Handbook for Quality Assurance in Higher Education The ... - TCU

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9. Quality of the support staff • There are adequate support staff for the libraries • There are adequate support staff for the laboratories • There are adequate support staff for computer facilities • There are adequate support staff for the student services 10 . The student Guidelines for Self Assessment Overall opinion • The selection of entering students (if there is selection) is adequate • There is an adequate intake policy • There is an adequate credit points system • The actual study load is in line with the calculated load 11. Student advice and support • There is an adequate student progress system Overall opinion • Students get adequate feedback on their performance • Coaching for first-year students is adequate • The physical and material environment for the student is satisfactory • The social and psychological environment for the student is satisfactory 12. Facilities and infrastructure Overall opinion • The lecture facilities (lecture halls, small course rooms) are adequate • The library is adequate and up-to-date • The laboratories are adequate and up-to-date • The computer facilities are adequate and up-to-date • Environmental Health and Safety Standards should meet the local requirements in all respects 13. Student evaluation 40 Overall opinion • Courses and curriculum are subject to structured student evaluation • Student feedback is used for improvement • The department provides the students with feedback on what is done with the outcomes Overall opinion IUCEA/ CHE/ NCHE/ TCU/ DAAD
14. Curriculum design & evaluation • The curriculum was developed as a joint enterprise by all the staff members • Students are involved in the curriculum design • The labour market is involved in the curriculum design • The curriculum is regularly evaluated • Revision of the curriculum takes place at reasonable time periods • Quality assurance of the curriculum is adequate 15. Staff development activities Guidelines for Self Assessment 41 Overall opinion • There is a clear vision on the needs for staff development • The staff development activities are adequate to the needs 16. Benchmarking Overall opinion • The faculty/department uses the instrument of benchmarking to get a better view on its performance • The faculty/department uses the instrument of benchmarking for curriculum design 17 Achievements/the graduates • The level of the graduates is satisfactory • The pass rate is satisfactory • The drop out rate is acceptable Overall opinion • The average time for graduation is in line with the planned time • The graduates can find easily a job. The unemployment rate is at acceptable level 18 Feedback stakeholders Overall opinion • There is adequate structural feedback from the labour market (employers) • There is adequate structural feedback from the alumni Overall verdict Overall opinion IUCEA/ CHE/ NCHE/ TCU/ DAAD
Page 1 and 2: Supported by BMZ in the framework o
Page 3 and 4: Guidelines for Self Assessment The
Page 5 and 6: FOREWORD Higher Education is consid
Page 7 and 8: STATEMENT FROM DAAD The German Acad
Page 9 and 10: Introduction This volume is part of
Page 11 and 12: SECTION 1: Quality in Higher Educat
Page 13 and 14: Requirements of Requirements Stakeh
Page 15 and 16: For assessing our quality, we need
Page 17 and 18: In many cases, a self-assessment se
Page 19 and 20: Table 2: The process of organising
Page 21 and 22: influencing quality. With regard to
Page 23 and 24: How to use the model 1. The criteri
Page 25 and 26: Looking for evidence • Does the o
Page 27 and 28: Explanation The content of a progra
Page 29 and 30: • How are students coached? • H
Page 31 and 32: 8. Quality of the academic staff
Page 33 and 34: - What future developments are ther
Page 35 and 36: - Does the future student get a goo
Page 37 and 38: Looking for evidence - Does the uni
Page 39 and 40: Benchmarking is a process that enab
Page 41 and 42: Average time to graduation Indicate
Page 43 and 44: Table 8: Content of a self-assessme
Page 45 and 46: pects and to judge the weighting of
Page 47: 6. Didactic concept/teaching/learni
Page 51 and 52: Appendix 3: Glossary This is an int
Page 53 and 54: standing and abilities. ASSESSMENT
Page 55 and 56: CREDIT ACCUMULATION: Credit accumul
Page 57 and 58: EXTERNAL QUALITY MONITORING (EQM):
Page 59 and 60: INSTITUTION FOR HIGHER EDUCATION: S
Page 61 and 62: ONE-LEVEL DEGREE STRUCTURE: One-lev
Page 63 and 64: 1. (n) the embodiment of the essent
Page 65 and 66: another. TRANSNATIONAL EDUCATION: T

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