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DUIS EVALUATION RESULTS OF SELF-ASSESSMENT

May 24, 2011

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STATE ENGINEERING UNIVERISTY OF ARMENIA (SEUA)

ESG Standards

1. Policy and procedures for quality assurance

The SEUA quality assurance activities are carried out in accordance with

the goals and objectives defined in the SEUA Strategic Plan 2006-2010,

which does not cover the current strategies, that is 2011 and beyond.

Within the frames of the Strategic Plan (2006-2010) development of

quality assurance system and continuous enhancement of quality is

envisaged, which means the system has to be in place already. However,

the university does not have a clear approved quality assurance policy.

There are some quality assurance procedures on the planning level, butthere is no information about their implementation, evaluation or

improvement. According to the information provided quality assurance

seems to be embedded in the strategic planning, however, there is no

tangible evidence of existence of quality assurance policies and

procedures at the university. Next, there is no information available if

and to what extent the plans are implemented. Nor is there information

available, if feedback mechanisms are used for the building and re-design

of the QA-system itself. Last, but not least, no information is

available, if improvement of the policies and procedures for QA

themselves underlies improvements. Such kind of information usually makes

sense after a period of implementation, which, according to the Strategic

Plan 2006-2010 was supposed to have started already.

2. Approval, Monitoring and Periodic ReviewofProgrammes and Awards

There seem to exist defined processes for the development of study

programmes and the approval; it remains unclear what currently does

happen with regard to their periodic review and monitoring. The

university designs curricula (educational programme) through appropriate

chair in accordance with the established State Educational Standards for

Specialties (qualifications). The review and approval of these programmes

is done by the SEUA Academic Senate. However, periodic review and

monitoring are not defined in these processes. According to the needs

analysis, improvement is planned in these processes according to ENQA

standards, which leaves the question of how it does happen open. With


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regards to the feedback mechanisms, occasional assessment of disciplines

through student survey is in place and the feedback is taken in during

development of curricula. However, there is no information available if

there are other feedback mechanisms in place. As for the improvement,

objectives of reform in general are mentioned and are convincing; SEUA

seems to know its needs rather well. Nonetheless, the implementation

process and the impact of the approaches is still unclear.

3. Assessment of StudentsThere seem to exist assessment policy, criteria and procedures that are

published but it remains unclear to what extent these are followed in day

to day life consistently. The university has student assessment system,

mechanisms, but no information is presented about the monitoring,

analysis and improvement of the effectiveness of these mechanisms. Theuniversity plans to review the current assessment mechanisms according to

ENQA standards, which is not elaborated upon and leaves it unclear to

what extent the assessment criteria and procedures do meet the predefined

goals. However, there is no information if assessment criteria and

procedures are evaluated themselves. Learning outcome approach adopted by

the university is very positive.

4. Quality Assuranceof Teaching StaffI

t remains unclear whether there is a systemic approach and staffdevelopment planning. There is no information available on professional

development planning and review of the latter. Revision of the teaching

staff quality assessment processes, recruitment and enhancement of

competences in harmony with the requirements of ENQA standards is

planned. Teacher appointment is done through a contracting system;

teachers undergo professional development by SEUA Faculty Development

Centre, also they are assessed by students and their colleagues, but the

mechanisms for qualitative analysis of these assessments are not

presented, neither the needs assessment mechanism for staff professional

development is presented. The mechanisms of firing of inefficient staff

are not defined either. Next, the coherence of implementation remains

unclear.

5. Learning Resources and Student SupportThe university has necessary learning resources: a network of

specialized classrooms equipped for E-teaching, new laboratories, student


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guides, partly developed institutions of academic counselors/curators and

support services of student career development. However, there are no

mechanisms for students' needs analysis and assessment of the

effectiveness of available resources. The university envisages

improvement of its learning resources; however, it remains unclear if

there exists a quality oriented resource planning (policies, processes).

6. Information SystemsThe university plans to officially reorganize its internal information

system and regulate internal and external (public) information flows in

accordance with the requirements of new established internal QA system.

It is crucial to establish connection to quality aims and QA in order to

avoid loss of time and money with masses of collected data without any

significance for quality enhancement. Currently, the university hasinformation systems, by means of which information about its students is

gathered and analyzed, but nothing is said about review and update of

these mechanisms. However, the existing data collection seems to focus

only on students progress. The university should be aware of collecting

data, connected to the question to what extent the learning outcomes are

reached.

As for the feedback mechanisms and evaluation, no information is

available on how and what for the collected data are used.

7. Public InformationSEUA plans to regulate its public information about the offered academic

programmes by means of introducing clear-cut procedures of information

presentation and put the provided information into a common format. The

university makes necessary publications about the offered programmes

list, the vacancy numbers and entering requirements, catalogues and other

informational materials about SEUA, it provides annual guides for first-

year students, magazines and web-site are available at the university.

However, quality related data seem not be published at all. Further, no

information is available on the feedback mechanisms and evaluation

policies. The objectives of reform are mentioned; nevertheless the

mentioned reforms would not have much implication with regard to the QA-

system. Further, it is not clear whether the public is informed about the

findings of the internal QA.


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General remark:It is difficult to recognize which part of system exists

and which is in plans. No information about current quality assurance

procedure, probably there is some procedure according

to information from next points. Information about research activities in

not included in the QA policy description.

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