ΠΑΡΑΡΤΗΜΑ 1 - adip · web viewdigest of the institution undergoing evaluation. internal...

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HELLENIC REPUBLIC

H.Q.A

HELLENIC QUALITY ASSURANCE

AND ACCREDITATION AGENCY

INSTITUTION SELF-EVALUATION REPORT

(TEMPLATE)

May 2014

44

117 42

44 SYGROU AVENUE

11742 ATHENS, GREECE

CONTENTS

FOREWORD3

I. digest of the ACADEMIC UNIT UNDER EVALUATION5

. INTERNAL QUALITY ASSURANCE SYSTEM 15

. inventory data and indicators REGARDING the OPERATION of the central SERVICES of the HEI ..30

IV. SUMMARY INVENTORY tables of the departments of the HEI.54

V. structure, procedures, forms and implementation guide of the internal quality assurance system of the insTitutION64

FOREWORD

The quality assurance and accreditation procedures of HEIs (Higher Education Institutions) must serve the basic standards of quality assurance, which have been codified by the "European Association for Quality Assurance in Higher Education (ENQA)[footnoteRef:1] and have been adopted throughout the European Higher Education Area (EHEA). These guidelines are analyzed systematically in the First Part of the basic regulatory text published by ENQA, titled Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)[footnoteRef:2]. For the needs of the proposed evaluation of HEIs, these guidelines are specialized and analyzed by the HQAA in the text titled "Evaluation of HEIs and Accreditation of the Internal System of Quality Assurance in Higher Education - Preamble", which takes into account the revision of the ESGs in 2014. [1: European Association former Network - for Quality Assurance in Higher Education] [2: European Standards and Guidelines for Quality Assurance in Higher Education http://www.enqa.eu/files/ESG_3edition%20(2).pdf. ]

The proposed "Template" of Self-Evaluation of HEIs is based on the abovementioned analysis. It has been formulated to assist the drafters of the Self- Evaluation Report of the HEI in imprinting the data that will help the external evaluationers assess the role and perspectives of the HEI, as well as the context of the rules of operation of the Internal Quality Assurance System, which has been formulated and is being implemented at the Institute undergoing evaluation under the responsibility and with initiatives of the concerned Quality Assurance Unit (MO.DI.P.) of the Institution

It is recalled that the drafting of the Self-Evaluation Report of a HEI, to great extent, is subject to the completion of the External Evaluation of its Academic Units. The comments, remarks and recommendations of the external evaluators included in the external reports, are expected to provide a starting point for initiatives and actions that the MO.DI.P. undertook or shall undertake in the context of its mission for quality assurance and improvement throughout the Institution.

The Self-Evaluation Report consists of the following five sections:

I. Digest of the Institution undergoing evaluation.

II. Internal Quality Assurance System.

III. Inventory Data and Indicators Regarding the Operation of the Central Services of the Institution.

IV. Summary Inventory Tables of the Departments of the HEI.

V. Structure, Procedures, Forms and Implementation Guide of the Internal Quality Assurance System of the Institution.

In Sections I and II, qualitative data regarding the Institutions in the form of questions is sought aside from numerical data. Answers to the questions must be short and comprehensive and must refer directly to the respective question. The Accreditation of the Internal Quality Assurance System (when it takes place) will be based on the entire External Evaluation Report of the HEI and will be quantified before the final decision in accordance with the contents of Section II for which a word limit, which we request be honored, has been set in accordance the size of the HEI. We also request of the MO.DI.P of the Institution to ensure the correct completion of the respective template of the Self-Evaluation Report in English. The Tables of Chapter III can be adjusted to the structure of the services of the central administration of the Institution.

I. DIGEST OF THE INSTITUTION UNDERGOING EVALUATION

(In Section 1 general data is presented, and the Institution and the courses it offers are outlined)

INSTITUTION:

HEADQUARTERS: ..

Number of Schools:

Total Number of Departments:

Total number of Masters courses:

Number of Students:

Number of campuses of the Institution:

I. GENERAL TABLE

Academic year

Current year ()*

-1

-2

-3

-4

1. Total number of permanent faculty

2. Total number of other teaching staff (equivalent of full-time)

3. Total number of administrative staff

4. Total number of laboratory and other technical staff

5. Total number of undergraduate students in normal years of study (n+2)

6. Places offered in the Institution from the Panhellenic Examinations (total number)

7. Total number of admittees in the Institution (all categories)

8. Total number of registered students

9. Total number of graduates of the Institution

10. Places offered to Postgraduate students in the Institution (total number)

11. Total number of applications for postgraduate programmes of study

12. Total number of PHD students

13. Total budget size ()

14. Total size of Public Investments Program ()

15. Total budget size of the Special Account for Research Grants (SARG) ()

16. Total Research and Development Funds

17. Minimum number of Departments in Schools

18. Minimum number of Departments per campus

* The current year is the most recent full academic year (two continuous six-month academic semesters).

Ib. GENERAL INFORMATION OF THE INSTITUTION

. Self-Evaluation Procedure

This section contains a brief description, analysis and critical evaluation of the self-evaluation procedure, which was applied in the Institution, as well as possible recommendations for its improvement.

.1. Description and Analysis of the Self-Evaluation Procedure in the Institution.

What was the composition of the MO.DI.P.?

With whom and how did the MO.DI.P cooperate for the drafting of the report?

What sources and processes were used for the extraction of information?

How and to what extent was the report discussed by the bodies of the Institution?

.2. Analysis of the positive elements and difficulties which arose during the self-evaluation procedure.

.3. Recommendations of the Institution for the improvement of the procedure.

. Presentation of the Institution

This section outlines the Institution and its main operation parameters.

.1. Geographical location of the Institution (mention all the locations and corresponding facilities and academic units of the Institution).

.2. History of Institutions Evolution

.2.1. Staffing of the Institution with academic, administrative and laboratory personnel, over the last five years. Comment.

.2.2. Number and distribution of students per level of studies (undergraduate, postgraduate, PHD) over the past five years. Please comment, with particular reference to drop out students and students that have remained stagnant for a long period (>n+2).

.3. Mission and goals of the Institution

.3.1. What are the mission and objectives of the Institution?

.3.2. Mention your goal priorities in the following categories:

- Theoretical Training

- Technological Training

- Excellence in Research

- Excellence in Education

- Postgraduate Studies

- Extroversion and Internationalization

- Contribution to Regional Development

.3.3. How are the strategic objectives of the Institution analyzed in individual objectives for its academic units (School and Departments);

.3.4 How does the Institution try to achieve its objectives even if there are disincentives or drawbacks to this effort? Describe these factors.

.3.5. Are the objectives of the Institution achieved? What procedures does the Institution have in place to monitor this?

.3.6. Evaluate the capacity of the Institution to deal with change in a continuously changing environment bearing in mind the continuous improvement of the Institution.

.4. Academic figures of the Institution over the past five years

.4.1 Faculty Members per Department (analysis #1 of the General Table)

.4.2 Other teaching staff per Department (analysis #2 of the General Table)

.4.3 Students per Department: Undergraduate-Postgraduate-PHD candidates (analysis #8 of the General Table)

.4.4 Ratio of students(#8) to faculty member (#1) per Department

C. Institution Administration & Development Strategy

C.1. Organizational Development Strategy

(i)Administrative Bodies of the Institution (provided for or not by legislation, as supporting/consultative bodies that have been established). State the composition and the expected or real participation of students in each body.

(ii) Organizations and operation regulations of the Institution. Describe the level of homogeneity in the Institution, mentioning the main duties that have been transferred to the Schools/Departments.

(iii) Specific objectives and timetable

C.2. Academic development strategy

(i) Undergraduate Studies. Institutional organizational structure with Schools and Departments. Does this structure correspond to the present perception of the Institution regarding its mission?

(ii) Postgraduate studies

(iii)Specific objectives and timetable

(iv)Implementation measures for achieving objectives

C.3. Research strategy

(i) Basic axis (pillars) for research development

(ii) Specific objectives and timetable

(iii) Implementation measures for achieving objectives

(iv) Networks of laboratory-supported research

(v) Networks of research excellence

C. 4. Economic Programming

(i) Basic principles for the management of national funds

(ii) Codification of operational expenses of the ordinary budget

(iii) Codification of public investment programmes

(iv) Salary data

(v) Enterprise for the management and use of the Institutions assets

C.5. Building and Spatial Infrastructure strategy

(i) Basic axis of development. How does the spatial dispersion of the HEI meet the requirements for its development and for providing the requisite quality of services to its students?

(ii) Specific objectives and timetable

(iii) Implementation measures for meeting the objectives

(iv) Comment on possible deviations from the normal model (i.e., 1 campus/HEI or at least 2 Schools/campus.

C.6. Environmental policy

(i) hazardous materials

(ii) Management of solid city waste

(iii) Recycling

C.7. Describe how the physical size and the structural range of the HEIs Schools and Departments relate to its conditions for development. Comment on any deviations from the typical structural model i.e., minimum number of 3 Schools/HEI and 3 Departments/School.

C.8. How do you intend to strengthen the position of your Institution in the future (synergies with other HEIs, interaction of Schools, etc.). What courses of action have you already taken towards this direction?

C.9. Is the academic calendar of the Institution publicized on time? Has it been modified over the past four years, and how many academic years after its initial publication?

C.10. Analyze the total number of weeks per year (52) in weeks of main educational process, weeks of exams of all types, weeks dedicated to other activities and breaks.

D. Programmes of Study

In this section the Institution is being asked to analyze in a critical manner and to evaluate, the quality of the programmes of study (undergraduate, postgraduate and PHD), taking into account the External Evaluation/Accreditation Report of each programme and/or the special research units of the Institution. For each programme the following points should be answered and commented upon:

() Which, according to the Institutions view, are the main strong and weak points of the Programmes? Describe in brief the basic obligations of student, like the attendance of lectures, course requirements, etc

(b) What opportunities exist for taking advantage of the strong points and which possible dangers emanating from the weak points can the Institution discern?

(c) How does the Administration of the Institution deal with any remarks and recommendations that the external experts pointed out in the External Evaluation/Accreditation Reports of the Academic Units of the Institution? Offer a timetable for treating the weaknesses.

(d) Latest date of major reformulation of the programme of studies

D.1. Programmes of Undergraduate Studies

School A -

D.2. Programmes of Postgraduate Studies

School A -

D.3. Programmes of PHD Studies

School A -

D.4. For each Programme of Studies substantiate that it corresponds to the Institutions academic level and to the degree it awards.

D.5. Do you believe that the physical presence of the faculty members in the facilities of the Institution is adequate in terms of time for the generation of a satisfactory academic environment with the possibility of interaction between students and faculty members and also for the likelihood of fostering excellence? Give, in your opinion, a percentage estimate of faculty members for which the above applies, per Department and per School

D.6. For all the academic programmes of your Institution, list the following indices for the last five years:

Admittance base grade

Attractiveness (% of 1st choice)

Cost per student

Number of degree titles awarded

Number of doctoral titles awarded

. INTERNAL SYSTEM OF QUALITY ASSURANCE

(Section II is composed of 10 criteria each of which are analyzed through specific questions. Please make the answers comprehensive, short and directly related to the respective question. At the same time, make references to the respective procedures, documents, etc of Chapter V. The completed text of Chapter II should not exceed 30-40 pages depending on the size of the HEI.)

1. Quality Assurance (QA) Policy and Strategy

The HEIs must have a specific official QA policy, which is part of their strategy and must be made public. All interested internal members must participate in the formulation and implementation of this policy with the appropriate structures and processes. The participation of students and interested external social groups must also be provided for.

1.1 What is the Institutions policy regarding Quality Assurance and Improvement and which objective goals emerge from this policy?

1.2 Where can an officially publicized statement of this policy and an exhaustive description of the main processes and means for the implementation and monitoring of its application be found?

1.3 Has the Institution formulated a specific system of QA?

1.4 How has the internal system of QA of the Institution been organized?

1.5 How has the strategy of the Institution for QA as well as the high level of studies and the degrees awarded been determined?

1.6 How is the axis of development and improvement of the quality of education defined?

1.7 Where can a well worded policy, regarding issues of academic freedom, academic ethics and respective processes, be found?

1.8 Where can a well phrased regulatory framework (competences of disciplinary and administrative bodies of the Institution) for the investigation of disciplinary and academic wrongdoings of members of the academic community of the Institution (including processes and rules for the voicing of objections against decisions) be found?

1.9 How are the students and staff of the Institution protected from biased interventions and discriminations?

1.10 The policy of the Institution and the QA system

Have been officially approved? By which authorities?

Have been communicated to all types of personnel of the Institution?

1.11 Has a detailed implementation guide been put together with detailed description of the operating procedures of the QA system?

1.12 How are responsibilities regarding the QA been divided among the various bodies (Schools, Departments, and other organizational or administrative units) and individuals?

1.13 What role do students play in QA?

1.14 Do other interested stakeholders from outside the academic community participate in the QA of the Institution?

1.15 How does the Institution evaluate the effectiveness of its QA system regarding the achievement of its objectives?

1.16 How is the QA policy monitored and reevaluated in the Institution with the aim of continuous qualitative improvement of the education provided?

1.17 How is the development of centers of excellence supported by the institution and how is their sustainability through time ensured?

1.18 What is the relation between teaching and research in the Institution?

2. Planning, authorization, monitoring and periodic revision of the programmes of study and the degrees awarded.

All institutions must have procedures for the planning, authorization, monitoring and periodic revision of their programmes of study and the degrees they award. Programmes of study should be designed in such a way as to meet the stated objectives, especially regarding learning outcomes. Programme objectives must be specified and announced with clarity and must relate to the appropriate level of the national qualification framework for higher education and, thus, to the respective European framework

2.1 Do the programmes of study have clearly stated and publicized learning objectives? How does the Institution safeguard the latter?

2.2 How is the achievement of learning objectives checked?

2.3 Is there a published Guide regarding the organization of programmes of study? What exactly does it contain?

2.4 What is the formal process for the approval of the programme of studies? Do other bodies that operate beyond the framework of the academic unit to which the programme belongs, substantially participate?

2.5 How is the planning of the programmes of study and the content of the courses checked and monitored? Is the ECTS system taken into consideration and implemented?

2.6 How do the obligations differ depending on specific ways of implementation (i.e., full or part time attendance, distance learning, electronic education) and types of higher education (academic, technological)?

2.7 With what procedures is the appropriate in every case educational infrastructure provided for, developed and made available to the Departments?

2.8 Are central procedures for the monitoring and checking of the students progress and achievement in place and implemented?

2.9 Is a regular, periodic evaluation of the programmes according to set procedures and criteria aimed at safeguarding their continuous relevance and timeliness provided for? Are external members included in the evaluation panels?

2.10 Is regular feedback from employers, representatives of the labor market and other relevant bodies that are related with the professional employment of graduates provided for?

2.11 Do students participate in the QA procedures of the programmes of study?

2.12 How does the Administration of the Institution address the observations and recommendations made by external experts in the External Evaluation Reports of the Academic Units, regarding the Programmes of Study?

2.13 How does the institution ensure that the programmes of study correspond to the level of the programme and the title awarded?

2.14 What is the relevance of the programme with similar programmes abroad?

2.15 How can one infer the need of retaining the said programme of studies?

3. Education. Teaching and evaluation of students

The Institutions must ensure that the programmes of studies encourage students to assume an active role in the creation of the learning process and that student evaluation reflects this view.

3.1 Where is a clearly worded code of rights and obligations of the students published?

3.2 Are multiple and coherent learning paths according to the needs of students in the Departments/Schools of your Institution provided for? Describe.

3.3. What is the procedure with which the required minimum of student obligations regarding these paths, i.e., prerequisites of courses, is safeguarded?

3.4 What role do the Schools play in relation to the above obligations of the students?

3.5 Are different teaching methods used, as necessary in the Departments/Schools of your Institution? Describe.

3.6 How is proper guidance and support by faculty members of the Departments/Schools of your Institution offered to the students?

3.7 How are the procedures and evaluation methods of students selected at the Departments/Schools of your Institution?

3.8 How is the consistency of the evaluation, the equivalent application to all students and the strict adherence to the predetermined procedures safeguarded by the Departments/Schools of your Institution?

3.9 Are students informed clearly and in detail regarding the strategy of evaluation that is implemented for their programme of studies, to which exams or other methods of assessment they will be subjected, what is expected of them and which criteria will be applied for the evaluation of their performance? How is compliance with the communication of the above monitored?

3.10 Are clear regulations regarding the monitoring and weighting of absences, sicknesses and other special cases in the Departments/Schools of your Institution in place?

3.11 Is evaluation from more than one evaluator sought in the Departments/Schools of your Institution?

3.12 Is there a formal procedure for addressing complaints and objections by students in the Departments/Schools of your Institution? Has the institution of Student Ombudsman that is provided for by legislation been put to practice?

3.13 How is the analysis of the results of the evaluation, in regard to the intended results, provided for in the Departments/Schools of your Institution? Is the relevant feedback provided to the students and, if needed, the relevant counseling?

3.14 Is the updating of criteria, methods and procedures of evaluation provided for in the Departments/Schools of your Institution?

4. Admission of students, progress and recognition of studies

The Institutions must continuously implement predetermined and publicized regulations for all the phases of the educational cycle of students, namely, the admission, progress and recognition and accreditation of studies in all the Departments/Schools.

4.1 Are the procedures and criteria of admission implemented with consistency and transparency?

4.2 Is the mobility of students in your Departments/Schools an option? Describe.

4.3 Are clear and distinct procedures of recognition of the titles of higher education, of the educational periods and of former knowledge foreseen in your Departments/Schools? Describe where these are accessible.

4.4 Does collaboration exist with other institutions and with the national QA organization with the aim of ensuring the consistency of recognitions in all of the countrys institutions?

4.5 Are students provided with analytical information (i.e., Diploma Supplement) regarding the titles of study they received, the learning objectives they achieved, the framework, the level and the content of studies they successfully completed?

5. Quality Assurance as Regards the Faculty

Institutions should have specific means to ensure and guarantee the quality and skills of the faculty. These means should be available to external evaluation panels and evaluated in their reports. The selection and development of staff should procedures should be objective and transparent.

5.1 Explain if clear, transparent and objective selection procedures of the faculty, which take into account the importance of scientific and pedagogical skills of the staff, are provided for and abided by.

5.2 How is it ensured that vacancy notices and the recruitment of staff include procedures that provide safeguards that all new teaching staff have at least a rudimentary teaching necessary skills?

5.3 How are opportunities for the professional/scientific development of the faculty offered? Particularly, as regards the development and expansion of their educational abilities/skills?

5.4 How is scientific activity assessed and encouraged in the educational staff with the aim of strengthening the connection of education and research? Indicate when each procedure is implemented by each staff tier.

5.5 How are potential weaknesses of the teaching staff as regards the implementation of their teaching work identified? Indicate when this procedure is implemented by each staff tier.

5.6 What are the procedures in place so that the members of the faculty receive the necessary feedback on their personal performance as well as the opinion of the students?

5.7 Describe the quality assurance procedure of the educational activities by the students.

5.8 Describe the educational programs aimed at teaching-research staff and which have been implemented the last five years.

5.9 How does the institution assess the needs of less-skilled faculty members and provide opportunities for the improvement of their abilities/skills?

5.10 How does the teaching/research staff participate in the institutions administrative activities?

5.11 What forms of remedy are available to the institution for cases of teaching staff proved to be ineffective at their duties? How frequently have such procedures been implemented?

5.12 Is there a clear policy-on educational staff-as regards issues of academic conduct (including plagiarism) and related procedures?

5.13 Is a regulatory framework (jurisdiction of disciplinary and administrative bodies of the Institution) in place for the investigation of disciplinary and academic misconduct of the faculty, as well as procedures and rules for submission of complaints against decisions? Describe.

6. Educational infrastructure and student support

Institutions should have sufficient resources for the support of educational and teaching activities and to ensure adequacy of available infrastructure for the support of learning and the students.

6.1 With what procedure is it certified that all programs have appropriate and adequate infrastructure to support learning, designed according to their needs?

6.2 What is the students opinion, as reflected in their assessments, of the available infrastructure for the support of learning?

6.3 How are students informed regarding the available educational infrastructure and services?

6.4 Are the supporting infrastructure and services easily accessible?

6.5 Are procedures for regular systematic monitoring, evaluation, review and improvement of the appropriateness and effectiveness of supporting services available to students?

6.6 Is an upgrade procedure available regarding infrastructure in light of feedback from the persons who use the services?

6.7 Comment on the available support in regard to:

- Libraries

6.8 Likewise:

- Information systems and infrastructure

6.9 With what procedure is personal assistance offered to students in the form of individual training and support?

6.10 How are the relevant observations and recommendations made by the external experts on the External Evaluation Report/Certification of the individual academic Units and Programs of the Institution, regarding the educational infrastructure and student support, dealt with by the Institutions Administration?

6.11 What is the role of Schools in the allocation of funds to the respective Departments and how is it implemented?

7. Information Systems for Recording and Analyzing Elements and Indicators

Institutions should ensure the collection, analysis and use of valid information for the effective management of the curriculum at all levels and of other functions and activities.

7.1. Comment on whether the institution has reliable means of collecting, analyzing and utilizing valid information regarding the effective management of the curriculum and of other functions and activities.

7.2 How is data on student satisfaction regarding the curriculum, the pace of their progress and success and their professional outcome, monitored, analyzed and utilized;

7.3 How are critical indicators of the institutions operation, for the achievement of its objectives, such as the effectiveness of teachers, the identity of the student population and the available educational infrastructure and their cost, collected and used?

7.4 Are students and teachers involved in the collection and analysis of information?

7.5 How is system data analyzed and utilized to activate actions for improvement?

7.6 Does the institution seek comparisons with other similar organizations within and beyond the Common European Higher Education Area, with the aim of strengthening self-awareness and finding possible ways to improve its operation?

8. Publication

Institutions should regularly publish up to date, clear, accurate, impartial and objective information, both quantitative and qualitative, on the activities and programmes of study and the titles they offer.

8.1 How does the institution manage the publication of information on the programs offered, the expected learning outcomes, the titles offered, the teaching, learning and assessment procedures it uses and learning opportunities offered to students?

8.2 Is the information regarding the offered programmes of study published in English or in other languages?

8.3 Are the faculty members CVs included in the published information, both in Greek and in English?

8.4 Have the Registers of the External evaluators of the programmes of study been published?

8.5 Are the employment agencies of the institution and their views, as well as the identity of the current student population included in the published information?

8.6 How is it ensured that this information is clear, accurate, unbiased, objective and easily accessible?

8.7 How does the Institutions Administration deal with the relevant observations and recommendations made by the external experts on the External Evaluation Reports/Certifications of the individual academic Units and Programmes of the Institution, regarding the publication?

9. Continuous monitoring and periodic review of the programmes

The institutions should monitor and periodically review their programs to ensure the achievement of their objectives and to respond to the needs of the students and of society. These revisions should result in the continuous improvement of the programmes of all the Departments/Schools. Any changes planned or adopted shall be communicated to all interested parties.

9.1 In what ways are the contents of the programmes of study assessed and revised periodically?

9.2 How are recent research of the specific scientific discipline, the changing needs of society and the expectations, needs and satisfaction of the students with the programme taken into account, for it to be continuously updated and to create a supportive and effective learning environment for the students?

9.3 What is the procedure with which the reviews take into account the work load of the students, and the pace of progress and completion of studies of active students?

9.4 How is the effectiveness of student assessment procedures and the appropriateness of the learning environment and support services in connection with the programme taken into account in the reviews?

9.5 How is the participation of students and other interested agencies in the review of the programmes provided for?

9.6 What in specific is the role of the Schools in the review procedures?

10. Periodic external evaluation

The institutions must undergo periodic external evaluation in accordance with European QA principles..

10.1 What is the procedure with which the Institution deals with the observations of the External evaluation?

10.2 To what degree/percentage have the observations of the latest Review of the Institution been accepted?

10.3 How is the achieved progress after the latest external evaluation certified? Provide a timetable of relevant actions.

10.4 In what way is the implementation of School plans for the coverage of any comments of the external evaluation and accreditation of their programmes monitored?

10.5 What is the role of the Schools in the previous procedure?

. INVENTORY DATA AND INDICATORS REGARDING THE OPERATION OF THE CENTRAL SERVICES OF THE HEI

Table .1. Council of the Institution

= Reference Year

-1

-2

-3

-4

Number of meetings held

Publication of agenda[footnoteRef:3] [3: YES/NO]

Publication of decisions/minutes1

Minute confirmation methods[footnoteRef:4] [4: MS=Member Signature, NM=Next Meeting, O=Other]

Internal Regulation of the IC1

Strategic/Operational Planning Texts of the IC1

Comments:

Table .1. Senate/Assembly of the ...

= Reference Year

-1

-2

-3

-4

Number of meetings held

Publication of agenda[footnoteRef:5] [5: YES/NO]

Publication of decisions/minutes1

Minute confirmation methods[footnoteRef:6] [6: MS=Member Signature, NM=Next Meeting, O=Other]

Internal Regulation1

Strategic/Operational Planning Texts of the Senate/Assembly of the TEI1

Comments:

Table .2. Personnel Department

= Reference Year*

-1

-2

-3

-4

M

F

T

M

F

T

M

F

T

M

F

T

M

F

T[footnoteRef:7] [7: M=Male F=Female T=Total]

Number of employees

Total number of employees handled by the Personnel Department

Distribution of institution employees in categories:

Faculty

Full-time

Part-time

Administrative

SLTS

STLS

Others

Distribution of employees based on education level:

CE

S

U

Other

Level of usage[footnoteRef:8] [8: H=High =Medium L=Low]

* = reference year, namely, the most recent full academic year.

Comments:

Table .3. Financial Services

=Reference Year

-1

-2

-3

-4

Number of employees

Budget ()

Distribution of budget amongst Departments*

Public investment programme

Level of utilization of Institutional resources **

Use of double-entry system*

Degree of IT usage**

* YES/NO

** H=High, =Medium, L=Low

Comments:

Table .4. Supplies Department

=Reference year

-1

-2

-3

-4

Number of years

Number of tenders

Amount of tenders ()

Distribution according to tendering procedure type*

Degree of IT usage[footnoteRef:9] [9: H=High, =Medium, L=Low]

Fixed costs record[footnoteRef:10] [10: YES/NO]

Supply monitoring storage2

*i.e. international, call for tenders, direct award, etc.

Comments:

Table .5. Technical Services

= Reference year

-1

-2

-3

-4

Number of employees

Number of projects

Amount of projects in

Distribution according to type of project*


Area covered by facilities in m2

Spatial distribution of institutional facilities

Distribution of facilities according to type (m2):

Offices

Laboratories

Teaching rooms

Other

*i.e. New projects, repairs, maintenance, etc.

Comments:

Table .6. IT Infrastructure

= Reference year

-1

-2

-3

-4

Number of employees

Number of work stations at the institution

Distribution of work stations

-

-

-

-

-

Spatial distribution:

Offices

Laboratories

Others

Number of PC labs

Size of PC labs

Number of central PCs

Year of purchase

Number of user accounts

Basic offered services (i.e. Distance education)

Type

Average usage

Intranet :

Number of places

Speed

Internet connection (speed)

Comments:

Table .7. Library

= Reference year

-1

-2

-3

-4

Number of employees

Number of volumes

Number of magazine titles (in print)

Number of local databases

Multimedia

Other collections :

Type of access to material (free or not)

Library siting (single-space or not)

Study hall[footnoteRef:12] [12: YES/NO]

Size of study hall (in m2)


Participation in network of University Libraries 1

Number of Library users:

Borrowing

Interlibrary borrowing

Number of users of the study hall

Average use of e-services

Total annual library budget

Annual budget for library enrichment

Library (continued)

How are the needs of the departments or the units located at a greater distance from the Library served?

Does the Library provide a wide range of services, like bibliography training, quick and orderly acquisition and circulation of books and magazines?

Does the Librarys staff provide informative programmes, tutorials, individual support and other services, for the cultivation of the skills necessary for access to information and the abilities needed for identifying, evaluating and proper use of knowledge and information by all means, electronic, or other?

Are e-library services available as per international practice, for the support of the needs of the students and faculty, in ways worthy of the institutions mission?

Do students and faculty members have access to the necessary electronic sources of information, as necessary for the programme, the level and ways of teaching?

Does the Library have both short- and long-term plans-with the corresponding budget- for the enrichment of its collections?

Do faculty members and other interested persons partake in the development of the collections and the decision-making involved in the discontinuing of library material?

Is the Librarys collection catalogued according to recognized bibliographic formats and agreements, as to provide its users, both on and away from the institutions premises, with easy access to the available material, including electronic databases?

Are all existing cooperation agreements with other libraries and organizations up-to-date, consistent with the institutions mission, and are they subject to periodic assessment?

Is the Librarys staff sufficient in numbers? Do they possess the required professional knowledge to support the training of the students and the faculty on bibliography, their access to the collections, both in print and electronic, and in other forms of IT, throughout the Librarys operating hours?

Comments:

Table .8. Publications/Printing

= Reference year

-1

-2

-3

-4

Number of employees

Number of titles-Total number of publications

Number of titles-Total amount of lecture material/notes


Comments:

Table .9. Student care

= Reference year

-

-2

-3

-4

Number of employees

Number of catered students

Number of accommodated students

Number of scholarships

Offered scholarships and awards (number)


Comments:

Table .10. Employment and Career Center (ECC)

= Reference year

-1

-2

-3

-4

Number of employees

Is a single database of partners kept?[footnoteRef:16] [16: YES/NO]

Is a graduate register kept?

Number of partners

Distribution of partners based on their type :

Public

Private

Distribution of partners based on size:

I: > 100 staff members

II: 30-100 memb.

III: < 30 memb.

Number of placements :

Per Department

Per type of partner

Minimum, maximum, and average duration of placements

Per partner size:

I.

II.

III.


Activity of the Innovation and Entrepreneurship Unit (IEU)[footnoteRef:18] [18: H=High, =Medium, L=Low]

Comments:

Table .11. School/Academic Unit Department

= Reference year

-1

-2

-3

-4

Number of employees

Number of Centers of Excellence in education and organization of learning

Degree of IT usage[footnoteRef:19] (i.e. Remote services) [19: H=High, =Medium, L=Low]

Comments:

Table .12. Special Account for Research Funds (SARF)

= Reference year

-1

-2

-3

-4

Number of employees (permanent)

Budget ()

Number of projects

:

based on budget () 0-50 000

50-200 000

>200 000

Per type

basic research

applied research

provision of services

other

Per type of contributor (U, Public, Private)

Per implementing Department

Based on the number of employees

0-10

10-30

>30

Annual monetary result ()

Reserve (%)

Management of available balance: (%) Operation/Development/Research

Number of Centers of Excellence in Research


Accounting scheme

Fixed Costs Record

Liaison Office ()

Comments:

Table .13. Public/International Relations Department

=Reference Year

-1

-2

-3

-4

Number of employees

Number of educational programmes that the Institution participates in (i.e. Erasmus, Tempus)

Programme budget (grants by the SSF, EU, etc.)

Number of cooperating institutions/foreign agencies (Universities, Research Centers, etc.)

Number of mobile students (incoming/outgoing)

Number of mobile faculty members (incoming/outgoing)

Comments:

Table .14. Foreign Languages

= Reference year

-1

-2

-3

-4

Number of employees

Number of teaching staff

Number of courses offered

Number of Foreign Languages. Specify which of these are offered on a regular basis and which occasionally

How many and which of there are offered for free

Available education facilities

Distribution of students

per Language

per Department


Comments:

Table .15. Gym

= Reference year

-1

-2

-3

-4

Number of employees

Number of teaching staff

Number of offered programmes

Available facilities

Characterization (i.e. court)

size

equipment

Siting

(location)

Comments:

Table .16. Social and cultural activities

= Reference year

-1

-2

-3

-4

Number of employees

Number of sports clubs

Total number of participating students

Number of theater groups


Number of music groups


Other Social and Cultural Activities:

Comments:

Table .17. Other Services (such as security, etc.)

-

-

-

-

-

-

-

-

-

-

SUMMARY TABLE

Central Services of the Institution

Service

Number of Administrative Personnel

Number of Technical Staff

Number of other personnel

Regular Budget and PIP Funds per student

Service A

Service B

Service C

etc.

Service





Number of accommodated students

Halls of Residence

Service





Number of students using refectory

Refectory

Service





Total number of books

Number of books in the Library of the Institution per student

Library of the Institution

Note: the distinction between administrative and technical personnel is mainly a matter of essence and secondarily of background, i.e. if a PLP engineer follows the protocol he/she is considered administrative personnel. Those who are employed in work of a technical nature, i.e. designers, those involved with the maintenance of the facilities, with PCs, with laboratory support, etc. are technical personnel. Those who cannot be included in the above two categories, i.e. guards, drivers, etc., fall within the others category. 'Permanent' freelancers (roughly) are categorized as above. Occasional ones are not.

General Comments: It is suggested that the number and the professional efficiency of the administrative, technical and other personnel, as well as of the entirety of the infrastructure, is commented on in free text.

63

Internal Evaluation of Institute Template Version 1, April 2014

IV. SUMMARY INVENTORY TABLES OF THE DEPARTMENTS OF THE HEI

DEPARTMENT IDENTITY OF THE H.E.I.

DEPARTMENT

H.E.I.

SCHOOL

NUMBER OF ADMITTED STUDENTS OF THE CURRENT* ACADEMIC YEAR

TOTAL NUMBER OF STUDENTS (IN ALL SIS-MONTH SEMESTERS) IN SEPTEMBER OF ()

NUMBER OF STUDENTS WITHIN LIMITS OF NORMAL DURATION OF STUDIES IN SEPTEMBER OF ()

NUMBER OF STUDENTS BEYOND LIMITS OF NORMAL DURATION OF STUDIES IN SEPTEMBER OF ()

TOTAL NUMBER OF STUDENTS THAT GRADUATED

(WITHOUT FURTHER OBLIGATIONS, IRRESPECTIVE OF GRADUATION CEREMONY)

AC. YEAR ()

AC. YEAR (-1)

AC. YEAR (-2)

PERSONNEL (in September of )

Professors

Deputy Professors

Assistant Professors

Lecturers/Professors of applied sciences

SLTS/ATP

Contractual

(number of contracts)

Administrative Personnel

TRPU/STP

Scient./Lab. Partners

The following table is in regard to academic year

MINIMUM NUMBER OF COURSES REQUIRED FOR AWARD OF DEGREE

TOTAL OF HOURS PER WEEK OF THEORETICAL COURSES WITH MANDATORY ATTENDANCE FOR STUDENTS FOR THE AWARD OF THE DEGREE

.

.

TOTAL OF HOURS PER WEEK OF TUTORIAL LESSONS WITH MANDATORY ATTENDANCE FOR STUDENTS FOR THE AWARD OF THE DEGREE (EVEN IF THEY ARE PART OF A THEORETICAL COURSE)

.

.

TOTAL OF HOURS PER WEEK OF LABORATORY COURSES WITH MANDATORY ATTENDANCE FOR STUDENTS FOR THE AWARD OF THE DEGREE (EVEN IF THEY ARE PART OF A THEORETICAL COURSE)

.

.

IS THE SUBMISSION OF A DISSERTATION MANDATORY FOR THE AWARD OF THE DEGREE?

IS THE COMPLETION OF AN INTERNSHIP MANDATORY FOR THE AWARD OF THE DEGREE?

NUMBER OF CONCENTRATIONS OF THE UNDERGRADUATE PROGRAMME OF STUDIES (IF ANY)

Mention the concentrations, if any

TOTAL NUMBER OF OFFERED ELECTIVE COURSES IN THE UNDERGRADUATE PROGRAMME OF STUDIES

TOTAL NUMBER OF POSTGRADUATE PROGRAMMES OF STUDY (PPS) (Autonomous or in collaboration with other HEIs/TEIs in Greece or abroad

TOTAL NUMBER OF POSTGRADUATE STUDENTS

TOTAL NUMBER OF PHD STUDENTS

* The most recent, full academic year

(To be repeated for each Department of the HEI)

TABLE IV.1. Undergraduate and Postgraduate Programmes of Study of the Departments of the Institution

Undergraduate and Postgraduate Programmes of Study (of the whole Institution)

When did the last reform take place?

Total number of courses for the award of the degree

Total number of credits of the European Credit Transfer and Accumulation System (ECTS) for the award of the degree

Number of Compulsory Courses

Total Number of Elective Courses (Compulsory Elective and Free Elective)

How many of the Elective Courses are offered by other Departments or Institutions?

In how many of the courses are student questionnaires collected?

Dptm.

Undergrad. Programme


Undergrad. Programme C

..

Postgrad. Programme

Postgrad. Programme

Postgrad. Programme C

Dptm.



Undergrad. Programme C

Postgrad. Programme

Postgrad. Programme

Postgrad. Programme C

Etc.

TABLE IV.2. Department Personnel (per School and Department)

Schools

Departments

Total number of faculty members

Number of Professors

Number of Professors

Number of Deputy Professors

Number of Assistant Professors

Number of Lecturers/Professors of applied sciences (TEI)

Number of PD 407 contractors (HEIs) or Scientific and Laboratory Associates (TEI) (Number of natural persons)

Correspondence of the previous number to full-time positions

Correlation of teaching staff/students

School

Department

Department

Department C

School

Department

Department

Etc.

Etc.

Total

(For the last four years, one Table per year)

TABLE IV.3. Students (per Programme of Studies)

Undergraduate /Postgraduate Programmes of Study

(for the whole Institution)

Number of new students per category

Total number of registered students in all years

Number of graduates

Average degree grade

Distribution of degree grade during the last two years

Rate of students with regard to the total number who did not complete their studies in n+2 years **

Total number of new students

With entry exams

From transfers

With qualifying examinations

Other categories

5.0-5.9

6.0-6.9

7.0-8.4

8.5-10

Department

Undergraduate Programme A

Undergraduate Programme B

Undergraduate Programme C

..

Postgraduate Programme


Postgraduate Programme C

Department B

Undergraduate Programme A

Undergraduate Programme B

Undergraduate Programme C


Postgraduate Programme B

Postgraduate Programme C

etc.

(For the last four years, one Table per year)

** where n=the normal number of years to complete the course .

TABLE IV.4. Teaching work (per Department)

In this Section a free text is proposed according to the Annual Reports of the Departments. It is also suggested that attention be paid, among other points, to the following three:

4.1. General qualitative remarks (a) regarding teaching methods, and (b) regarding the content of the course, which arise from the analysis of the questionnaires that have been completed by students, according to the general comments that are included in the Annual Self-Review Reports of the corresponding Departments.

4.2. Reference to methods, use of new technology, notes/books.

4.3. Reference to innovations and good practices.

Table IV.5. Research Projects during the last 4 years (per Department)

In this Section a free text is proposed according to the reports of the Departments. It is also suggested that attention be paid, among other points, to the following three:

1. Reference to particularly important, in the Departments view, activities.

2. Notable research collaborations.

3. Reference to particularly important, in the Departments view, distinctions.

Academic Year

Departments

Total Number of Research and Development Funds

(annual turnover)

From Greek Sources/Bodies

From Abroad

Remarks

Department A

Department B

Department C

etc.

(One Table per year)

TABLE IV.6. Other Services (per Department)

Departments

Total Number of Administrative Personnel

Relation of the number of Administrative Personnel

Total number of Technical staff

Relation of the number of Technical staff

Number of Computers available for use by students

Number of classrooms

Number of seats in the classrooms

Number of Laboratories

Number of seats in Laboratories

To the total number of Academic staff

To the total number of students

To the total number of Academic staff

To the total number of students

0-50

51-100

101-200

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