by adopting
the European Charter for Researchers and Code of Conduct for Researchers; 48
- The approach of research application themes in collaboration with the business environment and other
national and international organisms;
- The promotion of an innovate and creative spirit among young researchers;
- Increased national and international visibility of the university’s research results.
The university’s participation in the Human Resources Strategy for Research Work Group (EURAXESS) is a
real chance to promote specific objectives at the European level, in common with the institution’s objectives.
It is important for USH to continue to disseminate scientific, cultural and artistic results and ideas in local
rural and urban communities, through the Spiru Haret National Society for Education, Science and Culture, the
weekly magazine Opinia Nationala, TvH2.0 television broadcasts and the HFM2.0 radio station.
5.3. Development of relations with external representatives
USH aims to develop collaborative relationships with the socio-economical and cultural environment, both in
the spirit of the Haretian tradition 49 and in light of the current academic requirements to promote full receptiveness
towards the society. An important extra-budget source can be activated by developing consultancy and research
activities, lifelong learning and refresher courses, etc.
Representatives of the economic and social environments are interested in initiating research projects and
developing surveys, scientific debate, communication sessions and workshops in collaboration with the university.
Debate forums with business representatives, professional organisations and other society members
contribute to better adaptation of the university’s educational programmes to the labour market requirements.
The external partners are initiators and other directly-involved factors in the organisation of the student’s
practicum. For this purpose, the university has developed a strategic grant – Trainee Students – Active and
Integrated Students 50 –financed with structural funds. With this grant the practicum can be reconfigured and
developed in accordance with its beneficiaries current needs.
With the support of the above partners, USH students benefit from specialist experience and have the
chance to put the theoretical knowledge they have acquired during the education process into practice.
The university develops collaborative relationships with educational institutions in the country and abroad
with the purpose of integrating their experience into the management of current activities, stimulating the mobility
of teaching personnel and students and identifying opportunities and necessary solutions in the process of
change and adaptation to the new.
To increase future students’ level of training, the university has initiated pre-university education support
campaigns by donating 1000 computers to 37 high schools in Bucharest for the establishment of multimedia labs.
47
USH Institutional development strategic plan (2010-2014)
48
European Charter for Researchers, http://ec.europa.eu/euraxess/index.cfm/rights/charterAndCode#R
49
Socio-cultural movement initiated by scholar Spiru Haret
50
http://www.studentipracticieni.ro
26 Self-Evaluation Report - Spiru Haret University

SEG notes that in this way USH has made a major contribution to the development of the culture and
civilisation of society, by adapting to the social economic dynamics.
5.4. University autonomy
USH adapts its internal regulations, modernises its teaching, research and administrative bodies and defines its
strategic options in response to national and international evolution and by virtue of the autonomy conferred by law.
The ways in which the institutional development strategic plan and management are established and
implemented allow the university autonomy. This approach expresses the wish of the academic community to
develop and apply a system of integrated organisational values and to promote it in society.
The experience acquired allows the university’s management to achieve the objectives assumed in the strategic
documents and facilitates the inclusion of individual and collective proposals and initiatives in their development.
Any course coordinator has the freedom to produce and modify course books in accordance with the
evolution of knowledge. USH encourages and carefully monitors this process.
The university will focus on accessing supplementary financing sources, especially for research, from
sponsorship, cooperation with internal and international partners.
5.5. Role of quality monitoring and quality management in USH’s development
High-quality leadership is a compulsory requirement of USH’s general managerial policy. The efficiency of
the academic community depends on the quality of the planning, organisation and functioning of teaching and
scientific activities.
The university continually monitors quality assurance to control risk situations by:
- implementing procedures focused on fundamental operational processes;
- harmonising and standardising procedures and methodologies;
- developing student-focused learning by promoting a new periodic interviewing system for students and
graduates;
- applying basic performance evaluation using a system of specific uniform and constantly-monitored
indicators;
- developing a set of standardised instruments for quality assurance.
The quality management system is based on the following actors and approaches: the student, employees
and partners; the procedural approach; the systemic approach; permanent quality improvement; data
augmentation; mutually-convenient relations with providers.
The university’s management systematically analyzes and evaluates the efficiency of its strategic
management and stimulates the development of projects to improve processes.
To implement, maintain and improve quality and increase its beneficiaries’ satisfaction, USH is permanently
engaged in developing its human resources and infrastructure and focusing on providing a challenging work
environment.
To improve the research evaluation system, the university uses a specialised IT solution that monitors the
collection, processing and qualitative and quantitative evaluation of the academic results.
Audits by the internal quality audit commissions aim to verify action taken by management to accomplish the
objectives stipulated in the strategic planning documents. The academic conduct is respected according to these
objectives, as stipulated by the USH Code of Ethics. 51
The Rector presents a report to the Senate annually. The report analyses the university’s financial status
according to sources of finance and types of expense; the status of each study programme and of the teaching
personnel; research results; means of quality assurance and the observance of academic ethics; vacant staff
positions, and graduates’ professional assimilation into the labour market. The report is part of the university’s
public responsibility. 52
USH is concerned to identify its strengths, weaknesses, opportunities and threats, and creates realistic
annual SWOT analyses setting out its action plan for the following period.
Based on information collected during the self-evaluation process, SEG elaborated a SWOT analysis as follows:
51
The Code of Ethics. http://www.spiruharet.ro/en/codul_etic.html
52
National Education Act no.1/2011, art.130.
27 Self-Evaluation Report - Spiru Haret University

Current situation
Capitalisation
Strengths
Autonomy and governance
- Full autonomy in governance
- Full financial autonomy
- Full administrative autonomy
Educational services
- Strong educational offer in the social sciences and
humanities; modern, flexible and balanced curricula
- Computer-assisted teaching and learning focused on the
students and their needs
- Compatibility with CNC and similar EU study programmes
- SMC at USH provides the background for ongoing
evaluation of the quality of its study programmes
Autonomy and governance
- Create an appropriate environment for strategic planning in
accordance with USH’s mission statement and vision, to allow
prioritisation of the objectives and efficient resource distribution
- Assume much more ambitious strategic objectives for
greater differentiation of USH in the education market
Educational services
- Stimulate new initiatives to develop joint degrees or
interdisciplinary programmes to capitalise on USH’s human
potential
- Make full use of the facilities offered by the Blackboard e-
learning platform and optimise the use of IT facilities
- Expand the teaching methods to meet students’ needs-
Promote study programmes
- Encourage student and teaching personnel mobility through
the ERASMUS programme in the EHEA space
Research
- Adheres to the European Charter for Researchers and
Code of Conduct for the Recruitment of Researchers 53
- High human potential – young researchers
- Significant qualitative and quantitative increase in
research results in 2006-2012 54
- Appropriate organisational background – according to the
USH Charter and other internal regulations
- Autonomous financially and in choosing research themes
- Has access to national and international documentation sources
Research
- Stimulate USH researchers in ERA, especially for shortterm
scientific missions
- Establish clear objectives leading to the convergence of
research themes, reducing fragmentation of effort
- Increase the visibility of research results nationally and
internationally by networking and highlighting citations
- Stimulate the issuance of research project proposals in
national and international grant competitions
Services to society
- Stakeholder meetings are organised periodically
to adapt services to the community’s needs
- Implementation of human resource development
projects (POSDRU) for the benefit of highly risky
categories on the labour market
- Support for schools and high schools with
underprivileged pupils via donations of IT
equipment
Services to society
- Design and offer continuous professional development and
training programmes 55 in partnership with employers, adapted
to their current needs
- Use the USH’s material base and especially its IT equipment
to sustain community’s complementary activities
Weaknesses
Current situation
Autonomy and governance
- Limited adaptation of USH’s strategy to labour market and
community requirements
- Designing study programmes to meet market requirements is
difficult due to limitations in understanding the academic autonomy
Remedy
Autonomy and governance
- Focus on life-long learning programmes to replace the need
for acquiring complementary competences
- Establish study programmes in partnership with strong
professional and employers’ organisations
53
EURAXESS , http//ec.europa.eu/euraxess/
54
Dumitrache, I. (coord.), Primul Exercițiu Național de Evaluare a Calității Cercetării din universităti pe domenii ale științei, Politehnica
Press Publishing House, 2011.
55
OMECTS 5703/2011, 5370/2012 and 3163/2012
28 Self-Evaluation Report - Spiru Haret University

Educational services
- Difficult authorisation and functioning procedure for a new
study programme
- Employers involved in the establishment of proposals lose
interest in the process
Research
- Low funds attracted to the USH budget from research activities
- Low success rate in grant competitions
- Low mobility of USH researchers
- Effort is fragmented – there are many research centres,
some of which have low activity
- Low visibility of USH scientific publications due to their
predominant circulation in Romanian
Services to society
- Potential beneficiaries are unaware of existing services
Educational services
- Develop study programme proposals and self-evaluation
files at least a year in advance
- Ensure continuity of current internship programmes and of
good results
Research
- Attract funds via collaboration with the business environment
- Establish spin-offs and start-ups to take advantage of
USH’s premises and material resources
- Thoroughly evaluate the research centres annually, and
reorganise them according to the results
- Establish training programmes for researchers
- Promote the dissemination of research results in English
and the develop English versions of current publications
- Take measures to set apart and develop the international
relations in the field of research during 2014-2020,
Services to society
- Plan promotional measures and stimulate relations with
community representatives
Current situation
Capitalisation
Opportunities
Autonomy and governance
- Projects initiated and developed by national authorities
based on improving USH management 56
- Own projects financed with European and national funds
with management and governance components 57
Autonomy and governance
- participate in the target group meant access to training in
the field of top management and strategic planning
- Support for personnel participation in training and refresher
courses in academic governance
Educational services
- Development brought by new knowledge society professions
and new business interest fields such as social economy
- National Education Act no. 1/2011 regulates the
partnership between EHEA space higher education
institutions, offering the legal background for the
development of joint-degree programmes
Research
- USH has been accepted in the HRS4R - EURAXESS Human
Resources Strategy for Researchers work group
- Establishment of Ministry for European Funds provides an
institutional background enabling better absorption of European funds
- Participation in national and international scientific events
- A large number of PhD candidates are employed at USH
Services to society
- New challenges generated by the current economic and social
environment
Educational services
- The competences of the new professions are established
together with the employers; after which new and innovative
study programmes are designed
- Masters programme in Green Economy – initiate a joint
study programme with HE-ACEU 58
Research
- Establish good research practice exchange programmes
- Identify partners and stimulate joint research projects
- Stimulate networking with other colleagues
- Develop an original incentive system that will provide
stability of the young personnel in USH
Services to society
- Develop a social business ideas support centre to stimulate
finding solutions to social issues by private initiatives
56
Improving University Management project www.management-universitar.ro, financed by the Operational Programme Human Resources Development
2007-2013, supported by the Romanian governnment and the Social European Fund The ACADEMIS project - the Higher Education Quality Assurance in
Romania- Development of Academic Quality Management at System and Institutional Level www.proiecte.aracis.ro
57
The European Quality in Higher Education project www.calitate-eu-invatamant.ro – l USH strategic grant
58
www.aceu-edu.org
29 Self-Evaluation Report - Spiru Haret University

Current situation
Prevention
Threats
Autonomy and governance
- Frequent changes to the law
Autonomy and governance
- Establish an association of private universities in Romania as a
dialogue partner with the political and legislative national
environment
- Establish a Rectors’ Conference Working Group to formulate a
coherent national strategy for human resources and academic
governance
Educational services
- Changes in the labour market caused by the economic
crisis have generated stagnation in such activity sectors as
construction, export, industry, etc.
- The emergence of short-term educational programme
providers
- The penetration of the top universities of the world on the
Romanian educational market by recruiting candidates
Research
- National level deficit budget allocation, for the last 20 years 59
Services to society
- Implications of the economic crisis for the labour market,
especially reduced income and increased unemployment.
Educational services
- Diversify the continuing professional development of
postgraduate programmes to increase employment in the
current restricted labour market conditions
- Increase the promotion of our university and academic
programs on the domestic educational market
- Participate in educational fairs in Asia, Latin America and
Africa to recruit students
Research
- Identify alternative sources of finance (applied research and
business consultancy)
Services to society
- Establish professional formation and reorientation to fulfil
the specific needs of categories of underprivileged employees.
On completion of the self-evaluation, SEG objectively highlighted the accomplishments of USH and
identified the main challenges that the university faces and its ability to react to changes in the educational
environment.
The self-evaluation report is the result of collective and useful work and involved the entire academic
community. It is a turning point for the establishment of institutional development strategies.
59
Research financing in Romania, diagram representing the budget allocation over the last 20 years.
30 Self-Evaluation Report - Spiru Haret University

Appendix 1
Table of the faculties, departments, study programmes and
research units at Spiru Haret University

Appendix 1
Table of the faculties, study programmes (undergraduate, master) and the research units at Spiru Haret
University
a) educational units
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Faculty
Mathematics and Informatics,
Bucharest
Geography,
Bucharest
Veterinary Medicine,
Bucharest
Law and Public Administration,
Bucharest
Faculty of Legal and
Administrative Sciences,
Brasov
Law and Public Administration,
Constanta
Law and Public Administration,
Craiova
Law and Public Administration,
Râmnicu Vâlcea
Sociology- Psychology,
Bucharest
Psychology and Pedagogy,
Braşov
Journalism and Communication
Sciences,
Bucharest
Financial-Accounting
Management,
Bucharest
Marketing and International
Business,
Bucharest
Finance and Banking,
Bucharest
15. Management,
Braşov
Undergraduate
Study programmes
Master programmes
Modern technologies in information
Mathematics
system engineering
Informatics
Applied mathematics
Tourism geography -
Geography
Analysis and expertise of
environmental risks
Veterinary Medicine -
Law
Criminal sciences
Public administration -
Law -
Public administration
European studies of public
administration
Law -
Public administration -
Law -
Public administration -
Law -
Psychology
Judicial psychology and victimology
Sociology
Organizational and Human
Resource Management
Psychology
Educational counselling
Pedagogy -
Communication and public
relations
Mass-media and communication
Journalism -
Accounting and
The accounting of business entities
Management Data
and public institutions
Processing
Management -
International Business -
Marketing
Marketing and business public
relations
Finance and Banking
Accounting and
Management Data
Processing
Management
Banks and financial markets
The European dimension of
company management
-

Appendix 1
16.
17.
Financial and Accounting
Management,
ConstanŃa
Financial and Accounting
Management,
Craiova
18. Accounting and Finance,
Câmpulung Muscel
19.
20.
21.
Accounting and Finance,
Râmnicu Vâlcea
Economic sciences,
Blaj
International Relations, History
and Phylosophy,
Bucharest
22. Physical Education and Sport,
Bucharest
Accounting and
Management Data
Accounting, expertise and audit
Processing
Finance and Banking -
Management -
Accounting and
Management Data
Processing
Internal audit in the public and
private system
International Business -
Finance and Banking -
Business Administration -
Accounting and
Management Data
Processing
Accounting and business
management
Finance and Banking -
Accounting and
Management Data
-
Processing
Finance and Banking -
Business Administration -
Finance and Banking -
Philosophy
Man, culture, society in
contemporary thinking
History
Romania in the international
relations history
International Relations and
European Studies -
Physical and Sportive
Education
Kinetotherapy and Special
Motor Skills
Physical education and sport
training
Kinetotherapy for motor disorders
-

Appendix 1
23.
24.
25.
Letters,
Bucharest
Arts,
Bucharest
Architecture,
Bucharest
English Language and
Literature-
Modern languages and
Literatures (French, German,
Spanish, Italian,
Russian)/Classical (Latin)
French Language and
Literature-
Modern languages and
Literatures (English,
German, Spanish, Italian,
Russian )/Clasical (latină)
Modern language and
Literature (English, French)-
Modern language and
Literature (Arab)
Modern language and
Literature (English, French)-
Modern language and
Literature (Japanese)
Romanian Language and
Literature-
Modern Language and
Literature (English, French)
Romanian language and
Literature-
Modern language and
Literature (English, French)
Music Pedagogy
Performing Arts (acting)
Modernity in European Literature
Modernity in European Literature
Modernity in European Literature
Modernity in European Literature
Romanian Language and Literature
-modenisation and modernity
Romanian Literature and Language
-modernisation and modernity
Music Art
Drama
Architecture -

Appendix 1
Table of USH faculties and research structures
b) research units
No. Research Units Site or online visibility
1. Central Research Institute http://cercetare.spiruharet.ro/
2.
Mathematics and Informatics Research http://www.spiruharet.ro/facultate/1/mate-infobucuresti/cercetare-stiintifica.html
Centre
3.
Environmental Studies and Research Centre http://www.spiruharet.ro/facultate/25/geografie/c
(did not develop research projects in 2012) ercetare-stiintifica.html
4. Veterinary sciences Research Centre -
VETSCIENCE
http://www.zoonutritie.ro,
http://www.spiruharet.ro/facultate/28/medicinavet/cercetare-stiintifica.html
5. Legal Research Centre
http://cercetarijuridice.weebly.com/
http://www.spiruharet.ro/facultate/2/dreptbuc/cercetare-stiintifica.html
6.
Research Centre for Integration and Reform http://www.spiruharet.ro/facultate/6/juridicbrasov/cercetare-stiintifica.html
in Administration and Justice
7. Legal Sciences Research Centre (CCSJ)
www.clpa-ct.ro
http://www.spiruharet.ro/facultate/3/dreptconstanta/cercetare-stiintifica.html
8. European Centre for Legal Research and
Studies (CESCJ CRAIOVA)
9. Legal Fundamental and Applicative Research
Centre CCFADJ
10. Social Diagnosis and Prognosis Centre
11. Psychology and Pedagogy Research Centre
12. Mass-media, Communication and Public
Relations
Management, Accounting and Management
13.
Data Research Centre (CCDMCIG)
14. European Studies and Mobilities
15. Centre for advanced economic and financial
research - CCEFA
16. Management Research Centre (C.C.M.)
http://www.cescj-craiova.ro
http://www.spiruharet.ro/facultate/4/dreptcraiova/cercetare-stiintifica.html
http://sites.google.com/a/spiruharet.ro/centrulde-cercetari-fundamentale-si-aplicative-indomeniul-juridic/
http://www.spiruharet.ro/facultate/5/dreptvalcea/cercetare-stiintifica.html
http://www.spiruharet.ro/facultate/31/sociologiepsihologie/cercetare-stiintifica.html
http://www.spiruharet.ro/facultate/8/psihobrasov/cercetare-stiintifica.html
www.ush-jornalismstudies.com
http://www.spiruharet.ro/facultate/21/jurnalismbucuresti/cercetare-stiintifica.html
http://www.spiruharet.ro/facultate/14/manageme
nt-bucuresti/cercetare-stiintifica.html
http://csme.spiruharet.ro/index.html
http://www.spiruharet.ro/facultate/17/marketingbucuresti/cercetare-stiintifica.html
http://ccefa.spiruharet.ro/
http://www.spiruharet.ro/facultate/22/finantebucuresti/cercetare-stiintifica.html
www.ccmbv.webs.com
http://www.spiruharet.ro/facultate/7/managemen
t-brasov/cercetare-stiintifica.html

Appendix 1
17. Economic Sciences Research Centre
http://www.spiruharet.ro/facultate/9/managemen
t-constanta/cercetare-stiintifica.html
18. European Centre for Managerial Studies in
Business Administration (CESMAA)
www.cesmaa.eu
http://www.spiruharet.ro/facultate/10/manageme
nt-craiova/cercetare-stiintifica.html
19. Centre of Applied Economic Research
http://aiceif.spiruharet.ro
http://www.spiruharet.ro/facultate/12/contabilitat
e-campulung/cercetare-stiintifica.html
20. Research Centre for Computer-based
Financial and Accounting Management
www.ccvlmfci.ro
http://www.spiruharet.ro/facultate/11/contabilitat
e-valcea/cercetare-stiintifica.html
21.
Research Centre for Finance - Management - http://www.ushblaj.ro/
Marketing and Informatics, Blaj
22. International Centre of Integrated Studies
http://www.spiruharet.ro/facultate/33/riif/19/speci
alizarea-relatii-bucuresti/cercetare-stiintifica.html
23. Research Centre for the History of Romanian
Civilisation in European Context
http://www.history-civilization-ush.ro
http://www.spiruharet.ro/facultate/33/riif/30/speci
alizarea-istorie/cercetare-stiintifica.html
24.
Research Centre for Physical Education, http://www.spiruharet.ro/facultate/23/sportbucuresti/cercetare-stiintifica.html
Sports and Kinetic Therapy
25.
Centre for Multilingual and Intercultural http://www.spiruharet.ro/facultate/32/litere/18/sp
Studies
ecializarea-limbi-straine/cercetare-stiintifica.html
26. Research and Artistic Creation Centre
(CCSCA)
http://ccsca.wordpress.com/
http://www.spiruharet.ro/facultate/34/arte/cercet
are-stiintifica.html
27.
Centre of Research - Design and Counselling http://www.spiruharet.ro/facultate/26/arhitectura/
- Architecture Department
cercetare-stiintifica.html
28.
Research Centre in Town Planning, Land http://www.spiruharet.ro/facultate/26/arhitectura/
Reclamation and Sustainable Development cercetare-stiintifica.html
29. Visual Image Research Centre http://cciv.spiruharet.ro/

Appendix 2
The infrastructure regarding the student – personnel relation

Appendix 2
Infrastructure regarding the student - personnel relation
Surface area for learning space 93,409.48 sqm
Surface area for the annexed learning spaces 8,177.09 sqm
Surface area for research spaces 2,456.57 sqm
Surface area for room and board spaces 8,659.6 sqm
Number of students for the 2012-2013 academic year 18,784. students
The total number of personnel 833.00 employees
Non-teaching personnel 233.00 employees
Administrative personnel 357.00 employees
Total number of personnel 1,423.00 employees
Surface area for learning spaces/number of students 4.97 sqm/student
Surface area of the learning and annexed spaces/number of students 5.41 sqm/student
Total spaces/number of students 6.00 sqm/student
Surface area of the learning spaces/personnel 112.14 sqm/employee
Surface area of the research spaces/teaching body 2.95 sqm/employee
Surface area of the learning and research spaces/teaching body 115.09 sqm/employee
Surface area of the annexed learning spaces/non-teaching body 35.09 sqm/employee
Surface area of the annexed learning spaces/administrative personnel 22.91 sqm/employee
Surface area for the annexed learning spaces/non-teaching and
administrative personnel 13.86 sqm/employee
Total surface area/total number of personnel 79.20 sqm/employee

Appendix 3
Dynamics of USH personnel

Appendix 3
THE EVOLUTION OF SPIRU HARET UNIVERSITY STAFF DURING THE PERIOD 2010-2013
STAFF STRUCTURE BY AGE GROUPS DURING THE PERIOD 2010-2013
Academic year 2010 – 2011 Academic year 2011 – 2012 Academic year 2012 – 2013
Staff
by age groups by age groups by age groups
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
Full-time Academic
staff
52 387 123 234 67 397 145 170 27 397 122 183
Associate Academic
Staff
23 81 34 102 1 46 46 127 3 17 27 57
Auxiliary Staff
(secretary, librarians,
IT, laboratory,
101 151 39 26 56 136 35 21 42 134 36 21
technicians)
Administrative Staff 124 205 124 86 120 204 131 68 15 98 141 103

Appendix 3
400
387
Staff structure by age groups, 2010 - 2011, 2011 - 2012, 2012 - 2013
397
397
350
300
250
200
150
100
50
0
234
205
204
183
170
151
136
145
124
123 124
131 127
134 141
120
122
101
102
98
103
81
86
67
68
52
56
57
3439
46 46
35
42
36
23
26
21 27
27
15 17
21
1
3
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
by age groups
by age groups
by age groups
Academic year 2010 – 2011
Full-time Academic staff
Associate Academic Staff
Academic year 2011 – 2012 Academic year 2012 – 2013
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians) Administrative Staff

Appendix 3
STAFF STRUCTURE BY GENDER DURING THE PERIOD 2010-2013
Staff
Academic year 2010 – 2011 Academic year 2011 – 2012 Academic year 2012 – 2013
Men Women Men Women Men Women
Full-time Academic staff 348 448 325 454 302 427
Associate Academic Staff 154 86 146 74 66 38
Auxiliary Staff (secretary, librarians, IT,
laboratory, technicians)
25 292 18 230 18 215
Administrative Staff 150 389 120 403 155 202

Appendix 3
Staff structure by gender, academic years 2010 - 2011, 2011 - 2012, 2012 - 2013
500
450
400
350
300
348
448
292
389
325
454
403
302
427
250
230
215 202
200
150
154
150
146
120
155
100
86
74 66
50
25
18
18
38
0
Men
Women
Men Women Men
Women
Academic year 2010 – 2011
Full-time Academic staff
Associate Academic Staff
Academic year 2011 – 2012 Academic year 2012 – 2013
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians) Administrative Staff

Appendix 3
SPIRU HARET UNIVERSITY’S STUFF STRUCTURE DURING THE PERIOD 2010-2013
Staff
Academic year
2010 – 2011
Academic year
2011 – 2012
Academic year
2012 – 2013
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT,
laboratory, technicians)
Administrative Staff
796 779
240 220
317 248
539 523
729
104
233
357
Spiru Haret University's staff structure, academic years 2010-2011, 2011, 2011-
2012, 2012-2013
800
700
600
500
400
300
200
100
0
796
779
729
539 523
317
357
240
220
248
233
104
Academic year 2010 – 2011 Academic year 2011 – 2012 Academic year 2012 – 2013
Full-time Academic staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Associate Academic Staff
Administrative Staff

Appendix 3
PERCENTAGE OF DIFFERENT TYPES OF STAFF FROM THE TOTAL NUMBER
DURING THE PERIOD 2010-2011
Staff
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff
Academic year
2010 – 2011
42,07
12,68
16,75
28,48
Percentage of different types of staff from the total number, 2010 – 2011 (%)
28,48
42,07
16,75
12,68
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff

Appendix 3
PERCENTAGE OF DIFFERENT TYPES OF STAFF FROM THE TOTAL NUMBER
DURING THE PERIOD 2011-2012
Staff
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff
Academic year
2011 – 2012
44,01
12,42
14,01
29,54
Percentage of different types of staff from the total number, 2011 – 2012 (%)
29,54
44,01
14,01
12,42
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff

Appendix 3
PERCENTAGE OF DIFFERENT TYPES OF STAFF FROM THE TOTAL NUMBER
DURING THE PERIOD 2012-2013
Staff
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff
Academic year
2012 – 2013
51,22
7,3
16,37
25,08
Percentage of diffrent types of staff from the total number 2012 – 2013 (%)
25,08
51,22
16,37
7,3
Full-time Academic staff
Associate Academic Staff
Auxiliary Staff (secretary, librarians, IT, laboratory, technicians)
Administrative Staff

Appendix 3
ACADEMIC STAFF EVOLUTION BY ACADEMIC RANKS DURING THE PERIOD 2010-2013
Academic staff
Professors
Associate professors
Assistant Profesors
Assistants
TOTAL
Academic
year 2010-
2011
%
Academic
year 2011-
2012
171 16,51 146 14,62
178 17,19 213 21,32
413 39,86 445 44,54
274 26,44 195 19,52
1036 100 999 100
%
Academic
year 2012- %
2013
90 10,81
177 21,25
374 44,90
192 23,04
833 100
450
400
350
300
250
200
150
100
50
Academic staff evolution by academic ranks, 2010 -2011, 2011 -2012, 2012 - 2013
445
413
374
274
213
171 178 195
177
146
90
192
0
Academic year 2010-2011 Academic year 2011-2012 Academic year 2012-2013
Professors Associate professors Lecturers Assistant Lecturers

Appendix 3
ACADEMIC STAFF EVOLUTION BY ACADEMIC RANKS AND GENDER DURING THE PERIOD 2010-2013
Academic staff
Academic year 2010-2011,
of which
Academic year 2011-2012,
of which
Academic year 2012-2013,
of which
Men Women Men Women Men Women
Professors 123 48 111 35 66 24
Associate professors 88 90 103 110 78 99
Assistant Profesors 187 226 197 248 159 215
Assistants 104 170 60 135 65 127

Appendix 3
Academic staff evolution by academic ranks and gender, 2010 - 2011, 2011 - 2012, 2012 - 2013
250
200
187
226
170
197
248
159
215
150
100
50
123
104
88 90
48
111
103
60
35
110
135
66
78
65
24
99
127
0
Men
Women Men Women Men
Women
Academic year 2010-2011, 2011, of which Academic year 2011-2012, of which Academic year 2012-2013, of which
Professors Associate professors Assistant Profesors Assistants

Appendix 3
ACADEMIC STAFF EVOLUTION BY ACADEMIC RANKS AND AGE GROUPS DURING THE PERIOD 2010-2013
By age groups, academic year 2010- By age groups, academic year 2011-
Academic staff
2011
2012
By age groups, academic year 2012-2013
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
Professors 0 6 21 144 0 7 25 114 0 4 11 75
Associate professors 0 52 34 92 0 81 51 91 0 66 40 71
Assistant Profesors 10 252 77 74 16 254 95 80 1 206 82 85
Assistants 65 158 25 26 52 111 20 12 29 138 16 9

Appendix 3
Academic staff evolution, by academic ranks and age groups, 2010 - 2011, 2011 - 2012, 2012 - 2013
300
250
252
254
200
150
100
50
0
206
158
144
138
111
114
92
95 91
77
81
80
82 85
74
75
65
66
71
52
52
51
40
34
21 25 26
25
29
16
20
10 6
7
12
11
16
0 0
0 0
0 4
9
0 1
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
By age groups, academic year 2010-20112011 By age groups, academic year 2011-2012 By age groups, academic year 2012-2013
Professors Associate professors Assistant Profesors Assistants

Appendix 3
THE EVOLUTION OF CENTRAL ADMINISTRATIVE AND SUPPORT DEPARTMENTS IN SPIRU HARET UNIVERSITY DURING THE PERIOD 2010-2013
Personnel
Academic year
2010-2011
Academic year
2011-2012
Academic year
2012-2013
Rector's and
Prorectors' Offices
General Secretariat
and Registry Offices
4 7 9
5 4 7
Archives Department 8 8 8
Registrar's Office 11 12 17
Accounting Services 25 23 24
Libraries Division 37 31 29
Dormitories and
Cafeterias
50 48 40
Technicians 35 32 32
TOTAL 175 165 166

Appendix 3
50
Dynamics of central administrative and support departments, 2010 - 2011, 2011 - 2012, 2012 -2013
50
48
45
40
35
30
25
25
23
24
37
31
29
40
35
32
32
20
17
15
10
5
4
7
9
5
4
7
8
8
8
11
12
0
Rector's and
Prorectors'
Offices
General
Secretariat and
Registry Offices
Archives
Department
Registrar's
Office
Accounting
Services
Libraries
Division
Dormitories and
Cafeterias
Technicians
Academic year 2010-2011 Academic year 2011-2012 Academic year 2012-2013

Appendix 3
THE EVOLUTION OF CENTRAL ADMINISTRATIVE AND SUPPORT DEPARTMENTS IN SPIRU HARET UNIVERSITY, BY GENDER
DURING THE PERIOD 2010-2013
Personnel
Academic year
2010-2011, out of
which men
Academic year
2010-2011, out of
which women
Academic year
2011-2012, out of
which men
Academic year
2011-2012, out of
which women
Academic year
2012-2013, out of
which men
Academic year
2012-2013, out of
which women
Rector's and Vicerectors'
Offices
0 4 1 6 1 8
General Secretariat and
Registry Offices
0 5 0 4 1 6
Archives Department 0 8 0 8 0 8
Registrar's Office 0 11 0 12 0 17
Accounting Services 2 23 1 22 2 22
Libraries Division 2 35 2 29 0 29
Dormitories and
Cafeterias
24 26 22 26 20 20
Technicians 33 2 30 2 30 2

Appendix 3
Evolution of central administrative and support departments, by gender, 2010-2011, 2011-2012, 2012, 2012-2013
35
30
25
20
17
23
22
22
35
29
29
26 26
24
22
20 20
33
30
30
15
11
12
10
5
0
4
6
1 1
0 0
Rector and
Prorectors
Offices
8
5
0
4
1
6
General
secretary and
Registration
Office
8
8
8
0 0 0 0 0 0
Archive
Department
Diplomas
Department
2 2 2
1
Accountancy
Department
2
0
Library
Department
Dormitories
and Cafeterias
2 2 2
Technicians
University Year 2010-20112011 Out of which men University Year 2010-2011 Out of which women University Year 2011-2012 Out of which men
University Year 2011-20122012 Out of which women University Year 2012-2013 Out of which men University Year 2012-2013 Out of which women

Appendix 3
THE EVOLUTION OF CENTRAL ADMINISTRATIVE AND SUPPORT DEPARTMENTS IN SPIRU HARET UNIVERSITY, BY AGE GROUPS
DURING THE PERIOD 2010-2013
University Year 2010-2011 by age groups University Year 2011-2012 by age groups University Year 2012-2013 by age groups
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
Rector and
Prorectors Offices
1 1 1 1 3 4 0 0 2 6 1 0
General secretary
and Registration 0 5 0 0 0 4 0 0 0 6 0 1
Office
Archive
Department
1 4 2 1 1 5 0 2 1 3 2 2
Diplomas
Department
3 6 1 1 1 9 1 1 1 13 2 1
Accountancy
Department
4 8 9 4 3 10 8 2 3 8 11 2
Library
Department
9 18 3 7 3 23 3 2 0 21 4 4
Dormitories and
Cafeterias
5 19 16 10 6 14 19 9 3 15 14 8
Technicians 1 6 15 13 1 4 17 10 0 5 14 13

Appendix 3
Evolution of central administative and support departments by age groups, 2010 - 2011, 2011 - 2012, 2012 - 2013
25
20
15
10
5
0
23
19
18
16
15
13
10
9
9
8
7
6 6
6
5 5
4 4
4
3
3
3 3 3
2
1 1 1 1 1 1 1
1 1 1 1 1
0
0 0
0
5
4 4 4
3
3 3
2 2 2 2
1 1 1 1
0 00
0 0 0 0 0
≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥ ≤29 30 - 44 45 - 54 55 ≥
19
17
14
10
10
9
9
8
21
15
14 14
13
13
11
8
8
6 6
5
4 4
3
2 2 2 2
1
1 1
0
0
University Year 2010-2011by 2011by age groups University Year 2011-2012by age groups University Year 2012-2013by age groups
Rector and Prorectors Offices
Diplomas Department
Dormitories and Cafeterias
General secretary and Registration Office
Accountancy Department
Technicians
Archive Department
Library Department

Appendix 4
Statistical data on students

Appendix 4
Statistical data on students
The number of USH students and their distribution on faculties
No. FACULTY 2010-2011 2011-2012 2012-2013
1 Architecture 1474 1218 941
2 Arts 633 337 171
3 Accounting and Finance, Râmnicu Vâlcea 1130 280 172
4 Accounting and Finance, Câmpulung Muscel 2193 447 260
5 Law and Public Administration, Bucharest 26072 10220 2528
6 Law and Public Administration, ConstanŃa 7990 2944 937
7 Law and Public Administration, Craiova 2532 1403 1305
8 Law and Public Administration, Râmnicu Vâlcea 1122 740 394
9 Physical Education and Sport 1803 965 796
10 Finance and Banking, Bucharest 2729 1137 826
11 Geography 1638 571 289
12 Journalism, Communication and Public Relations 1683 741 468
13 Letters 2862 1177 549
14 Financial - Accounting Management, Bucharest 4925 1518 1025
15 Financial - Accounting Management, ConstanŃa 3393 1134 731
16 Financial - Accounting Management, Craiova 4413 1270 797
17 Management, Braşov 11292 2069 923
18 Marketing and International Business 7879 2481 1416
19 Mathematics-Informatics 1434 595 297
20 Veterinary Medicine 308 268 229
21 Psychology and Pedagogy, Braşov 3447 1491 1179
22 International Relations, History and Philosophy 2214 605 392
23 Sociology-Psychology 10683 2576 1311
24 Economics, Blaj 862 156 0
25 Legal and Administrative Sciences, Braşov 8554 2077 848
Total USH 113265 38420 18784
The dynamics in the USH student enrollment numbers

Appendix 4
The USH students distribution to faculties for the 2012-2013 academic year
2%
7%
0%
5%
5%
1% 1%
1%
2012-2013
Architecture
Arts
Accounting and Finance, Râmnicu Vâlcea
Accounting and Finance, Câmpulung Muscel
Law and Public Administration, Bucharest
1% 6%
13%
Law and Public Administration, ConstanŃa
Law and Public Administration, Craiova
Law and Public Administration, Râmnicu Vâlcea
2%
Physical Education and Sport
Finance and Banking, Bucharest
Geography
5%
Journalism, Communication and Public Relations
Letters
8%
Financial -Accounting Management, Bucharest
Financial - Accounting Management, ConstanŃa
7%
Financial - Accounting Management, Craiova
Management, Braşov
5%
4%
4%
5%
3%
2%
2%
4%
4%
2%
Marketing and International Business
Mathematics-Informatics
Veterinary Medicine
Psychology and Pedagogy, Braşov
International Relations, History and Philosophy
Sociology-Psychology
Economics, Blaj
Legal and Administrative Sciences, Braşov

Appendix 4
The student – personnel ratio at USH
2010-2011 2011-2012 2012-2013
USH Students 113265 38420 18784
Full time teaching body
796 779 729
Part time teaching body 240 220 104
Total of personnel 1036 999 833
Non-teaching body 317 248 233
Administrative personnel 539 523 357
Total of personnel 1892 1770 1423
Students/Total of personnel 59.9 21.7 13.2
The students - personnel ratio
60
50
40
30
20
10
0
2010-2011 2011-2012 2012-2013

Appendix 4
The passing rate of the bachelor degree examination in 2011 and 2012
No. FACULTY Study programme
1
2
3
Law and Public
Administration, Bucharest
Financial - Accounting
Management
Marketing and
International Business
4 Finance and Banking
5 Sociology-Psychology
6 Letters
Registered
for the
bachelor
degree
examination
in 2011
The number
of students
who passed
the bachelor
degree
examination
in 2011
The passing
rate of the
bachelor
degree
examination
in 2011
Registered
for the
bachelor
degree
examinatio
n in 2012
The number
of students
who passed
the
bachelor
degree
examination
in 2012
The passing
rate of the
bachelor
degree
examination
in 2012
Law Bucharest 10050 9594 95.46% 2938 2730 92.92%
Public Administration Bucharest 698 670 95.99% 66 66 100.00%
Total 10748 10264 95.50% 3004 2796 93.08%
Accounting and Business Data
Processing Bucharest 2068 1915 92.60% 212 194 91.51%
Management Bucharest 898 825 91.87% 89 83 93.26%
Total 2966 2740 92.38% 301 277 92.03%
Marketing Bucharest 4205 3800 90.37% 319 292 91.54%
International Business Bucharest 188 170 90.43% 21 17 80.95%
Total 4393 3970 90.37% 340 309 90.88%
Finance and Banking Bucharest 1085 1004 92.53% 176 151 85.80%
Total 1085 1004 92.53% 176 151 85.80%
Psychology Bucharest 6143 5678 92.43% 375 353 94.13%
Sociology Bucharest 1071 968 90.38% 97 83 85.57%
Total 7214 6646 92.13% 472 436 92.37%
Foreign language and literature A
-
Foreign language and literature B 393 380 96.69% 59 58 98.31%
Romanian language and literature
- Foreign language and literature 677 652 96.31% 76 73 96.05%
Total 1070 1032 96.45% 135 131 97.04%

Appendix 4
7
8
Journalism,
Communication and
Public Relations
Physical Education and
Sport
9 Veterinary Medicine
10
International Relations,
History and Philosophy
11 Geography
12 Mathematics-Informatics
13 Architecture
14 Arts
15
Law and Public
Administration, ConstanŃa
Journalism 762 747 98.03% 37 36 97.30%
Communication and Public
Relations 0 0 16 16 100.00%
Total 762 747 98.03% 53 52 98.11%
Physical and Sport Education 644 632 98.14% 82 81 98.78%
Kinetotherapy and special motor
skills 111 111 100.00% 66 65 98.48%
Total 755 743 98.41% 148 146 98.65%
Veterinary Medicine 31 31 100.00% 37 37 100.00%
Total 31 31 100.00% 37 37 100.00%
International Relations and
European Studies 856 825 96.38% 36 34 94.44%
History 352 342 97.16% 45 45 100.00%
Philosophy 37 37 100.00% 4 4 100.00%
Total 1245 1204 96.71% 85 83 97.65%
Geography 567 561 98.94% 30 30 100.00%
Tourism geography 200 198 99.00% 38 32 84.21%
Total 767 759 98.96% 68 62 91.18%
Mathematics 83 79 95.18% 13 12 92.31%
Informatics 412 223 54.13% 32 31 96.88%
Total 495 302 61.01% 45 43 95.56%
Architecture 57 56 98.25% 65 65 100.00%
Total 57 56 98.25% 65 65 100.00%
Musical pedagogy 213 208 97.65% 14 14 100.00%
Arts of acting 39 38 97.44% 24 24 100.00%
Total 252 246 97.62% 38 38 100.00%
Law 3362 3272 97.32% 1023 1001 97.85%
Public Administration 280 266 95.00% 36 35 97.22%
Total 3642 3538 97.14% 1059 1036 97.83%

Appendix 4
16
Financial - Accounting
Management, ConstanŃa
17 Management, Braşov
18
19
20
21
22
23
Legal and Administrative
Sciences, Braşov
Psychology and
Pedagogy, Braşov
Financial - Accounting
Management, Craiova
Law and Public
Administration, Craiova
Accounting and Finance,
Râmnicu Vâlcea
Law and Public
Administration, Râmnicu
Vâlcea
Accounting and Business data
processing 596 573 96.14% 65 55 84.62%
Finance and Banking 976 826 84.63% 60 51 85.00%
Management 566 522 92.23% 64 50 78.13%
Total 2138 1921 89.85% 189 156 82.54%
Management 4266 3760 88.14% 376 342 90.96%
Accounting and Business data
processing 2247 1994 88.74% 99 92 92.93%
Total 6513 5754 88.35% 475 434 91.37%
Public Administration 5157 4921 95.42% 360 347 96.39%
Law 596 588 98.66% 324 310 95.68%
Total 5753 5509 95.76% 684 657 96.05%
Psychology 819 802 97.92% 143 142 99.30%
Pedagogy 928 868 93.53% 150 144 96.00%
Total 1747 1670 95.59% 293 286 97.61%
Accounting and Business data
processing 1415 1206 85.23% 197 180 91.37%
Finance and Banking 702 552 78.63% 110 102 92.73%
International Business 81 77 95.06% 20 20 100.00%
Total 2198 1835 83.48% 327 302 92.35%
Law 380 363 95.53% 303 301 99.34%
Public Administration 535 485 90.65% 88 87 98.86%
Total 915 848 92.68% 391 388 99.23%
Accounting and Business data
processing 395 393 99.49% 34 34 100.00%
Finance and Banking 309 293 94.82% 20 18 90.00%
Total 704 686 97.44% 54 52 96.30%
Law 359 345 96.10% 157 155 98.73%
Total
359 345 96.10% 157 155 98.73%

Appendix 4
24
Accounting and Finance,
Câmpulung Muscel
Accounting and Business data
processing 990 956 96.57% 81 74 91.36%
Finance and Banking 352 340 96.59% 21 15 71.43%
Business Administration 35 35 100.00% 8 7 87.50%
Total 1377 1331 96.66% 110 96 87.27%
Finance and Banking 596 516 86.58% 27 26 96.30%
25 Economics, Blaj
Business Administration 54 47 87.04% 7 6 85.71%
Total 650 563 86.62% 34 32 94.12%
Total USH 57836 53744 92.92% 8740 8220 94.05%

The passing rate at the 2011 and 2012 bachelor degree examinations per faculties
Appendix 4

The passing rate at the 2011 and 2012 bachelor degree examinations per majors
Appendix 4

Appendix 4
The number of students to graduate in the 2012-2013 academic year
No. Faculty Major
No. of
students
1 Arts Musical Pedagogy 54
2 Arts Arts of acting 25
3
Accounting and Finance, Râmnicu
Vâlcea
Accounting and Business data processing
4 Accounting and Finance, Râmnicu Vâlcea Finance and Banking 33
5
Accounting and Finance, Câmpulung
Muscel
Accounting and Business data processing
6 Law and Public Administration, Bucharest Public Administration 87
7 Law and Public Administration, ConstanŃa Public Administration 60
8 Law and Public Administration, Craiova Public Administration 109
9 Physical Education and Sport Physical and Sport Education 128
10 Physical Education and Sport Kinetotherapy and special motor skills 159
11 Finance and Banking, Bucharest Finance and Banking 478
12 Geography Geography 122
13 Geography Tourism Geography 55
14
15
Journalism, Communication and Public
Relations
Journalism, Communication and Public
Relations
16 Letters
17 Letters
18
19
20
21
22
23
24
25
Financial - Accounting Management,
Bucharest
Financial - Accounting Management,
Bucharest
Financial - Accounting Management,
ConstanŃa
Financial - Accounting Management,
ConstanŃa
Financial - Accounting Management,
ConstanŃa
Financial - Accounting Management,
Craiova
Financial - Accounting Management,
Craiova
Financial - Accounting Management,
Craiova
Journalism
Communication and Public Relations
50
151
159
Foreign language and literature A - Foreign
language and literature B 164
Romanian language and literature - Foreign
language and literature 192
Accounting and Business data processing
Management
Accounting and Business data processing
Finance and Banking
Management
Accounting and Business data processing
Finance and Banking
International Business
26 Management, Braşov Management 455
47
338
225
115
135
101
206
144
48

Appendix 4
27 Management, Braşov Accounting and Business data processing 162
28 Marketing and International Business Marketing 688
29 Marketing and International Business International Business 71
30 Mathematics-Informatics Mathematics 19
31 Mathematics-Informatics Informatics 160
32 Psychology and Pedagogy, Braşov Psychology 306
33 Psychology and Pedagogy, Braşov Pedagogy 513
34
35
International Relations, History and
Philosophy
International Relations, History and
Philosophy
International relations and European
studies 181
History
36 Sociology-Psychology Psychology 796
37 Sociology-Psychology Sociology 118
38
Legal and Administrative Sciences,
Braşov
Public Administration
48
265
3-year studies 7167
39 Law and Public Administration, Bucharest Law 1126
40 Law and Public Administration, ConstanŃa Law 335
41 Law and Public Administration, Craiova Law 346
42
43
Law and Public Administration, Râmnicu
Vâlcea
Legal and Administrative Sciences,
Braşov
Law
Law
136
140
4-year studies 2083
44 Architecture Architecture 321
45 Veterinary Medicine Veterinary Medicine 56
6-year studies 377
Total 9627

Percentage of the senior year students per years of study
Appendix 4

Percentage of the senior year students per majors
Appendix 4

Appendix 4
Dropout rate
Dropout rate 2010-2011 (%) Dropout rate 2011-2012 (%) Dropout rate 2012-2013 (%)
No.
FACULTY
FT PT FT PT total FT PT LD total
total total total total total total total
1 Law and Public Administration, Bucharest 3.54% 2.69% 2.89% 5.97% 3.95% 4.52% 0.16% 0.08% 0.12%
2 Financial Accounting Management, Bucharest 4.87% 4.87% 12.12% 12.12% 0.29% 0.29%
3 Marketing and International Business 6.28% 6.28% 10.20% 54.29% 11.45% 0.16% 1.12% 1.64% 0.28%
4 Finance and Banking, Bucharest 6.02% 39.86% 7.73% 10.55% 26.02% 12.23% 0.14% 0.00% 0.12%
5 Sociology-Psychology 3.56% 3.56% 7.10% 7.10% 0.08% 0.08%
6 Letters 11.52% 9.39% 10.59% 14.57% 13.08% 14.10% 0.21% 0.00% 0.18%
7 Journalism, Communication and Public Relations 9.78% 10.52% 10.04% 15.41% 20.72% 17.00% 0.00% 0.00% 0.00%
8 Physical Education and Sport 13.80% 56.00% 14.98% 11.52% 53.23% 14.20% 0.13% 0.00% 0.13%
9 Veterinary Medicine 10.39% 10.39% 5.97% 5.97% 0.44% 0.44%
10 International Relations, History and Philosophy 6.16% 4.99% 5.96% 14.26% 1.27% 12.56% 0.26% 0.26%
11 Geography 9.95% 9.95% 24.52% 24.52% 0.00% 0.00%
12 Mathematics-Informatics 22.18% 22.18% 24.20% 24.20% 0.34% 0.34%
13 Architecture 21.64% 21.64% 16.17% 16.17% 0.00% 0.00%
14 Arts 13.04% 7.19% 9.95% 22.00% 21.84% 21.96% 1.75% 1.75%
15 Law and Public Administration, ConstanŃa 4.19% 2.10% 2.65% 5.52% 2.96% 3.87% 0.14% 0.00% 0.11%
16 Financial Accounting Management, ConstanŃa 4.07% 3.68% 3.95% 10.25% 13.92% 10.76% 0.15% 4.17% 0.41%
17 Management, Braşov 5.97% 5.99% 5.99% 18.61% 8.35% 12.13% 0.55% 0.00% 0.33%
18 Legal and Administrative Sciences, Braşov 5.61% 3.32% 3.87% 10.23% 10.99% 10.54% 0.00% 0.00%
19 Psychology and Pedagogy, Braşov 6.38% 6.38% 8.72% 8.72% 2.04% 2.04%
20 Financial Accounting Management, Craiova 9.11% 4.35% 6.44% 12.50% 0.00% 10.24% 0.00% 0.00% 0.00%
21 Law and Public Administration, Craiova 5.88% 5.88% 6.91% 6.91% 0.23% 0.23%
22 Accounting and Finance, Râmnicu Vâlcea 6.48% 2.55% 4.16% 13.92% 0.00% 11.79% 0.58% 0.58%
23 Law and Public Administration, Râmnicu Vâlcea 3.12% 3.12% 4.73% 4.73% 0.00% 0.00%
24 Accounting and Finance, Câmpulung Muscel 10.45% 6.57% 7.16% 12.50% 6.28% 9.17% 0.00% 3.51% 0.77%
25 Economics, Blaj 5.71% 0.00% 2.32% 9.30% 0.00% 7.69%
USH 6.56% 3.99% 5.40% 10.70% 6.13% 9.14% 0.31% 0.24% 0.30%

Appendix 4
Dropout rate (FT, PT, total)
Gender distribution of the USH students
Total
Academic
year
number of
students female % female male % male
2010-2011 113265 65569 57.9% 47696 42.1%
2011-2012 38420 20433 53.2% 17987 46.8%
2012-2013 18784 10152 54.0% 8632 46.0%
Gender distribution of the USH students

Appendix 4
Demographic trends in the target population
First
examination
session
Baccalaureate graduates 1
Second
examination
session
The 18-year
old
population 2
Percentage of the
baccalaureate
graduates in the 18-
year old population
Total
2008 172848 32035 204883 339689 60%
2009 169792 35062 169792 255135 67%
2010 140368 23173 163541 256295 64%
2011 139999* 237288 59%
2012 83048 21703 104751 236418 44%
2013 131021** 222079 59%
2014 131707** 223233 59%
2015 126877** 215047 59%
*For the year of 2011, due to lack of available data, estimations have been used and the average percentage
of these data has been included in the calculation formula.
**To estimate the number of the baccalaureate graduates for the 2013-2015, the average percentage
calculation formula has been used compared to the 13-15-old year population, according to the Statistical
YearBook 2011
1 http://bacalaureat.edu.ro
2 http://www.insse.ro/cms/files/Anuar%20statistic/02/02%20Populatie_ro.pdf

Appendix 5
The labour market analysis

Appendix 5
The labour market analysis
The data provided by the National Institute of Statistics and Economic Studies (INSSE) 1 , on the labour
force in Romania shows that 65.6% of the employed population are employees, 20.4% self-employed and only
1.3% are employers. We may conclude that the necessity of the entrepreneurial education intensification takes
shape, especially among the youth, in order to provide a real increase in the number of small and medium-sized
enterprises (private businesses) in the near future, and the higher education youth are considered entrepreneurs
with high innovative/creative potential. USH offers educational programmes in the economic field, including
entrepreneurial education modules, the graduates in these fields matching the profile of the young successful
entrepreneurs.
In Romania, the employment rate of the employable population (15-64 years old) was of 60.1% in 2010,
25.8% of which young people with ages between 15 and 25 2 . Among the youth between 25 and 34 years old, the
employment rate is of 26.4%, most of them being trained in the services field (33,2%).
Regionally, the employment rate is different, both in terms of distribution according to the economic
fields and according to age groups. The employment rate for the 25-34 age group, where most of our graduates
are included, is high in Bucharest and Ilfov (32,4%), and in the N-V regions (27,8%), Centre (29%), West (26%)-
see diagram below. The fields of the national economy with high employability rate among youths between 25
and 34, are: services (33,2%) and industry (26,3%) and the representative regions for the two fields are:
Bucharest Ilfov (36,3%), N-W (35,2%), Centre (34,8%), West (31,6%).
1 www.insse.ro
2 The labour force in Romania : Employment and unemployment in the 2 nd trimester of 2010, The National Institute of
Statistics
Autor: Prof.univ.dr. Epure Manuela

Appendix 5
The highest employment rate for the employable persons was registered among the higher education
graduates (84,7%). The lower the training level, the lower the employment rate. Thus, 63.3% of the medium
training level persons and 45,1% of the low training level persons were employed.
Recent studies 3 show that the integration of higher education graduates on the labour market takes
place within the first months after graduation, the average time necessary for finding the first job is of 4 months.
The graduates find jobs faster in fields such as architecture or the economic sciences. The slowest insertion on
the labour market is that of the natural sciences and forestry graduates. Therefore, we can state that the
premises for an appropriate insertion of the USH graduates are set.
SEG conclude that USH educational offer is in compliance with the labour market absorption potential.
Labour market integration opportunities in the services and industry field are found especially in the central and
southern regions of Romania. As per the graduated majors, SEG noted that the architecture and economic
sciences fields provide a fast employment, in less than 4 months since the graduation.
3 According to the results of the “Recent higher education graduates and their insertion on the labour market”-
http://docis.acpart.ro/uploads/noi/Studiu_sociologic.pdf study. The study considered their paths on the labour market, thetype
of work they perform, the connection between the professional activity and their studies, both from the point of view of the
qualifications requirements and regarding the activity field and the narrow specialisation. 5567 graduates and employers
were interviewed. 26 000 were contacted, the response rate being around 25%.
Autor: Prof.univ.dr. Epure Manuela

Appendix 5
Table No. 1 Youth employment rate (15-34 years old), on the whole and according to the developments regions*
Employed
population
Of which employable
National economic sectors/Regions Total Total age 15-
Age groups
Persons
34 Age 15-24 Age 25-34
Percentage
TOTAL 9488088 34,5 8,1 26,4
Agriculture 3019567 28,7 10,7 18,0
Industry 2654859 33,1 6,8 26,3
Services 3813662 40,2 7,0 33,2
NORTH-WEST 1167967 36,2 8,4 27,8
Agriculture 365837 32,1 11,7 20,4
Industry 341332 33,2 7,6 25,6
Services 460798 41,5 6,3 35,2
CENTRE 979818 36,1 7,1 29,0
Agriculture 166335 32,5 11,2 21,3
Industry 379635 31,5 5,6 25,9
Services 433848 41,6 6,8 34,8
NORTH-EAST 1755236 34,9 10,4 24,5
Agriculture 904415 30,3 11,5 18,8
Industry 321508 37,7 10,8 26,9
Services 529313 41,3 8,4 32,9
SOUTH-EAST 1184541 34,6 8,6 26,0
Agriculture 363573 27,8 10,8 17,0
Industry 346565 35,0 6,5 28,5
Services 474403 39,5 8,5 31,0
SOUTH-MUNTENIA 1479643 32,5 8,0 24,5
Agriculture 538289 24,1 7,4 16,7
Industry 445235 36,2 8,9 27,3
Services 496119 38,3 7,8 30,5
BUCHAREST-ILFOV 1064865 38,1 5,7 32,4
Agriculture 12421 0,0 - (17,0)
Industry 275697 26,2 4,2 22,0
Services 776747 42,7 6,4 36,3
SUD-VEST OLTENIA 1048732 30,6 8,2 22,4
Agriculture 501696 28,8 11,6 17,2
Industry 232827 27,6 3,9 23,7
Services 314209 35,8 5,9 29,9
WEST 807286 33,4 6,5 26,9
Agriculture 167001 25,7 11,8 13,9
Industry 312060 34,0 5,1 28,9
Services 328225 36,7 5,1 31,6
* The labour force in Romania: Employment and unemployment in the 2 nd trimester of 2010, The National Institute of
Statistics
Autor: Prof.univ.dr. Epure Manuela

Appendix 6
The 2010- 2014 Strategic Plan of Institutional Development at USH
(summary)

Appendix 6
2010- 2014 STRATEGIC PLAN
OF INSTITUTIONAL DEVELOPMENT AT USH
(SUMMARY)
In compliance with the stipulations of the Strategic Plan of Institutional Development and in line with the
provisions of Act 1/2011 and of the University Charter for 2010-2014, Spiru Haret University aims to reach certain
strategic objectives, targeting the transfer of higher education and research into the national and European
space, as well as of the values, rules and regulations promoted by the Bologna Process.
The above objectives are responsible for the following requirements of institutional development:
a) preparing specialists for a higher qualification level that will allow them to have better chances on the free
market competition of the work force;
b) the development of the research activity, boosting the creativity and thinking, the multilateral valorification of
the creation process in sciences, arts, sports, etc.
For 2010-2014, Spiru Haret University intends to meet the below strategic objectives:
- O1 actual university autonomy;
- O2 looking into the future;
- O3 building a quality culture within the organisation;
- O4 student-centred learning;
- O5 providing financial sustainability.
The strategic objectives, identified and recommended in accordance with the University current status
and of its functional components:
- represent the expression of the academic community intention to be part of the system of values
competition, nationwide and internationally;
- are meant to bring new dimensions and significance to the academic community projects.
These strategic objectives will be backed up by strategic actions taking place within the functional and
managerial academic components of the educational process, namely education, research, international
relations, management and human resources, infrastructure, financing, quality evaluation and assurance and of
the internal and external communication system.
The strategic actions will take place in 3 stages (short-, medium- and long-term), both within the
University and its functional structures, according to the competences and aiming to:
- increasing the international visibility, via relations of cooperation implemented in joint projects;
- diversifying the educational offer – by developing study programmes in the English language;
- extending the relation with the business environment – for a better insertion into the labor
market for the graduates, accomplishing applied research to benefit the business context;
- orientation towards the lifelong learning academic programmes;
- promoting the University image in the country and the European area.
The above strategic actions of the University for 2010 – 2014 will be constantly adjusted to the
operational criteria of the learning and research process, in compliance with the national and international
regulations in this field. They will bring contribution to both having Spiru Haret University involved in the social,
economic and cultural activity of the country and also to turning the University into a driving force of the
education, science and culture to comply with the national and European values.
Spiru Haret University has its own mechanisms of evaluation and control of how the Strategy of Quality
Assurance is implemented at the level of the Senate, Board of Trustees, Faculties, Departments, and also of
monitoring via specialized structures of putting into practice the criteria and standards in the sector of quality in
the provided services.

Appendix 7
The concordance between the USH mission, vision and objectives
(synthesis)

Appendix 7
Concordance between USH mission, vision and objectives (synthesis):
Mission
Principles
(Values)
Description
There are two ways USH generates
and transfers knowledge to society:
- basic and continuing training at a
university and postgraduate level
Purpose: personal development and
professional insertion of the
beneficiary, providing highly skilled
personnel for the needs of the socioeconomical
environment;
- scientific research, development,
innovation and technological transfer
Purpose: supporting the individual and
collective performance in research and
creation; the capitalisation on the
research results for the benefit of the
academic community and the
Romanian society; the promotion of
culture and artistic culture
- the principle of academic autonomy;
- the principle of academic freedom;
- the principle of free thinking;
- the principle of beneficiary-centred
education;
- the equity principle (the access to
non-discriminatory education);
- the equality of chances principle;
- the principle of quality;
- the principle of public liability;
- the principle of relevance;
- the principle of transparency;
- the principle of dialogue based and
consultation decisions;
- the principle of educational,
managerial and financial efficiency;
- the principle of mobility freedom -
Achievements
Current situation (2012)
- 51 authorised/accredited majors/ study
programmes, completely functional in 2012-
2013
- 23 accredited master programmes;
- 7683 students from 11 majors, benefited from
internships at companies during the previous 3
years (POSDRU Project no. 64176 /with a value
of 17.964.429,73 RON, 4.177.774,35 EUR
equivalent) providing thus real chances for
labour market insertion in the profession the
students trained for.
- 24 functional research centres, over 67% of
the teaching personnel activate in these centres.
The first research quality evaluation exercise
(ENEC) places USH on positions comparable
with the tradition research universities in
Romania for the economic and social sciences
fields
17 hardcopy and online scientific publications
in, Romanian/ English indexed in international
data bases
- 215 articles published by the teaching
personnel of USH and ISI Thomson indexed
- providing access to research information
resources (e.g. access to JSTOR and other
databases)
The principles are reflected in:
- total autonomy in the decisional processes
governing the educational process;
- the existence of a managerial framework
encouraging the teaching personnel’s proposals
regarding the establishment of new
majors/study programmes, the improvement of
the existing ones; the introduction of new
evaluation and control methods for the existent
programmes
- student-centred learning (tutorship,
consultations, flexibility, guidance during the
undergraduate/ master studies etc)
- the academia has the freedom to choose
research themes, to join teaching teams in other
faculties than the ones they activate in, to
propose and organise scientific events,

Appendix 7
Current
strategic
objectives
national/international;
- the principle of undertaking,
promoting and keeping the national
identity and the Romanian culture
values;
- the principle of social inclusion;
- the principle of promoting education
for health- by practicing physical
education and sport;
-the principle of solidarity – the skill to
take action together for the
accomplishment of the objectives
undertaken; ( The USH Charter p.26-
27)
Actual university autonomy;
looking into the future;
building a quality culture within the
organisation;
student-centred learning;
providing financial sustainability
collaborations with other institutions in the
country and abroad or the business environment
(Research Regulations, the European Charter
for Researchers and the Recruitment Code of
Conduct etc);
- the social dimension and the access to
education of the youth in all social categories,
due to affordable tuition fees- was possible due
to the financial strategy oriented towards
streamlining the expenses
partly accomplished due to the annual legal
framework
accomplished by integrating the modern ICT
means in teaching, in seminars and evaluation
(Bb) 60 % of the academic courses are
developed in Bb. Courses, consultations,
interactive shows have been filmed and
broadcast at TVH2.0
partly accomplished - we note the ongoing
interest in developing the quality culture in the
organisation – reflected in the implementation of
two strategic POSDRU projects: ID 62249
European Quality in Higher Education and ID
60720 The development and implementation of
a monitoring, continuing improvement and
quality assurance in the open and distance
higher education based on the performance
indicators and the international quality
standards- ODEQA- Open and Distance
Education Quality Assurance
accomplished - integrated IT system for the
secretariat and the administrative department,
Bb IT system for learning resources access,
access to national and international data for
documentation (JSTOR etc), access to tutorials
and consultancy, access to TV and radio media
resources, social services/ accommodation,
meal, club etc
accomplished – high-performance financial
management, USH never had difficulties
regarding the cash flow and it sustained
financially all of its activities

Appendix 7
Strategic
objectives for
2014-2020
(Strategic plan
for2014-2020)
Increasing USH international visibility -
(relations of cooperation materialised
in common projects)
diversification of the educational offer -
developing study programmes in
English,
developing the relations with the
business environment – for a better
graduates’ insertion on the labour
market ; performing applied research
for the business environment
promoting USH image in the country
and in the EHEA space
orientation towards lifelong learning
programmes
Indicators
50% increase in the number of academic
collaboration contracts with similar foreign
institutions; the accreditation of at least 1 joint
programme; the annual organisation of at least
one international cooperation conference; at
least 2 grant projects elaborated annually in
international partnership; 2 academic study
programmes in partnership with foreign
universities
the establishment and
authorisation/accreditation of at least 3 study
programmes in foreign languages at the
faculties having the potential to attract foreign
students;
The organisational framework for the lifelong
learning programmes was created, MCTS
approved 40 programmes for academic year
2012-2013
the establishment of a self-financed research
and consultancy centre for the support of SMEs
with export operations
USH presence in all the social media
at least 30% of the number of students attracted
between 2014-2020 shall be adult students.
Evaluation and
control
Strategy
adjustment
mechanisms
- see Appendix 15 USH has its own evaluation and control
mechanisms for the strategy implementation;
these function at Faculty, Department, Senate
and Board of Trustees level (as described in the
USH Charter p.34)

Appendix 8
Organisational chart

Appendix 8

Appendix 9
USH 2010 - 2014 Quality Assurance Strategy (summary)

Appendix 9
USH 2010 – 2014 QUALITY ASSURANCE STRATEGY
(Summary)
At Spiru Haret University, the Quality Assurance Strategy is the reference point for setting the objectives
and initiating the undergraduate and Master programmes as well as for ensuring the necessary standards for
quality in education, in line with the national and European requirements.
The strategy is developed to provide efficiency in education and research and to ensure the University’s
social, economic and cultural contribution as well as to turn the University into a strong disseminator of education,
science and culture, in the spirit of the national and European values.
The strategic objectives are the expression of the academic community’s will to participate in the
national and international competition for building and developing a value system in line with the interests and
needs on the assertion of the human being in the current social context. For the reference period, Spiru Haret
University has set the following short and medium term objectives at a global level:
- providing an efficient management;
- continuing improvement of the institutional framework;
- developing and consolidating our own infrastructure;
- permanent increase in the quality of education;
- continuing implementation of a pro-quality culture in all academic areas;
- diversified research, turning to good account the University’s creative potential and full capitalisation
of the research outcomes;
- diversifying and enhancing international relations;
- workforce professional development, promotion and motivation;
- promoting the University’s image at the domestic and foreign academic, economic and social levels.
The Quality Assurance Strategy is developed according to the University mission and structure, as set
by law and stipulated by the University Charter, as well as to the quality management system documents.
It is certified herein that:
- Spiru Haret University is a free, open higher education institution, autonomous both academically
and economically and financially;
- it asserts its autonomy and acts as a Magna Charta Universitatum signatory for adopting, in the
European higher education and research area, the Bologna Process standards and values.
The Quality Assurance Strategy certifies that in order to meet the stated objectives, Spiru Haret
University involves all the central-level management structures (Senate, Board of Trustees) as well as the
functional units (faculties, departments), research institutes and centres, support centres and technical and
administrative structures (libraries, laboratories), specialty boards at central and faculty levels, namely quality
assessment and assurance boards and quality internal audit boards. Also, this endeavour is fully attended by the

Appendix 9
academia, according to their competences, as well as the students / Master candidates, direct beneficiaries of the
educational offer.
The Quality Assurance Strategy covers the following fundamental areas of the educational field:
education, research, international relations, (academic and administrative) management, human resources,
infrastructure and funding, setting field-centred strategic objectives according to the data gathered in analysing
each field.
An analysis of the strategy reveals that:
- in education, the University’s coordinates are the Bologna Process international documents, while
its axis are the internal and external beneficiaries of the educational process;
- the University has in place an efficient student recruitment policy, in line with its mission and
objectives, providing the students optimum training conditions in order to find employment in those
areas in demand on the labour market;
- research work is organised and conducted according to the current demands at national and
international levels, resulting in collective and individual research performed in research institutes
and centres;
- the University enters into international relations pursuant to the domestic and international
legislation in the field, ensuring the adoption of the Bologna Process regulations, standards and
values in the higher education and research area;
- the academic and administrative management functions are in full agreement with the University
mission, while the management system meets the organisation and operation principles, as full
university autonomy, academic freedom, quality assurance, high professional competence, nondiscrimination,
cooperation, responsibility, solidarity;
- Spiru Haret University has in place a proper infrastructure providing optimum educational services; it
consists of a state of the art Internet-connected computer network, Blackboard e-Learning platform
as well as of own television and radio stations and printing house;
- the funding sources are tuition fees and other fees, research programmes-derived funds, expertise,
consultancy, services, donations, sponsorships and other legal sources.
The strategic objectives for each educational field fully match the institutional development demands and
contribute to meeting the University’s mission during the reference period, namely:
a) training highly qualified specialists able to work in a competitive environment
b) developing research work, stimulating thinking and creativity, multilateral capitalisation of the
scientific, artistic, sports and of other creative processes.

Appendix 10
SWOT analysis regarding the education/ research/ society services
ratio

Appendix 10
SWOT ANALYSIS
EDUCATION/ RESEARCH/ SOCIETY SERVICES RATIO
( optimal 50/30/20%)
Strengths
Weaknesses
Findings
- the teaching load, described in the statutes
of the academia Act 1/2011, includes two of
the balance components: education and
research
- there are teaching performance evaluation
procedures (student survey, peer review,
evaluation performed by the executives of the
department)
- the teaching load includes the compulsory
research (art.287, par 1 of Act 1/2011)
- the selection and promotion of the academia
is mostly performed based on criteria
regarding the research performances
- there are periodic internal evaluation
procedures of the individual/ team research
results
- the compatibility of the educational
programmes with the rules of the National
and European Qualifications Framework,
regarding the building of the competences/
skills necessary in the profession
- periodic meetings with the representatives of
the employers, the members of the local
communities, professional organisations
Findings
- the involvement of the academia in applied
research, for the benefit of the business
environment/ society is inappropriate in terms
of volume and financial results
- international cooperation in the research
field is not satisfactory
- the mobility in the ERA space of the
academia/ researchers is low
Reinforcements
-Establishing a custom performance
indicators system that may
simultaneously measure the
involvement degree of the academia
in the three types of activities:
education/ research/ services for the
society- the current ratio may be thus
calculated and compared to the
optimal assumed ratio. This
calculation can be done annually/
twice a year and it would allow the
fair distribution of the human
resources according to the objectives
(e.g.. increasing the involvement of
USH in research)
- Initiating and offering continuing
professional development and
training programmes (OMECTS
5703/2011, 5370/2012 and
3163/2012) in partnership with the
employers, adapted to their current
needs.
Remedial work
- creating an incentive system
(research centres self-financed from
consultancy contracts)
- measure plan regarding the
development of international relations
in the research field in 2014-2020,
indicating the allocated resources

Appendix 10
Opportunities
Threats
Findings
- EURAXESS - Human Resources Strategy
for Researchers is under elaboration and
implementation at European level
- The establishment of a EU Funds Ministerprovides
the institutional framework that
enables a better absorption of the European
funds
- The National Authority for Qualifications -
MECTS developed, between 2008-2011, the
DOCIS project (the Development of an
operational system of the qualifications in the
Romanian higher education); its objective:
“providing international coherence,
compatibility and comparability for the
qualifications and titles obtained in the
Romanian higher education”
Findings
- bureaucratic difficulties in improving and
adapting the already accredited educational
programmes to the requirements of the
employers/society (e.g. the ARACIS
specialist-economic commissions establish
the compulsory subjects and bound the
choice of the elective/optional subjects to
those stated in the table elaborated and
approved by the Specialist Commission
- national level difficulties in attracting and
managing the European funds for research
financing;
- the under-payment of research by the state
budget generated a decrease in the grant
calls, the shutting down of some competitions
and consequently, the limited access
Capitalization
- As of October 2012, USH is
accepted as part of the fourth work
group elaborating the Human
Resources Strategy for Researchers,
and it also has the opportunity to
make suggestions/ proposals leading
to the attraction of researchers from/
to USH/ Romania
- a work group was created within
ICCS, monitoring the research grant
calls (http://cercetare.spiruharet.ro),
ensuring thus the transparent access
to information to all the members of
the USH academic community;
-USH was part of the DOCIS target
group and made sure it made
compatible the qualifications and
titles: USH registered all the
qualifications granted in the RNCIS
(National Qualifications Register for
Higher Education) www.rncis.ro
Mitigation measures
- initiating discussion forums/
meetings/ seminars between
ARACIS and the business
environment/ society representatives
and/or the professional organisations
in order to develop a flexible
adaptation system of the educational
programmes according to the labour
market;
- setting up a transparent
management system for the fund
attracted from European and national
sources, in order to avoid the
reimbursement blockages.

Appendix 11
SWOT analysis of the research

Appendix 11
SWOT ANALYSIS OF RESEARCH
Strengths
Weaknesses
Up to now
Findings
- Adoption of the European Charter for
Researchers and the Code of Conduct for
Researchers 1
- Appropriate human potential –numerous
academic personnel trained in research
activities;
- Research results and the number of
publications (articles, books etc) registered
significant quantitative and qualitative
growths between 2006-2012 2
- Appropriate organisational framework -
the USH Charter, research regulations,
autonomy in choosing the research themes
etc;
- Providing financial autonomy of the
research centres/ teams that are budgeting
centres (the own expenses are supported by
the own incomes)
- Access to documentation sources
Findings
- Low share of income from research in
the USH total budget (9-14%);
- Effort fragmentation–24 research
centres, some of which register low activity;
- Low success rate (39%) in project
competitions
- Low visibility of USH scientific
publications, because of the use of
Romanian as the language of the articles;
What next
Reinforcements
- Stimulating the USH researchers
mobility in ERA (European Research
Area) at least for STSM – short-term
scientific missions
- Establishing clear objectives leading to
the convergence of the research teams
and to the effort fragmentation reduction
- Increasing the research results visibility
nationally and internationally by
networking (Research ID, Research
Gate) and by pointing out the citations
(scientific research impact – h-index)
- Stimulating the research projects
proposal issuing in the national and
international grant competitions;
Remedial work
- Attracting funds by collaboration with
the business environment (researchindustry)
- Establishing spin-off and start-ups as
USH owns the appropriate spaces and
material base;
- Rigorous annual analysis of every
centre’s research activity and
proposals for the merger or closing of
some of the centres;
- Workshops for researchers – projectwriting
and financing scheme training;
- Promoting English and the elaboration
in English of the current publications;
- Stimulating the co-authorship
internationally;
1 EURAXESS - http://ec.europa.eu/euraxess/
2 See « Primul Exercitiu National de Evaluare a Calitatii Cercetarii, din Universitati pe domenii ale stiintei », coordinator Ioan
Dumitrache, ISBN 978-606-515-331-8

Appendix 11
Opportunities
Threats
Findings
- Inclusion in the European Research Area
- Eligibility in national and international
partnership projects
- Participation in national and international
scientific events
- High number of PhD students employed at
USH
Findings
- Under-funding of research - poor budget
allocation for research, nationally, in the last
20 years. 3
Capitalization
- Developing good practices exchange
programmes for research;
- Identifying the partners and stimulating
the research project proposals;
- A better visibility for the USH
researchers by the participation in
conferences/ scientific symposiums;
- Stimulating the networking with other
colleagues in the country or abroad;
- Establishing an incentive system in
order to stabilise the young teaching
personnel at USH
Mitigation measures
- Identifying alternative financing
sources for USH research (focus on the
applicative research and for the benefit of
the business community)
- Providing business consultancy in
order to attract supplementary funds.
3 Research funding for Romania, in the last 20 years

Appendix 12
USH Budget and structure of the financing sources

Appendix 12
USH BUDGET AND STRUCTURE OF THE FINANCING SOURCES
No.
INCOME
1. Basic sources income (tuition fees for the
bachelor and master studies, admission fees,
graduation exams fees, equivalency exams
fees, optional courses fees, etc.)
2. Competition-based income (POSDRU,
UEFISCDI)
3. Other income sources (donations,
sponsorships, placements, RMMM contract,
etc.)
2009 2010 2011
lei EUR
(4.2373)
% lei EUR
(4.2099)
% lei EUR
(4.2379)
%
345.763.052 81.599.852 90,83 264.590.387 62.849.566 89,16 176.745.359 41.705.882 76,20
768.425 181.348 0,20 3.354.269 796.757 1,13 21.739.775 5.129.846 9,37
34.127.709 8.054.116 8,97 28.810.726 6.843.565 9,71 33.473.283 7.898.554 14,43
TOTAL 380.659.186 89.835.316 100,00 296.755.382 70.489.888 100,00 231.958.417 54.734.282 100,00
2009 2010 2011
No.
EXPENSES
lei EUR % lei EUR % lei EUR %
(4.2373)
(4.2099)
(4.2379)
1. Development and investments expenses for 92.849.530 21.912.428 24,40 71.193.253 16.910.913 23,99 45.070.804 10.635.174 19,43
education and research
2. Expenses for education, out of which: 174.713.871 41.232.358 45,89 159.012.038 37.770.977 53,58 148.427.016 35.023.718 63,99
a) wages and benefits 107.692.731 25.415.413 28,29 105.301.136 25.012.740 35,48 87.445.766 20.634.221 37,70
b) learning-related costs (Blackboard,
67.021.140 15.816.945 17,60 53.710.902 12.758.237 18,10 60.981.250 14.389.497 26,29
maintenance, expendables, energy, water,
mail, telephone, third party services)
3. Research expenses (European projects) 768.425 181.348 0,20 3.354.269 796.757 1,13 21.739.775 5.129.846 9,37
4. Other expenses (lease, fees, taxes,
22.594.944 5.332.392 5,94 11.074.339 2.630.547 3,73 10.982.010 2.591.380 4,73
commissions, advertising, protocol, others)
5. Cash surpluss 89.732.416 21.176.790 23,57 52.121.483 12.380.694 17,57 5.738.812 1.354.164 2,48
TOTAL 380.659.186 89.835.316 100,00 296.755.382 70.489.888 100,00 231.958.417 54.734.282 100,00

Appendix 12
2009 EUR (4.2373)
Basic sources income 81.599.852
Competition-based income (POSDRU, UEFISCDI) 181.348
Other income sources 8.054.116
Income 2009 (in EUR)
0%
9%
91%
Basic sources income
Competition-based income (POSDRU, UEFISCDI)
Other income sources

Appendix 12
2010 EUR (4.2099)
Basic sources income 62.849.566
Competition-based income (POSDRU, UEFISCDI) 796.757
Other income sources 6.843.565
Income 2010 (in EUR)
1%
10%
89%
Basic sources income
Competition-based income (POSDRU, UEFISCDI)
Other income sources

Appendix 12
2011 EUR (4.2379)
Basic sources income 41.705.882
Competition-based income (POSDRU, UEFISCDI) 5.129.846
Other income sources 7.898.554
Income 2011 (in EUR)
15%
9%
76%
Basic sources income
Competition-based income (POSDRU, UEFISCDI)
Other income sources

Appendix 12
Basic sources income
2009 2010 2011
81.599.852 62.849.566 41.705.882
Competition-based income (POSDRU, UEFISCDI) 181.348 796.757 5.129.846
Other income sources
8.054.116 6.843.565 7.898.554
89.835.316 70.489.888 54.734.282
Income 2009-2011
8.054.116
181.348
6.843.565
796.757
62.849.566
7.898.554
81.599.852
5.129.846
41.705.882
2009 2010 2011
Basic sources income
Competition-based income (POSDRU, UEFISCDI)
Other income sources

Appendix 12
Basic sources income
2009 2010 2011
90,83% 89,16% 76,20%
Competition-based income (POSDRU, UEFISCDI) 0,20% 1,13% 9,37%
Other income sources
8,97% 9,71% 14,43%
Income 2009-2011
8,97%
0,20%
9,71%
1,13%
14,43%
9,37%
90,83%
89,16%
76,20%
2009
2010 2011
Basic sources income
Competition-based income (POSDRU, UEFISCDI)
Other income sources

Appendix 12
2009
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
EUR (4.2373)
21.912.428
41.232.358
181.348
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others) 5.332.392
Cash surpluss
21.176.790
Expenses 2009 (in EUR)
24%
24%
6%
0%
46%
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others)
Cash surpluss

Appendix 12
2010
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
euro (4,2099)
16.910.913
37.770.977
796.757
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others) 2.630.547
Cash surpluss
12.380.694
Expenses 2010 (in EUR)
4%
17%
24%
1%
54%
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others)
Cash surpluss

Appendix 12
2011
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
euro (4,2379)
10.635.174
35.023.718
5.129.846
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others) 2.591.380
Cash surpluss
1.354.164
Expenses 2011 (in EUR)
9%
5% 3%
19%
64%
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others)
Cash surpluss

Appendix 12
2009 2010 2011
Development and investments expenses for
education and research
Expenses for education, out of which: Research expenses (European projects) Other expenses (lease, fees, taxes, commissions,
advertising, protocol, others)
Cash surpluss
21.912.428
41.232.358
181.348
5.332.392
21.176.790 16.910.913 37.770.977 796.757 2.630.547 12.380.694
10.635.174
35.023.718
5.129.846
2.591.380
1.354.164
Expenses 2009-2011
21.176.790
12.380.694
5.332.392
181.348
41.232.358
2.630.547
796.757
37.770.977
1.354.164
2.591.380
5.129.846
35.023.718
21.912.428
16.910.913
10.635.174
2009
2010 2011
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others)
Cash surpluss

Appendix 12
2009 2010 2011
Development and investments expenses for
education and research
Expenses for education, out of which: Research expenses (European projects) Other expenses (lease, fees, taxes, commissions,
advertising, protocol, others)
Cash surpluss
24,40%
45,89%
0,20%
5,94%
23,57% 23,99% 53,58% 1,13% 3,73% 17,57%
19,43%
63,99%
9,37%
4,73%
2,48%
Expenses 2009-2011
23,57%
5,94%
0,20%
45,89%
24,40%
17,57%
3,73%
1,13%
53,58%
23,99%
2,48%
4,73%
9,37%
63,99%
19,43%
2009
2010 2011
Development and investments expenses for education and research
Expenses for education, out of which:
Research expenses (European projects)
Other expenses (lease, fees, taxes, commissions, advertising, protocol, others)
Cash surpluss

Appendix 13
USH ranking in the local educational market

Appendix 13
THE USH RANKING IN THE LOCAL EDUCATIONAL MARKET 1
To accomplish an appropriate ranking, SEG has taken into account three categories of variables:
variables describing the educational process, research and engagement degree towards the community.
For each of these three categories, indicators have been selected, as follows: the students’ satisfaction 2 , the level
of the tuition fees and the performance indicators, like the passing rate, access to IT technologies, dropout rate.
The research has been defined by the weighed average score given during the first national exercise of
evaluating the research quality (ENEC), the percentage of academia participation and the number of ISI Thomson
Reuters indexed papers (an important indicator in Romania). The engagement towards the community has been
evaluated by using the indicator of employability of the graduates during the first 6 -12 months since graduation.
The ranking study made by SEG has its limitations, due to mainly the lack of transparency in terms of the
statistical data, significant differences in calculating the indicators, no information available for all the majors
under survey, etc. We still appreciate though that the collected information is enough to achieve this ‘ranking
exercise’.
During the ranking process, we considered appropriate to compare to the local market (Bucharest and
Ilfov county), as this is the main university center of the country. Besides, USH has its most faculties
headquartered in Bucharest. Two public universities have been selected to be included in the study (providing
the same bachelor study programmes and a comparable number of students) and two private ones, where one is
USH.
The data underlining the USH ranking are shown in Table 1 and illustrated in the below graphs.
1 The methodology for the USH ranking on the local educational market relies on the « A competitive positioning analysis of
UK Universities » paper, J.Fahy, S.K. Hurley, L.DeLuca, G.Hooley
http://anzmac2010.org/proceedings/pdf/anzmac10Final00024.pdf
2 The data have been collected from the information made public by Trendence European Graduates Barometer
(http://www.trendence.com ), a survey run in all the four selected universities. The information refers to the year of 2012,
and includes the press release statements of the universities

Appendix 13
Table no. 1 The ranking variables
Variables to be analysed USH UCDC ASE UB
Tuition fee ( in EUR) 578 450 795 705
The students’ satisfaction - Average score 3 4.3 3.8 4 3.85 3.9
VARIABLES – EDUCATIONAL PROCESS
Satisfaction Indicators - 5 USH UCDC ASE UB
Teaching quality 88.1 85.7 80.1 75.3
Availability and civility of the academia 90 84.2 80.5 88
Quality of the facilities 81.5 78.7 79.3 48.8
Quality of the administrative services 70.5 65.8 68.9 67
Statistical Indicators 6 USH UCDC ASE UB
The passing rate - the annual average 73 69 67 80
Access to computers (student/computer ratio) 2.43 34.4 13.53 8.15
Dropout rate 11 25 20 25
VARIABLES - RESEARCH
The ENEC score (2006-2010) 20.48 n/a 7 n/a 8 48.61
Percentage of academia contributing to ENEC (%
participants of the total number) 75 n/a n/a 61
International visibility
(number of ISI articles/number of full-time teachers ) 9 0.31 0.39 0.69 0.37
ENGAGEMENT TOWARDS THE COMMUNITY
Graduates employed during the first 6 months (%) 61 47 50 60
Graduates employed during the first year (%) 84 73 92 88
3 Results of the Trendence Graduate Barometer 2012 – published in Romanian press, provided by the Trendence.com etc
4 Estimated based on Internet press information
5 Trendence variables
6 The statistical indicatorsr have been collected from the internet. SEG has noticed the lack of transparency - some values
have been determined indirectly;
7 The University was not part of the ENEC -2011
8 The University was not part of the ENEC -2011
9 The public data in the ‘Classification of universities and hierachization of the bachelor study programmes project have
been used, http://chestionar.uefiscdi.ro/public5/index.phppage=punivlist and the number of the ISI-indexed papers, found
during the search in the ISI Thomson Web of Knowledge

Appendix 13
1000
900
800
700
600
500
400
300
200
100
0
0 1
USH; 578
Tuition fees
-average fee, expressed in EUR-
UCDC; 450
ASE; 795
2 3 4
UB; 705
5
Fig. 1 The USH ranking in dependence on the tuition fees (expressed essed in EUR)
Students
(average score of satisfaction regarding the students' perception)
UB
4,4 USH
4,2
4
3,8
3,6
3,4
UCDC
ASE
Fig.2 The USH ranking in terms of the average score of the students’ satisfaction about their experience while in
college

Appendix 13
Satisfaction indicators
UB
teaching quality
ASE
UCDC
USH
Availability and civility
of the academia
quality of the facilities
quality of the
administrative services
0 100 200 300 400
Fig. 3 The USH ranking – summary of the indicators regarding the perception of students and their satisfaction
level
USH
80
60
40
The passing rateannual
average
UB
20
0
UCDC
Access to computers
(students/computer
ratio)
Dropout rate
ASE
Fig. 4 The USH ranking in dependence on the statistical indicators describing the educational process

Appendix 13
The passing rate - final average
(% of the total of enrolled students)
84
82
80
78
76
74
72
70
68
66
64
USH; 73
UCDC; 69
ASE; 67
UB; 80
0 1
2 3 4
5
Fig.5 The USH ranking in terms of the average passing rate during the years of study – the bachelor cycle (2011)
0,50
0,40
Access to the computers
(computer /student) ratio)
USH; 0,41
0,30
0,20
ASE; 0,073 UB; 0,122
0,10
0,00
UCDC; 0,029
-0,10
0
1 2 3 4
5
Fig. 6 The USH ranking in terms of access to the IT technology
(the student/computer ratio)
We can determine that USH holds the best position, , as two students share a computer, much more exceeding
the facilities featured by the other universities under study.

Appendix 13
45
40
35
30
25
20
15
10
5
0
-5
Number of students/computer
UCDC; 34,4
ASE; 13,53
USH; 2,43
0 1
2 3 4
UB; 8,15
5
Fig. 7 The USH ranking in dependence on the students’ access to the IT equipment (computers)
Upon examining the data, we notice that USH has the best IT equipment ratio, i.e. a computer is shared by 2
students.
0,90
0,80
0,70
0,60
0,50
0,40
0,30
0,20
0,10
0,00
Number of ISI Thomson articles/teacher
ASE; 0,69
UCDC; 0,39
USH; 0,31
0 1 2 3 4
UB, 0.40
5
Fig. 8 The USH ranking in dependence on the visibility of the research findings, considering the number of ISIindexed
articles per full-time teacher

Appendix 13
Engagement towards the society
Graduates employed during the first 6 months
Graduates employed during the first year
UB
60
88
ASE
50
92
UCDC
47
73
USH
61 84
Fig.9 The USH ranking in dependence on its graduate employability

Appendix 14
Presentation of the Blackboard platform

Appendix 14
Presentation of the Blackboard platform
Services to benefit the students
From a pedagogical perspective, the e-Learning environment represents a method of teaching, learning
and assessment based on the digital technology, of communication and multimedia, which provides a fast
transfer of information, knowledge, including techniques of understanding and means of interpreting it, from
teacher to student, anywhere and anytime, per request, with the purpose to derive competitive results, thus
speeding up the educational process.
In an educational context, e-Learning means the use of the latest multimedia technologies and internet
to ameliorate the quality of education and assessment process. The internet is looked at as a ‚window’ open to
the world, where teachers and students in different schools and countries can connect to one another, exchange
information, explore new knowledge sectors. For students, the internet is a useful instrument that motivates them
to learn, encourages independence and autonomy, breaks down the communication barriers, racial or motor
disabilities.
The introduction of the Information Technology and Communications in education, via the internet as a
teaching tool, provides a wide horizon to the students in terms of what learning means and allows any person to
get the necessary information in a direct manner, at home or at the employment place. At the same time, the
internet makes possible a complex process of online assessment of the knowledge, without the obligation of a
direct teacher-student contact (fig. 1.)
From a functional angle, the e-Learning environment includes three components:
- The e-Learning platform; it consists of the hardware and software that are mandatory in an
electronic system of teaching – learning - assessment; it is in fact the infrastructure of the
educational context based on systems of knowledge management and delivery to its beneficiaries;
- The e-Learning resources; include all the data of interest in the e-Learning environment and involve
the following:
• knowledge; represents all the knowledge resources, in all the fields, required to all the students
during the entire learning process; each knowledge field consists of a set of auxiliary
coursebooks and teaching materials (reference books, summaries, etc.), each of them featuring

Appendix 14
more categories of knowledge; a category of knowledge includes, in its turn, more types of
knowledge, with a specific content, objective and targeting a certain level of training; the type of
knowledge is the smallest but most important unit of knowledge that the students can acquire in
the e-Learning environment;
• information; it defines the identity and the role of an user who employs a resource in the e-
Learning environment;
• strategies; are described as smart methods of teaching, learning and assessment, used for the
training adjusted to the complexity of the educational criteria required by the present society
(for the business environment or of general interest), to the particularity of every course type
(full-time, part-time or long distance), to the behavior specifics of the students that depend on
their age and possibilities of direct communication (in a traditional classroom) or indirect (via
the digital technologies of communication) with the teacher, to the modern instruction forms
(teaching, learning and assessment) that may include virtual classes and Web-based
instruction, etc.
- users; are all those who utilize the resources developed on the e-Learning platform; in a
dependence on his role, a user can be:
• student; the beneficiary of the knowledge and the recipient of the teaching strategy; he is
the most important supplier of information for his identification and for the role he plays during
the training process; within the e-Learning environment, each student is identified by
customized information (Identity Card, access password, name, etc.) and preferences are
expressed fro various methods of study, training level and assessment data; the assessment
result is based on the current teaching strategy and sets off the future one;
• teacher or course supervisor; he is the supplier of knowledge oriented towards the
students and the author of the teaching strategy; he is the one to provide the information to
identify his role in the e-Learning context;
• tutor; provides assistance to the students, per their request or following a preset schedule,
and the communication takes place via certain applications that are meant for such activities.
The online tutoring is a process in a virtual environment or online, where the student and the
tutore are separated in time and space.
The e-Learning Blackboard platform that Spiru Haret University makes available to the bachelor and
master students gives access to the tools specific to a modern education, to the educational offer in an electronic
format and has opportunities of integrating the services into the use of the study environment.
The e-Learning Blackboard platform assures the following:
• the procedures of registration and selection of the students;
• the communication, synchronical and asynchronical, among students, teachers/tutors and
the non-teaching/administrative personnel;
• technological solutions able to assist – online and offline – the students as individuals and
in a group;
• specialized programmes, both for collecting the statistical data about students and also
their use to improve the ongoing services;
• access to various resources of study and communications: courses, practicum diaries,
study guides, online databases, news, mail, synchronical and asynchronical group
discussions, virtual seminars, virtual library;
• specific means of online and/or offline assessment of the students’ knowledge;
• instruments of a regular feedback from the students on the educational services made
available to them;
• electronic access to details about the present and future activities for every study
programme;
• provision of traceability, integrity and confidentiality of the data unloaded and/or collected
on the e-Learning platform.

Appendix 15
Decision processes at USH

Decision processes at USH
Appendix 15

Appendix 15

Appendix 15

Appendix 15

Appendix 15

Appendix 16
SWOT analysis of the educational processes

Appendix 16
SWOT ANALYSIS OF THE EDUCATIONAL PROCESSES
Strengths
Weaknesses
Up to now
Findings
- Strong educational offer in the fields of
social sciences and humanities;
- Modern, flexible and balanced curricula;
- Competent academia (31% Professors,
PhD and Associate Professors, PhD, 44 %
Lecturers), PhD studies academia- 89%;
- Computer/based teaching and learning
- Student-centred learning- adapted
pedagogical methods
- All the study programmes (PS) are
designed in compliance with the National
Qualifications Framework;
- all the USH study programmes are
compatible with similar EU study
programmes -
- the peer review is functioning for the study
programme proposals
Findings
- the long period of time (6 months- 1 year)
between the elaboration of a study
programme proposal and final approval
(ARACIS + METCS +HG)
- the employers are involved in establishing
the proposal, but lose interest in the process,
e.g. in supporting the practicum and the
graduates’ absorption
What next
Reinforcements
- the full capacity use of the facilities
provided by the Blackboard e-learning
platform;
- teaching methods adapted to the
students’ needs at University level
- stimulating the new initiatives in joint
degree development or interdisciplinary
programmes (e.g.. Gender studies) in order
to capitalise from the USH human potential
- the appropriate advertising of the study
programmes by participating in educational
fairs in Romania and abroad, as well as in
the social media (Facebook, Twitter,
LinkedIn etc)
- enhancing the student and academia
mobility in the EHEA space, through
ERASMUS
Remedial work
- the elaboration, at least one academic
year in advance, of the proposals and the
related accreditation files
- providing the environment appropriate in
order to repeat and maintain the results of
the Trainee students/ active and integrated
students POSDRU project, participant
companies 1
1 www.studentipracticieni.ro – details regarding the objectives, the target group, companies offering internships

Appendix 16
Opportunities
Findings
- current knowledge society developments:
new professions, new business interest fields
- such as social economy ;
- the unprecedented development of the
Romanian e-commerce- new professions,
new format components
- Act 1/2011 regulates the partnership
between the EHEA educational institutions,
providing the legal framework for developing
a joint-degree program
Capitalization
Identifying new professions, describing the
competences together with the employers
and designing innovative programmes;
- the set-up of a social business support
centre (business ideas aiming to resolve
real social issues by private initiatives)
- Research spin-off initiatives (a company
founded on the findings of a member or by
members of a research group at a
university)
- supporting the start-ups (A startup
company or startup is a company or
temporary organization designed to search
for a repeatable and scalable business
model)
- Master in Green Economy- study
programme initiative in partnership with HE
-ACEU (higher education institutions in the
ACEU Alliance www.aceu-edu.org )
Threats
Findings
- the changes brought by the economic crisis
on the labour work generated stagnations in
activity sectors such as: real estate, export
reorientation, ready made clothes in loan etc
- the diversity of the private companies ( noneducational
entities) providing short term
educational programmes (CNFPA attested
educational services providers
Mitigation measures
- diversifying the continuing professional
formation and development postgraduate
programmes (according to qualification
fields- RNCIS codes) in order to answer
the need for professional reorientation or
reconversion or for the acquisition of
complementary skills, according to the
restrictive market requirements

Appendix 17
Survey regarding the level of satisfaction among students towards
the quality of the secretarial services

Appendix 17
Survey on the level of satisfaction among students regarding the quality of the secretarial services
The survey results are based on a selective interviewing among the students. The data collection relies
on a questionnaire. The most important variables were measured on a 5-step scale similar to the semantic
differential.
Upon processing the results in the questionnaire, which had 579 respondents, the conclusions are as
follows:
1. 56.83% of the students believe that the global quality of the secretarial services is excellent or very
good, while 31.61% opted for good or satisfactory;
2. The information provided over the phone by the secretarial personnel is thought to be clear or very
clear by 73.05% of the respondents, 16.93% needed more clarification and only 10.02% believed
them unclear/evasive;
3. In terms of the promptness in solving the problems within the business hours, 62.7% of the students
considers it very high or high, 22.45% satisfactory, while 14.85% went for a lack of promptness or
negligence;
4. The time interval for solving issues on/releasing the study-related documents has been ranked as
very short or short by 54.57% of the respondents, while 19% opted for long or very long;
5. 76.68% of the respondents have valued that the complaints handled by the secretarial personnel
have been solved with very much or much involvement, and only 23.32% thought that they were
acted on with superficiality or indifference;
6. The issues solving matches the expectation of the respondents in a very extended or extended
measure for 68.56%, while 16.06%, think that the process places very low or unsatisfyingly
compared to their expectations;
7. 69.08 % of the respondents think that the training of the personnel in charge with the students’
requests is very good or good, whereas 11.05% believe that this level is deficient or very deficient;
8. The efficiency of solving various requests (study discontinuance, collecting the school documents,
releasing certificates, re-enrolling, etc) is considered as very high or high by 62.53%, while 14.16% of
the respondents think it as very poor or poor;
9. The secretarial personnel has been perceived as available and pleasant during the hours assigned to
the students by 60.28%, whereas 13.30% think that these qualities are not satisfactory;
10. The work schedule with the students is believed to be very good or good by 56.31%, adequate for
18.13% and too short for 25.56%;
11. The quality level of the secretarial services within Spiru Haret University, compared to similar
services in other institutions is much higher or higher for 62.01%, as good as the others for 20.73%
and worse or much worse for 17.27%;
12. 58.38% of the respondents think that, overall, the cooperation with the secretarial personnel is excellent or
very good, but a percentage of 18.65% considers it as deficient or very deficient;
13. The professionalism of the secretarial personnel was ranked as very high or high by 67.36%,
whereas 13.82% see it as low or very low.
The survey also discloses the structure of the sample of the respondents, in dependence on the Faculty
of their enrollment. Thus, most of the students come from the Faculty of Sociology-Psychology in Bucharest
(19.52%), Faculty of Law and Public Administration (10.88%), Faculty of Veterinary Medicine (8.64%) and the
Faculty of Accounting and Finance in Râmnicu Vâlcea (8.46%). Likewise, most respondents are in their senior
year (38.69%) enrolled in the full-time courses (90.16%).

Appendix 18
Survey regarding the work environment of the USH researchers

Appendix 18
A. Survey on the work environment of USH researchers
The survey used the Likert scale, which involves the expression of the agreement/disagreement of the
respondents with a series of statements. The answers in the filled-in 415 questionnaire were collected and
processed and the conclusions are as follows:
1. 90.12% of the respondents are in full agreement or agree with the fact that the vacancies,
irrespective of the teaching rank, are appropriately published nationwide and only 4.82% disagree
or totally disagree with this statement;
2. A smaller percentage, of 58.55%, considers that these positions are published to be visible
internationally, while 13.25% of the respondents are in disagreement or full disagreement with this
statement;
3. 82.65% of the academia responding to the survey are in full agreement or agree with the fact that
the skills required for employment are general enough to stimulate a large number of candidates,
while 10.61% are in full disagreement or disagree with that;
4. When considering the statement that the Examination Board informs the candidates about their
strenghts and weaknesses in their files, at the end of the selection process, 78.31% fully agreed
and agreed, whereas 12.28% fully disagreed and disagreed;
5. Spiru Haret University provides the methodological framework (regulations, methodologies,
procedures) so as the Examination Board correctly evaluates the candidates’ potential for research,
mainly the creativity and independence level; 87.71% of the respondents fully agree or agree on this
statement, while 6.27% fully disagree or disagree;
6. 82.65% of the surveyed academia are in full agreement or agreement on the statement regarding
the fact that the selection criteria, necessary competencies and skills, the work rights and
conditions, including the perspective of career development are properly described in the job
openings ads and only 10.12% fully disagree or disagree to a certain extent;
7. In terms of including foreign members in the Examination Board, 26.02% of the respondents totally
agree or agree, while 39.03% place at the other extreme; a quite large percentage, 34.94%, was not
aware of this possibility;
8. 64.57% of the respondents fully agree or agree with the statement that the Examination Board
incluudes now members from outside Spiru Haret University (e.g. private companies, research
institutes), 16.62% fully disagree or disagree, whereas the difference of 18.80% have expressed no
opinion;
9. 76.87% of the respondents fully agree or agree with the fact that the female-male ratio is balanced
in the Examination Board and only 9.39% fully disagree or disagree with this statement;
10. The statement saying that proper conditions and wage benefits are provided to all the researchers,
irrespective of the stage in their career and/or the type of employment contract (definite or indefinite)
is fully agreed or agreed with 64.57% of the respondents and fully disagreed or disagreed by
21.44%;
11. As for the social protection for the researchers, i.e. medical leave, child allowances and pension
benefits, in compliance with the national legislation, 80.96% fully agree or agree and only 6.02%
fully disagree or disagree;
12. Spiru Haret University provides unlimited access to the available information on the rights of
researchers to social security - 81.69% of the surveyed academia and researchers fully agree or
agree, while 5.3% fully disagree or disagree;
13. 81.69% of the respondents fully agree or agree with the fact that Spiru Haret University needs to
assist the Member States in the European Union in adopting a pan-European system of pensions
for researchers, and only 1.93% disagree or fully disagree;

Appendix 18
14. The statement saying that the researchers at Spiru Haret University are correctly informed about
their right to an additional pension is fully agreed or agreed by 54.94% of the respondents and only
20.24% fully disagree or disagree;
15. 88.89% of the respondents fully agree or agree on the fact that the regulations concerning the job
security and protection are being complied with and only 4.58% fully disagree or agree;
16. 94.94% fully agree or agree and 2.65% fully disagree or disagree with the fact that the
discrimination on genre, ethnical background, nationality, religion, sexual orientation, language,
disabilities, political opinions and/or social and economic conditions is avoided (see the Charter of
Spiru Haret University);
17. 80.48% are in full agreement or agreement with the fact that autonomy and creativity of the
researchers are encouraged, including the junior researchers and only 13.01% fully disagree or
disagree with this statement;
18. The statement saying that the gender-based fair chance (equal opportunities for men and women)
is guaranteed at all the levels of the teaching and research profession, including the management
and research structures, is fully agreed or agreed with by 90.85% and fully disagreed or disagreed
by 3.61%;
19. The fact that Spiru Haret University provides a pleasant and stimulative work environment to
support the research activity is fully agreed or agreed with by 80.24% and fully disagreed or
disagreed by 15.9%;
20. A full agreement or agreement was expressed for the guaranteee of having all the research
categories participate in the management bodies/boards of Spiru Haret University and in
communication activities by 83.13% and a full disagreement or disagreement by 7.95% of the
sample;
21. The complaints/legal contests and the conflicts between the junior and the senior researchers are
correctly and efficiently solved, as stated by 64.34% of the respondents; there is also a percentage
of 6.03% of people who expressed total disagreement or disagreement about the statement;
22. 95.18% of the surveyed people are in full agreement or agreement with the statement that Spiru
Haret University runs a regular and effective evaluation of the professional activity of the teaching
and research bodies, whereas only 3.38% expressed their total disagreement or disagreement;
23. The teaching activity does not slow down the research, mainly for the junior researchers - 85.06%
agree on it and 9.16% disagree on it;
24. 61.21% of the respondents fully agree or agree with the fact that specific measures should be taken
to provide a balance between the personal and professional life (part time employment, distance
employment via computer, sabbatical year, private kindergarten, etc), and 20% fully disagree or
disagree;
25. In terms of the measures and internal regulations that Spiru Haret University uses to guarantee the
researchers the access to specialty training for their teaching activities (teacher training courses),
89.88% of the academia and researchers were in full agreement or agreement while only 3.61%
fully disagreed or disagreed;
26. 65.06% of the surveyed people are in full agreement or agreement with the fact that the researchers
have the opportunity to benefit from geographical, inter-sectorial, inter- and intradisciplinary
mobilities, as well as in the public and private sector; the percentage of the people who expressed
their full disagreement or disagreement is 17.59%;
27. A percentage of 82.41% expressed their full agreement or agreement regarding the fact that Spiru
Haret University makes available, on a regular basis, refreshment courses of the research
personnel, required for career development, but 10.6% fully disagree or disagree on the statement;
28. The mentors and/or supervisors are identified as people the junior researchers can turn to for help
with their professional duties and for support and orientation towards their professional and cultural
development; 76.15% of the respondents are in full agreement or agreement with this statement,
whereas 9.88% fully disagree or disagree;

Appendix 18
29. 61.45% of the surveyed people confirmed their full agreement or agreement on the fact that training
programmes are designed to improve the mentoring competencies and that senior researchers are
informed about this opportunity; only 14.22% fully disagreed or disagreed.
The survey has helped collected data regarding the sample structure. Thus, 97.35% are full-time
academia and only 2.16% are associate academia. Among them, 10.84% are professors, 26.02% associate
professors, 42.89% lecturers and 19.76% assistant lecturers.
In regards to the structure by gender, the sample was made up of 61.20% women and 38.80% men.
Most of the respondents have been employed with the University for 11 and 15 years, namely 35.66%, a
percentage of 34.94% goes under a 10-year interval, and 29.4% have been the University’s employees for over
16 years.
From the perspective of the Faculties the surveyed academia belongs to, the distribution is relatively
uniform; the highest percentage is from the Faculty of Letter with 12.05% and the Faculty of Sociology-
Psychology of Bucharest, with 7.95%.
B. Survey on the library services
The results come from 748 respondents and are based on a complex questionnaire, where most of the
hypotheses are analysed via a 5-step scale, similar with the semantic differential, and also another type of
questions. Upon examining the answers, the conclusions are as follows:
- While being asked what they did the last time they visited the library, most respondents said that they
needed the librarian assistance, read books in the mandatory references list, papers in the review
literature, studied individually or on a library computer;
- 32% of the respondents stated that they go to the library every month, while 44% register a frequency of
2-3 times a week or more often;
- Even though a percentage of 6% went to the library only once, 75% stated that they accessed the library
site for both the online catalogue and for the scientific databases;
- 55% of the respondents considers the possibility to use the library computers as very important and
evaluates the quality of this service as being excellent;
- The assistance from the librarian is perceived as very important by 60% of the surveyed people;
- 69% of the respondents thinks that the access to the collections available at the library is essential
(books and publications);
- The access to the resources available online is also important for 65% of the respondents;
- A percentage of 53% believes that the individual working space is essential, 40% opted for a group
working space; 51% appreciates the individual working space as excellent and only 47% believes the
same thing for the group working space;
- The easy access to the sockets for laptops is important for 48% of the respondents;
- An important percentage of the respondents thinks that the access to scientific databases is important
(68%) and to the online catalogue (66%); the access to the scientific database is excellent for 53% of the
surveyed people;
- The quality of the library collections is excellent for 45%, while the quality of the services for 58%;
- 55% of the respondents evaluates as easy the identification of the books and publications in the library,
while 54 % considers the library software programme as excellent;
- The work environment is excellent for 62% of the respondents;
The questionnaire aimed to collect data in terms of the status of respondents. Thus, 61.5% of the
surveyed people are bachelor and master students, while 38.5% belong to the teaching body. Most respondents
come from the Faculty of Accounting and Finance in Câmpulung Muscel (18%) and from the Faculty of
Accounting and Finance in Râmnicu Vâlcea (14%).

Appendix 19
Table of the central, administrative and support services

Appendix 19
TABLE OF THE CENTRAL, ADMINISTRATIVE AND SUPPORT SERVICES
NO. DIVISIONS AND DEPARTMENTS SERVICES
NUMBER OF
PERSONS
ACADEMIA EMPLOYEES
1. Rector’s Office 8 9
2. General Administrative Division 276
3. Economic Division 24
Accounting Services 23
Financial Services 1
4. Human Resources Division 11
Payroll services 10
Job openings Office 1
5. Libraries division 29
6. IT Division 20
7. Juridical, Legal and Communication Division 3 6
Juridical office 1 2
Legal office 2 1
Communication Office 3
8. General Secretariat Division 158
General Secretariat 5
Registrar’s Office 17
Archives 8
General Registry Office 2
Faculty Secretariats 126
9. Quality Management Department 1 1
10. Part-time and Distance Learning Education Department 2 5
11. International Relations Department 1 1
12. Career Counselling and Orientation Centres 5
13. Foreign Languages Centre 1 1
14. International Students Department 1 3
15. Central Research Institute 1 3
16. Education Training and Research Institute 5 4
17. Website Services 1
18. Community Programmes Office
(ERASMUS)
2 1
19. Internal Audit Office 3
20. Social Services 40
Student Dormitories 21
Cafeteria, Club 19
TOTAL 33 593

Appendix 20
The 2010- 2014 Strategic Plan of Quality Assurance (summary)

Appendix 20
2010- 2014 STRATEGIC PLAN OF QUALITY ASSURANCE
(Summary)
The provision of the education quality at USH is a priority objective, assumed and insistently followed up
on by the University managerial team.
The Strategic Plan has the following features:
- it belongs to the general context of promoting the quality culture at the University and responds to the
need of improving the quality of the education quality, research and academic management, while considering
the factors that currently trigger and assist the implementation of the quality criteria in higher education;
- it approaches, from a complete perspective, the issues of quality in education, consolidation and
development of the research, dynamics in the cooperation relations nationwide and internationally, as well as the
potential increase of the teaching and research bodies within the University.
In this context, the University management aims to provide the implementation of the quality criteria in
an integral manner, which should express:
- the general and specific objectives;
- the criteria of quality evaluation and assurance;03
- the requirements of the evaluation and recognition of the learning results;
- the institutional evaluation methods for the University structures;
- the responsibilities in quality assurance.
The Strategic Plan implements in education the principles of the Strategy regarding quality assurance,
as well as the requirements of the Strategic Plan of institutional development of the University.
The managerial goal of the Strategic Plan is to permanently improve the quality indicators in education,
in compliance with the national and international requirements, so as to increase efficiency in the educational
services. This goal is assisted by strategic and specific objectives, depending on the current criteria and
standards in the field of evaluation and quality assurance in higher education.
The Strategic Plan has established the following guidelines, as follows:
- constant improvement of the documents pertinent to the quality management system, in dependence
on the criteria in the educational process and their assignment to the competent people, as per their skills and
duties;
- adjustment of the instruments of quality evaluation and assurance to the specific nature of higher
education;
- analysis of the data concerning the quality at the level of Faculties and their presentation to the Senate,
along with the relevant conclusions;
- alignment of the managerial departments activity to the trends in dynamics of the national and
international higher education;
- continuation of the evaluation and assurance activity at the highest quality standards;
- correlation of the academia periodic evaluation with the policies of promoting the teaching body;
- development of the database and its addition with latest elements of an academic interest;
- identification of new financing sources in the quality management sector;
- involvement of the Senate Commissions, as well as of the research centers in the quality assurance
process.
According to the Strategic Plan, quality assurance will rely on a rigorous knowledge of the standards
reached by the below components/fields of the educational activity:
- study programmes;
- syllabuses;
- teaching strategies;
- learning resources;
- services provided to the students.

Appendix 20
An important role is played by the evaluation and recognition of the learning results, during the reference
time, as the University focuses on the activity of evaluation and certification of the learning results, classified into
three categories:
- evaluation of the students;
- graduation and diploma granting;
- evaluation of the academia.
The University management will take into account the assurance of the standards that are required by
the periodic institutional evaluation and the granting of degrees by foreign evaluation institutions, conform to the
level of quality in the educational services.
To this end, the input-output indicators will be considered, compared with the efficiency of the
educational process.
The Strategic Plan sets out the responsibilities regarding the quality assurance, while stipulating that the
University’s Rector is accountable for assuring quality in education at Spiru Haret University. He is the direct
supervisor of the activity of the Department of Quality Evaluation and Assurance. In terms of the expressed
duties in the quality sector, the University Charter mentions that the Senate and its Commissions have been
assigned to fulfill them (Commission of Quality Evaluation and Assurance, Commission of Internal Quality
Auditing), along with the Board of Trustees. At the level of Faculties, their managers (the Board) and the special
Commissions (Commission of Quality Evaluation and Assurance, Commission of Internal Quality Auditing) are in
this position. To meet the objectives, the academia is required to have an active participation, to support the
activity of quality assurance at Spiru Haret University and reach excellence in this process.

Appendix 21
The phased model of the USH quality management system

Appendix 21
THE PHASED MODEL OF THE USH QUALITY MANAGEMENT SYSTEM
Adapted to the principles of the Methodology of process continual improvement - PDCA (Plan-Do-Check-
Act)- derived from the standard requirements in the ISO 9000 series.

Appendix 22
Table of the majors/ study programmes
Table of the majors/ study programmes undergoing external
evaluation in the past 3 years

Appendix 22
Table of the majors/ study programmes under external institutional evaluation in the last 3 years
No.
1
2
3
4
5
6
7
Faculty*
Faculty of Economic Sciences, Blaj
80, Tudor Vladimirescu Str.
Faculty of Law and Public
Administration, Craiova
4, Vasile Conta Str.
Faculty of Veterinary Medicine,
Bucharest
47, Maşina de Pâine, 2nd district
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Faculty of Legal and Administrative
Sciences, Braşov
7, Turnului Str.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Letters, Bucharest
13, Ion Ghica Str., 3rd district
Undergraduate
area of study
Accredited (A) or temporarily
authorised (AP) majors
Mode of
study (fulltime-
FT;
part-time-
PT;
distancelearning-DL)
No. of
credits
Evaluati
on year
ARACIS
Address
2010-2011
2011-2012
2012-2013
Finance Finance and Banking FT 180 2010 5820/26.05.2010
Law Law FT 240 2010 7256/08.07.2010
Veterinary
Medicine
Veterinary Medicine FT 360 2010 7938/03.08.2010
Finance Finance and Banking FT 180 2010 7940/03.08.2010
Law Law FT 240 2010 7940/03.08.2010
Finance Finance and Banking FT 180 2010
Language and
Literature
Modern Language and Literature A
(English, French) – Modern
Language and Literature B
(Chinese)
7940/03.08.2010
FT 180 2010 7945/03.08.2010

Appendix 22
8
9
10
11
12
13
14
15
16
17
18
Faculty of Finance and Banking,
Bucharest
46G, Fabricii Str., 6th district
Faculty of Physical Education and
Sport, Bucharest
24, Berceni Bld., 4th district
Faculty of Arts, Bucharest
24, Berceni Rd, 4th district
Faculty of Physical Education and
Sport, Bucharest
24, Berceni Bld., 4th district
Faculty of Geography, Bucharest
58, Timişoarei Bld, 6th deistrict
Faculty of Management, Braşov
5, Turnului Str.
Faculty of International Business,
History and Philosophy,
Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of Letters, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Letters, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Journalism and
Communication Sciences, Bucharest
24, Berceni Rd., 4th district
Finance Finance and Banking PT 180 2010 7959/03.08.2010
Physical
Education and
Sport
Physical and Sportive Education PT 180 2010 7959/03.08.2010
Music Music Pedagogy FT 180 2010 7972/03.08.2010
Physical
Education and
Sport
Physical and Sportive Education FT 180 2010 7972/03.08.2010
Geography Geography FT 180 2010 7972/03.08.2010
Management Management FT 180 2010 7972/03.08.2010
Phylosophy Philosophy FT 180 2010 7972/03.08.2010
International
Relations and
European
Studies
Language and
Literature
Language and
Literature
Communication
Sciences
International Relations and
European Studies
Modern Language and Literature A
(English, French) – Modern
language and Literature B (Arabic)
Modern Language and Literature A
(English, French) – Modern
Language and Literature B
(Japanese)
FT 180 2010 7988/03.08.2010
FT 180 2010 8009/03.08.2010
FT 180 2010 8009/03.08.2010
Journalism FT 180 2010 83/06.01.2011

Appendix 22
19
20
21
22
23
24
25
26
27
28
Faculty of Veterinary Medicine,
Bucharest
47, Maşina de Pâine, 2nd district
Faculty of Management, Braşov
5, Turnului Str.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Letters
13, Ion Ghica Str., 3rd district, Bucharest
Faculty of Letters
13, Ion Ghica Str., 3rd district, Bucharest
Faculty of Financial and Accounting
management, ConstanŃa
32-35 Unirii Str.
Faculty of Architecture, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Mathematics and
Informatics, Bucharest
13, Ion Ghica nr 13, 3rd district
Faculty of Financial and Accounting
Management, ConstanŃa
32-35 Unirii Str.
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Veterinary
Medicine
Accounting
Veterinary Medicine FT 360 2010 8859/07.10.2010
Accounting and Management Data
Processing
FT 180 2010 911/09.02.2011
Finance Finance and Banking FT 180 2010 9398/02.11.2010
Language and
Literature
Language and
Literature
Modern language and Literature A
(French) – Modern Language and
Literature B (English, german,
Italian, Russian, Spanish)/ classical
(Latin)
Modern language and Literature A
(English) – Modern Language and
Literature B (French, German,
Italian, Russian, Spanish)/ classical
(Latin)
FT 180 2010 9873/07.12.2010
FT 180 2010 9873/07.12.2010
Finance Finance and Banking FT 180 2010 9923/07.12.2010
Architecture Architecture FT 360 2011 10000/11.11.2011
Informatics Informatics FT 180 2011 10000/11.11.2011
Management Management FT 180 2011 10340/05.12.2012
International
Relations and
European
Studies
International Relations and
European Studies
DL 180 2011 10621/21.07.2011

Appendix 22
29
30
31
32
33
34
35
36
37
38
39
40
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of Physical Education and
Sport, Bucharest
24, Berceni Bld., 4th district
Faculty of Marketing and
International Business, Bucharest
46G, Fabricii Str., 6th district
Faculty of Sociology- Psychology,
Bucharest
256, Basarabia bld., 3rd district
Faculty of Financial and Accounting
Management, Craiova
4, Brazda lui Novac Str.
Faculty of Arts, Bucharest
24, Berceni Rd, 4th district
Faculty of Veterinary Medicine,
Bucharest
47, Maşina de Pâine, 2nd district
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Economic Sciences, Blaj
80, Tudor Vladimirescu Str.
Faculty of Legal and Administrative
Sciences, Braşov, 7, Turnului Str.
Faculty of Financial-Accounting
Management, Bucharest
46 G, Fabricii Str.,6th district
History History DL 180 2011 10621/21.07.2011
Physical
Education and
Sport
Kinetotherapy and special motor
skills
FT 180 2011 1666/11.03.2011
Marketing Marketing FT 180 2011 2062/25.03.2011
Sociology Sociology FT 180 2011 2062/25.03.2011
Finance Finance and Banking FT 180 2011 4836/05.05.2011
Theatre Performing Arts (acting) FT 180 2011 6261/16.06.2011
Veterinary
medicine
Veterinary Medicine FT 360 2011 7279/12.07.2011
Finance Finance and Banking FT 180 2011 7815/28.07.2011
Finance Finance and Banking FT 180 2011 7815/28.07.2011
Finance Finance and Banking FT 180 2011 7815/28.07.2011
Law Law FT 240 2011 7815/28.07.2011
Accounting
Accounting and Management Data
Processing
FT 180 2011 7862/28.07.2011

Appendix 22
41
42
43
44
45
46
47
48
49
50
51
52
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of Sociology- Psychology,
Bucharest
256, Basarabia bld., 3rd district
Faculty of Law and Public
Administration, Bucharest
24, Berceni Rd., 4th district
Faculty of Geography, Bucharest
58, Timişoarei Bld, 6th deistric
Faculty of Financial-Accounting
Management, Bucharest
46 G, Fabricii Str.,6th district
Faculty of Marketing and
International Business, Bucharest
46G, Fabricii Str., 6th district
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of Finance and Banking,
Bucharest 46G, Fabricii Str., 6th district
Faculty of Geography, Bucharest
58, Timişoarei Bld, 6th deistrict
Faculty of Financial-Accounting
Management, Bucharest
46 G, Fabricii Str.,6th district
Faculty of Management, Braşov
7, Turnului Str.
Faculty of Management, Braşov
5, Turnului Str.
History History FT 180 2011 7862/28.07.2011
Psychology Psychology FT 180 2011 7862/28.07.2011
Law Law FT 240 2011 7875/28.07.2011
Geography Tourism geography PT 180 2011 7986/28.07.2011
Accounting
Accounting and Management Data
Processing
PT 180 2011 7986/28.07.2011
Marketing Marketing PT 180 2011 7986/28.07.2011
International
Relations and
European
Studies
International Relations and
European Studies
PT 180 2011 7986/28.07.2011
Finance Finance and Banking DL 180 2011 7988/28.07.2011
Geography Geography DL 180 2011 7988/28.07.2011
Accounting
Accounting and Management Data
Processing
DL 180 2011 7988/28.07.2011
Management Management DL 180 2011 7988/28.07.2011
Accounting
Accounting and Management Data
Processing
DL 180 2011 7988/28.07.2011

Appendix 22
53
54
55
56
57
58
59
60
61
62
63
64
Faculty of Marketing and
International Business, Bucharest
46G, Fabricii Str., 6th district
Faculty of Journalism and
Communication Sciences, Bucharest
24, Berceni Rd., 4th district
Faculty of Arts, Bucharest
24, Berceni Rd, 4th district
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Journalism and
Communication Sciences, Bucharest
24, Berceni Rd., 4th district
Faculty of Letters, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Management, Braşov
7, Turnului Str.
Faculty of Management, Braşov
7, Turnului Str.
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of International Relations,
History and Philosophy, Bucharest
313, Splaiul IndependenŃei, 6th district
Faculty of Veterinary Medicine,
Bucharest
47, Maşina de Pâine, 2nd district
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Marketing Marketing DL 180 2011 7988/28.07.2011
Communication
Sciences
Journalism DL 180 2011 7989/28.07.2011
Music Music pedagogy PT 180 2011 8004/28.07.2011
Accounting
Communication
Sciences
Language and
Literature
Accounting and Management Data
Processing
PT 180 2011 8004/28.07.2011
Journalism PT 180 2011 8004/28.07.2011
Romanian language and
Literature– Foreign language and
Literature (English, French)
PT 180 2011 8004/28.07.2011
Management Management PT 180 2011 8004/28.07.2011
Accounting
Accounting and Management Data
Processing
PT 180 2011 8004/28.07.2011
History History PT 180 2011 8004/28.07.2011
Phylosophy Philosophy PT 180 2011 8004/28.07.2011
Veterinary
medicine
Accounting
Veterinary medicine FT 360 2011 9016/28092011
Accounting and Management Data
Processing
PT 180 2011 9112/29.09.2011

Appendix 22
65
66
67
68
69
70
71
72
73
74
75
Faculty of Financial and Accounting
Management, ConstanŃa
32-35 Unirii Str.
Faculty of Law and Public
Administration, Bucharest
24, Berceni Rd., 4th district
Faculty of Finance and Banking,
Bucharest
46G Fabricii Street, 6th district
Faculty of Financial and Accounting
Management, ConstanŃa
32-35 Unirii Str.
Faculty of Architecture, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Law and Public
Administration, ConstanŃa
32-34 Unirii Str.
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Faculty of Letters, Bucharest
13, Ion Ghica Str., 3rd district
Faculty of Financial and Accounting
Management, Craiova
4, Brazda lui Novac Str.
Accounting
Accounting and Management Data
Processing
FT 180 2011 9126/29.09.2011
Law Law FT 240 2011 9407/13.10.2011
Finance Finance and Banking PT 180 2012 3301/08.05.2012
Finance Finance and Banking FT 180 2012 3935/08.06.2012
Architecture Architecture FT 360 2012 3991/08.06.2012
Administrative
Sciences
Accounting
Accounting
Public Administration FT 180 2012 4016/08.06.2012
Accounting and Management Data
Processing
Accounting and Management Data
Processing
FT 180 2012 4358/28.06.2012
FT 180 2012 4358/28.06.2012
Law Law FT 240 2012 4358/28.06.2012
Language and
Literature
Accounting
Romanian Language and
Literature – Foreign Language and
Literature (English-French)
Accounting and Management Data
Processing
FT 180 2012 4358/28.06.2012
FT 180 2012 4358/28.06.2012

Appendix 22
76
77
78
79
80
81
82
83
84
85
86
Faculty of Financial and Accounting
Management, Craiova
4, Brazda lui Novac Str.
Faculty of Mathematics and
Informatics, Bucharest
13, Ion Ghica nr 13, 3rd district
Facultatea de Psihologie şi
Pedagogie, Braşov
Str. Turnului nr. 5
Faculty of Economic Sciences, Blaj
80, Tudor Vladimirescu Str.
Faculty of Legal and Administrative
Sciences, Braşov
7, Turnului Str.
Faculty of Accounting and Finance,
Câmpulung-Muscel
223, Traian Str.
Faculty of Financial and Accounting
Management, ConstanŃa
32-37, Unirii Str.
Faculty of Law and Public
Administration, Constanta
32-34 Unirii Str.
Faculty of Law and Public
Administration, Bucharest
24, Berceni Rd., 4th district
Faculty of Legal and Administrative
Sciences, Braşov
7, Turnului Str.
Faculty of Veterinary Medicine,
Bucharest
47, Maşina de Pâine, 2nd district
Accounting
Accounting and Management Data
Processing
PT 180 2012 4358/28.06.2012
Mathematics Mathematics FT 180 2012 4358/28.06.2012
Psychology Psychology FT 180 2012 4358/28.06.2012
Finance Finance and Banking FT 180 2012 4358/28.06.2012
Administrative
sciences
Public Administration FT 180 2012 4358/28.06.2012
Finance Finance and Banking PT 180 2012 4591/04.07.2012
Finance Finance and Banking PT 180 2012 4591/04.07.2012
Law Law PT 240 2012 4597/04.07.2012
Law Law PT 240 2012 4597/04.07.2012
Administrative
sciences
Veterinary
medicine
Public Administration PT 180 2012 4597/04.07.2012
Veterinary Medicine FT 360 2012 4964/08.08.2012

Appendix 22
87
88
89
90
91
92
93
94
95
96
97
Faculty of Legal and Administrative
Sciences, Braşov
7, Turnului Str.
Faculty of Financial-Accounting
Management, Bucharest
46 G, Fabricii Str., 6th district
Faculty of Management, Braşov
7, Turnului Str.
Faculty of Management, Braşov
7, Turnului Str.
Faculty of Physical Education and
Sport, Bucharest
24, Berceni Bld., 4th district
Faculty of Financial and Accounting
Management, Craiova
4, Brazda lui Novac Str.
Faculty of Law and Public
Administration, ConstanŃa
32-34 Unirii Str.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Psychology and
Pedagogy, Braşov
7, Turnului Str.
Faculty of Psychology and
Pedagogy, Braşov
7, Turnului Str.
Law Law PT 240 2012 5006/08.08.2012
Accounting
Accounting and Management Data
Processing
DL 180 2012 5007/08.08.2012
Management Management DL 180 2012 5007/08.08.2012
Accounting
Physical
Education and
Sport
Accounting and Management Data
Processing
Physical Education and Sport
Training
DL 180 2012 5007/08.08.2012
PT 180 2012 5008/08.08.2012
Finance Finance and Banking PT 180 2012 5022/08.08.2012
Administrative
sciences
Accounting
Public Administration FT 180 2012 5040/08.08.2012
Accounting and Management Data
Processing
PT 180 2012 5048/08.08.2012
Finance Finance and Banking PT 180 2012
Education
sciences
Education
sciences
5048/08.08.2012
Pedagogy FT 180 2012 5049/08.08.2012
Pedagogy FT 180 2012 5425/04.10.2012

Appendix 22
98
99
100
101
102
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Accounting and Finance,
Râmnicu-Vâlcea
22,General Praporgescu Bld.
Faculty of Psychology and
Pedagogy, Braşov
7, Turnului Str.
Faculty of Sociology- Psychology,
Bucharest
256, Basarabia bld., 3rd district
Faculty of Journalism and
Communication Sciences, Bucharest
24, Berceni Rd., 4th district
Accounting
Accounting and Management Data
Processing
PT 180 2012 5428/04.10.2012
Finance Finance and Banking PT 180 2012 5428/04.10.2012
Psychology Psychology PT 180 2012 5569/22.10.2012
Sociology Sociology PT 180 2012 5569/22.10.2012
Communication
sciences
Communication and public
relations
FT 180 2012 6055/20.12.2012

Appendix 22
List of Master programmes undergoing external evaluation in the past 3 years
NO. FACULTY MASTER PROGRAMME
Number of
credits
Date of visit
ARACIS records
1 Arts, Bucharest Music - Musical art 120 2012 4358/28.06.2012
2 Arts, Bucharest Music - Musical art 120 2010 7276/08.07.2010
3 Arts, Bucharest Performin arts - Acting 120 2010 7276/08.07.2010
4
Accounting and Finance,
Accounting - Accounting and
Campulung Muscel
business management
120 2010 7276/08.07.2010
5
Accounting and Finance,
Accounting - Accounting of public
Ramnicu Valcea
institutions
120 2011 7418/12.07.2011
6
7
8
9
10
11
12
Accounting and Finance,
Ramnicu Valcea
Accounting and Finance,
Ramnicu Valcea
Law and Public Administration,
Bucharest
Physical Education and Sports,
Bucharest
Physical Education and Sports,
Bucharest
Physical Education and Sports,
Bucharest
Finance and Banking,
Bucharest
Accounting - Accounting of public
institutions
Accounting - Accounting of public
institutions
120 2010 7937/03.08.2010
120 2010 9397/2.11.2010
Criminal sciences 90 2011 7933/28.07.2011
Physical Education and Sports -
Physical education and training
Physical Education and Sports -
Kinetic therapy in locomotive
disorders
Physical Education and Sports -
Kinetic therapy in locomotive
disorders
Finance - Banks and financial
markets
120 2010 3965/03.05.2010
120 2010 3965/03.05.2010
120 2012 4358/28.06.2012
120 2010 5800/26.05.2010

Appendix 22
13 Geography , Bucharest
14
Journalism, Communication and Public
Relations, Bucharest
15 Letters, Bucharest
16 Letters, Bucharest
17
18
19
20
21
22
23
24
25
Financial and Accounting Management,
Bucharest
Financial and Accounting Management,
Craiova
Financial and Accounting Management,
Craiova
Financial and Accounting Management,
Constanta
Management,
Brasov
Marketing and International Business,
Bucharest
Mathematics and Informatics,
Bucharest
Mathematics and Informatics,
Bucharest
Mathematics and Informatics,
Bucharest
Geography - Environmental risk
assessment and expertise
Communication sciences - Massmedia
and communication
Language and literature -
Modernity in European literature
Language and literature -
Romanian language and literaturemodernisation
and modernity
Accounting - Accounting of
business entities and public
institutions
Accounting - Internal audit in the
public and private systems
Accounting - Internal audit in the
public and private systems
Accounting - Accounting,
expertise and audit
Management - European
dimension of organisation
management
Marketing - Marketing and public
relations in business
Informatics - Computer data base
protection
Mathematics - Mathematical and
computer-based models in finance,
insurance and stock exchange
Mathematics - Applied
mathematics in economics
120 2010 5800/26.05.2010
120 2010 6796/24.06.2010
120 2010 5800/26.05.2010
120 2010 7276/08.07.2010
120 2010 5800/26.05.2010
120 2010 7937/03.08.2010
120 2010 9353/29.10.2010
120 2010 5800/26.05.2010
120 2010 5800/26.05.2010
120 2010 8021/03.08.2010
120 2010 5284/26.05.2010
120 2010 5284/26.05.2010
120 2010 9905/07.12.2010

Appendix 22
26
27
28
29
30
31
32
33
Mathematics and Informatics,
Bucharest
Psychology and Pedagogy,
Brasov
International Relations, History and
Philosophy, Bucharest
International Relations, History and
Philosophy, Bucharest
Sociology and Psychology,
Bucharest
Sociology and Psychology,
Bucharest
Legal and Administrative Sciences,
Brasov
Legal and Administrative Sciences,
Brasov
Informatics - Modern technologies
in computer system engineering
interdisciplinary - psychology,
education sciences - Educational
counselling
Philosophy - Man, culture, society
in contemporary thinking
History - Romania in the
international relations history
Sociology - Organisational and
human resource management
Psychology - Legal psychology
and victimology
Administrative sciences -
European studies of public
administration
Administrative sciences -
European studies of public
administration
120 2010 9905/07.12.2010
120 2010 7276/08.07.2010
120 2010 5800/26.05.2010
120 2010 5800/26.05.2010
120 2010 8021/03.08.2010
120 2010 8021/03.08.2010
120 2012 4358/28.06.2012
120 2010 7276/08.07.2010

Appendix 23
The implementation of ESG (Bergen,, 2005)

Appendix 23
Implementation of ESG (Bergen, 2005)
Description of the implementation method
1.1. Principles and procedures for quality assurance
- The framework for the implementation of the quality principles and procedures has
been created – there is a functional quality management system.
- The USH management conducts its actions towards building a quality culture –
projects targeting the procedures of quality assurance, personnel improvement in quality
management, enhancing the procedures of quality assurance are still pending their
implementation (e.g. www.calitate-eu-invatamant.ro).
- USH has its own strategy of quality improvement, based on a 4-year interval, where
the assumed objectives are realistic, specific and human and material resources have been
assigned to reaching them.
- The procedures and methodologies of quality assurance are public and they are set
forth by the Quality Handbook and the Guidelines of Quality Assurance.
- The management structures, involved in quality assurance, also include students
(25%); the opinions of students are taken into account to improve the current services (e.g.
annual surveys among students regarding the USH services).
- The Rector of USH has formulated the ‘Statement regarding the strategic
management and the quality assurance’ – in compliance with ESG Bergen 2005.
1.2. Approval, monitoring and periodic evaluation of the programmes and
diplomas
- There is a Handbook regarding the initiation, approval, monitoring and evaluation of
the study programmes, R-35 (www.spiruharet.ro)
- The decision-making process of approving the new study programmes is described
in Appendix 15.
- Mechanisms are functional in terms of periodic self-evaluation of the study programmes
– the procedure of Self-evaluation of the bachelor studies PO(I)-12; the procedure of Quality in
study programmes PO(I)-01; the procedure of Self-evaluation of the master studies PO(I)-10.
All the study programmes are externally evaluated by ARACIS, based on an annual
scheduling.
- The quality assurance process aiming the study programmes and the diplomas involves
the following:
a) The description of the competences acquired during the course (Appendix 1 to the
Procedure of quality for the course description/syllabus PO(I)-03).
b) The syllabuses have been designed to assure compatibility with similar ones in the
country and abroad, which allows the appropriate functioning of the ECTS system
and of ERASMUS mobility.
c) The distance and part-time study programmes have been adjusted to specific
needs, such as: the teaching activities have been drafted in accordance with the
ARACIS standards for these course types.
d) All the categories of learning resources have been made available to the students:
printed coursebooks, courses in the e-learning platform, courses on TV H2.0,
access to online databases and traditional and virtual libraries.
e) Every subject in the curriculum is the object of an annual peer evaluation within the
Department where the course supervisor belongs to (The procedure of peer
evaluation of teachers, PO(R)-04).
f) The Regulation regarding the examination and grading of the students is being
implemented, R-45. The results of the ongoing and final assessment grades are
made public, as the students can access them online in the virtual academic report.
Implementation
extent
100%
95%

Appendix 23
g) Work meetings are organized with representatives of the employers and debates
are on how the study programmes provide the required competences, skills and
practical abilities to the students for their insertion into the labor market. We believe
that the implementation of this standard has reached 95%.
1.3. The assessment of the students
- The assessment of the students is included in the Regulations regarding the examination
and grading of the students, R-45.
- The course description gives detailed information about the assessment methods as well
as their percentage in the final grade.
- The assessment of the students takes place both during and at the end of the course.
- The assessment methods more frequently used are: ongoing assessment tests, seminar
works, written projects/essays, semester projects, case studies. These methods are a
function of the study programme, the vocational programmes (eg. arts, architecture),
where the latter have specific assessment tests.
- The students are given the opportunity to self-evaluate their ongoing progress and can
ask for asssistance from their teachers, so as to improve performance.
- The regulation on the students’ professional activity – stipulated in Chap 5 art.24, 52, -
The passing of exams and of the year of studies – the passing criteria ; the grading
criteria are clearly defined in every course description and the department management
compiles statistics of the passing rate after each session of exams. These statistics are
debated by all the teaching body, in order to identify the reasons for low grades.
- The regulation concerning the students’ professional activity is very explicit about the
attendance to the teaching activities, art. 22, letter c
- The assessment of the students is carried out by the course supervisor, along with other
two teachers. The students have the possibility to file complaints in case their grades
seem unfair. The Commission appointed for solving these complaints is made up of
other teachers in the same or related field of expertise.
- There is no legal framework in Romania for involving assessors from outside the
University to evaluate the students (this is the reason why we believe that this indicator
has reached 95%).
1.4. Quality assurance for the academia members
- USH implements the Procedure of peer evaluation of the teachers, PO(R)-04;
- The research findings are self-evaluated via the following procedures: Methodology of
quality evaluation in research; Designing the research strategy and plans PO(C)-01; The
Report of annual and semestrial analysis of the research findings PO(C)-02; Analysis of
the research activity at the level of department/Faculty,PO(C)-03 ; Evaluation and
approval of the research findings, PO(C)-04; Making the Report of research evaluation,
PO(C)-05.
- The results of the academia evaluation are debated by the Department Board, the
Faculty Council, as well as by special commissions with the Faculties.
- The results of the research self-evaluation are collected by ICCS and incorporated in the Annual
Report of the research findings (drafted in Romanian and English, a public document).
- The legally regulated procedures of recruiting, selection and employment of the
academia are in use and rigorously implemented.
- The USH academia has attended refreshing courses in using the modern IT
technologies, mainly for designing the learning resources that will be implemented in the
Blackboard platform.
- Workshops are held on a regular basis, on topics such as devising the items of
knowledge evaluation, writing papers, etc.
1.5. Learning resources and assistance for students
- The learning resources are appropriate for the study programmes and correspond to
the ARACIS national quality standards.
95%
100%
100%

Appendix 23
- The subjects are dealt with in the coursebooks and practicum notebooks, printed at our
Printing House, in dependence on the number of students requiring them
(http://www.edituraromaniademaine.ro/).
- USH has 17 libraries at its locations in Bucharest and other cities, specialized on
bachelor fields, with reading halls equipped with computers. The list of the titles is
available online (http://biblioteca.spiruharet.ro/ ).
- The Blackboard platform includes documentation materials in e-book, video/audio
formats.
1.6. Information systems
- USH has paid a great attention to the computerization of the activities involving
students ; currently, it uses the UMS system – to provide the integration and
dissemination of the information regarding students, from the moment of their
registration and enrollment to graduation and release of the bachelor degree diploma.
The system aims to track down the student’s educational and financial activity during
his studies.
- The USH computerization system is compatible and integrates into Blackboard (taking over
the databases with the enrolled students, the ongoing and final grades, etc.).
- The computerization of the activity allow a regular reporting of the passing rate, dropout
rate, the profile of the student population in terms of age, gender and places of origin.
- The computerized system allows to conduct surveys about the level of satisfaction of
the students, graduates, etc.
- At times, the management system requests information that does not have the desired
content. We believe that it would be necessary to integrate a ‘dashboard’ type component,
which will give real-time information to the management – statistical data that are still collected
manually (from all the 25 faculties).
1.7. Public information
- The information of public interest is made available by posting it on the USH website
(www.spiruharet.ro ), both in Romanian and English languages.
- The information is regularly updated, every Faculty has its own web page, there is a person
in charge with this process. The pages in the English language are posted a bit later, due
to the linguistic barriers (the intervention of an authorized translator is needed). This is the
reason why we believe that the implementation here has reached 90%.
- The research activity is introduced to the public on its own website
http://cercetare.spiruharet.ro (in Romanian and English) – the information is updated on a
monthly basis, are of a large interest and necessary within the academic community to
improve its dissemination.
90%
90%

Appendix 24
The impact matrix

Appendix 24
IMPACT MATRIX
-perceived impacts of services offered by USH-
Beneficiaries &
Stakeholders
(variables)
Students
- level of knowledge
- competencies &
skills
- employability
- team work skills
- personal
development
-active involvement
in society
-communication skills
-interpersonal
relationship, family
formation
Graduates
- level of knowledge
-
- competencies &
skills
- employability
Individual
Impact level Location Main activity areas
Group of Community Local Regional National International
economy society culture
individuals
n/a n/a n/a n/a n/a n/a
n/a

Appendix 24
Beneficiaries &
Stakeholders
(variables)
Graduates
- team work skills
- personal
development
-active involvement
in society
-communication skills
-interpersonal
relationship, family
formation
Other stakeholders
(parents, professional
bodies, etc)
- level of knowledge
Individual
Impact level Location Main activity areas
Group of Community Local Regional National International
economy society culture
individuals
n/a n/a n/a n/a n/a
n/a
n/a
- competencies &
skills
- employability n/a
- team work skills n/a n/a
- personal
n/a
n/a
development
-active involvement
n/a n/a n/a n/a n/a n/a n/a
in society
-communication skills n/a n/a n/a n/a n/a n/a n/a

Appendix 24
Note: A deeper research is needed, it should be done on regular basis
Legend :
Impact measurement scale (3 items) 1 : low medium high
Type of impact: direct indirect
1 the scale is measuring the degree of perceived impact on three levels indicated by the respondents

SpiruBHaretBUniversity
http://www.spiruharet.ro
13,BIonBGhicaBStreet,BDistrictB3,B030045
Bucharest,BRomania