With outset in the overall objectives of quality assurance processes, all degree programmes are subject to degree programme evaluation every five years, either individually or in groups of related degree programmes.
Degree programme evaluation differs from the annual status review, as it is more in-depth and comprehensive, requires more participants, is more evaluative, and views the degree programmes from an even more societal perspective than the annual status review.
Please note: New programmes are not evaluated until after the first generation of graduates have completed the programme.
Degree programme evaluation is structured by three elements:
Qualitative and quantitative data constitute the starting point for the review of degree programme quality. A data package is developed in Power BI for the relevant degree programme(s) with a status review of the joint indicators. The indicators cover the following:
For each indicator, fixed threshold values determine when the indicator is green, yellow or red:
The indicators are supplemented by staffing plans which specify the connection between teaching and the researcher’s field of study, and a report on changes to the academic environment. The indicators may also be supplemented by additional key figures and other relevant data, such as academic regulations or supplementary studies. Finally, the action plan for the degree programme from the last annual status review is also included.
As a basis for a degree programme evaluation, a self-evaluation report is developed. Among other things, the report considers the systematic data. The head of department/school will also draw up a report the purpose of which is to identify the roles of the faculty management team and degree programmes based on their responsibilities in relation to providing research-based teaching.
This report contains:
Involvement: Director of studies or similar and the degree programme administration
The purpose of the dialogue is to identify focus areas on the basis of a holistic perspective on the degree programme.
To support both an academic and a societal perspective, at least two external experts are included whose job is to take a critical look at the degree programme concerned and thereby ask the management and staff pertinent questions.
One external expert must be an academic expert. For research-based degree programmes, the academic expert must be of the highest international level and have both research and educational qualifications. For vocational and professional degree programmes as well as development-based degree programmes, the academic expert must have the right knowledge and educational qualifications. The other expert must be an employer representative who can contribute to adopting a societal perspective.
The perspectives of employers and external examiners are also included by providing the employer panel and the relevant chair of external co-examiners with an opportunity to comment.
Involvement: Head of department, vice-dean, director of studies, board of studies or similar, external experts, employer panel, chair of external co-examiners, degree programme administration
On the basis of data and dialogue, an action plan for relevant actions following up on the degree programme evaluation is drawn up.
Action plans must include clear indications of what should be acted upon, how to act, by whom and within which time frame. The action plans thereby form the basis of the follow-up processes at degree programme level. The person responsible for an element in the action plan is also responsible for including relevant parties and bodies in order to reach a joint understanding and implementation of the agreed action and development initiatives.
The dialogue at the degree programme evaluation meeting must be written down in a document which can be used in connection with the subsequent follow-up.
The faculties follow up on the degree programme evaluations across the faculty’s degree programmes and draw up an annual education report with associated action plans. Finally, an annual education report is drawn up based on the faculties' education reports, with associated action plans at university level.
Using the university's joint guidelines, the faculties implement the principles and the framework for the degree programme evaluations locally in the form of specific procedure descriptions that support the common objective.
Involvement: The board of studies or similar, the faculty management team, the Education Committee, the senior management team and the board
