wp1 current and desired level of knowledge/skills in
TRANSCRIPT
ERASMUS+ PROJECT NETCHEM ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
WP1 Current and Desired Level of Knowledge/Skills in Technology Enhanced
Learning in EFSC Task 1.2 Report on PC practice in using OER
and Instrumental Analysis
April 2017
ERASMUS+ PROJECT NETCHEM ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
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ERASMUS+ PROJECT NETCHEM ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
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Project acronym: NETCHEM
Project full title: ICT Networking for Overcoming Technical and Social Barriers in
Instrumental Analytical Chemistry Education
Project No: 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP
Number of grant contracts 2016-2586/001-001
Web address of project www.netchem.ac.rs
Funding Scheme: Erasmus+
Coordinator Institution: University of Niš
Coordinator: Prof. dr. Tatjana Anđelković
Project duration: 15.10.2016 – 14.10.2019.
Work package: WP1 – Current and Desired level of Knowledge/skills in
Technology Enhanced Learning in EFSC
Lead organization of WP1: University of Greenwich (UoG), UK
Task 1.2 Analysis of PC partners Knowledge/Skills/Practice in using
OER/WARIAL in EFSC
Task leader: University of Novi Sad (UNS), Serbia
Version of the document: V.01
Date: 19/04/2017
Status: Draft
Responsible partner: UNS
Dissemination level: External
Review was performed by Professor Dr Ivan Gržetić, University of Belgrade
Acknowledgment We thanks to all the participants that were active in this survey and provided their
answers.
Note: It is likely that both false negatives and false positives are existing since not majority of the
targeted population was responded by the survey in both countries in all categories. However, still
significant number of answers was collected to be able to perform the survey for the purpose of the
project. The authors can not be held responsible for any other use or interpretation of the information
provided here than for purposes of NETCHEM project realisation.
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List of abbreviations
EFSC = Environmental and Food Safety Control
OER = Open Education Resources
WARIAL = Web Accessed Remote Instrumental Analytical Laboratory (WARIAL) – acr. for
network in the Project
PC = Partner Country: Serbia, Albania
ICT = Information & computer technology
SQL = Structured Query Language (Database program)
HEI = High Education Institution
CPD = Continuing professional development (CPD) courses
LLP = Life Long Learning (LLL) Programme
UT= University of Tirana
AUT= Agricultural University of Tirana
NI= Niš
KG=Kragujevac
BG= Belgrade
NS= Novi Sad
SR=Serbia
GC/MS= Gas chromatography with mass spectrometry
GC/ECD= Gas chromatography with electron capture detetction
GC/FID = Gas chromatography with flame ionisation detection
GC/MS/ECD/FID = Gas chromatography with one or more of detection methods among mass
spectromety, eletron capture detection, flame ionisation detection
HPLC/ UV=high performance liquid chromatography with UV/VIS absorbance detection
AAS= Atomic Absorption Spectrometry
FTIR= Fourier Transform Infrared spectroscopy
UV/VIS= Ultraviolet/Visible absorption spectroscopy
ICP-MS= Inductively Coupled Plasma–Mass Spectrometry
LC-MS/MS= Liquid Chromatography Tandem Mass spectrometry
IC= Ion Chromatography
TOC= Total organic carbon
NMR= Nuclear Magnetic Resonance
ERASMUS+ PROJECT NETCHEM
ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
NETCHEM
Authors of the Report
(In alphabetical order)
Adamov Jasna University of Novi Sad
Andjelkovic Darko University of Nis
Andjelkovic Tatjana University of Nis
Andrejic Nenad Analysis
Antic Dragan University of Nis
Bogdanovic Sara Zlatiborac
Brahollari Albiona Agricultural University of Tirana
Cendic Marina University of Kragujevac
Dimitrijevic Stana Enological Station Vrsac
Djekic Sanja Analysis
Djukic Maja University of Kragujevac
Gajica Gordana University of Belgrade
Hasaillu Rozeta Agricultural University of Tirana
Ilijevic Konstantin University of Belgrade
Ivancev Tumbas Ivana University of Novi Sad
Ivanovic Milos University of Kragujevac
Jeremic Marija University of Kragujevac
Jevtic Stojanovic Marija Zlatiborac
Joksimovic Zorica Zlatiborac
Jovancicevic Branimir University of Belgrade
Kika Alda University of Tirana
Kodra Mariola Agricultural University of Tirana
Kongoli Renata Agricultural University of Tirana
Kostic Ivana University of Nis
Leovac Macerak Anita University of Novi Sad
Loha Ilir Agricultural University of Tirana
Lopicic Vesna University of Nis
Ljubojevic Vesovic Natasa Zlatiborac
Matovic Zoran University of Kragujevac
Mihajlovic Ivana University of Novi Sad
Morina Ariola Agricultural University of Tirana
Mrkalic Emina University of Kragujevac
Musabelliu Bari Agricultural University of Tirana
Petrovic Biljana University of Kragujevac
Petrovic Evica University of Nis
ERASMUS+ PROJECT NETCHEM
ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
NETCHEM
Popov Saša Enological Station Vrsac
Radonic Jelena University of Novi Sad
Sorgic Sasa Enological Station Vrsac
Stanic Zorka University of Kragujevac
Trifunovic Srecko University of Kragujevac
Turk Sekilic Maja University of Novi Sad
Vasjari Majlinda University of Tirana
Vukovic Nenad University of Kragujevac
Zarubica Aleksandra University of Nis
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Organization of survey and data collection was performed by
(In alphabetical order)
Professor Dr Adamov Jasna, University of Novi Sad
Dr Anđelković Darko, University of Niš
Professor Dr Anđelković Tanja, University of Niš
Brahollari Albiona, Agricultural University of Tirana
Dr Ćendić Marina University of Kragujevac
Đukić Maja, University of Kragujevac
Gajica Gordana, University of Belgrade
Dr Hasalliu Roseta, associate professor Agricultural University of Tirana
Dr Ilijević Konstantin University of Belgrade
Professor Dr Ivančev-Tumbas Ivana, University of Novi Sad
Dr Ivanović Miloš, vanredni profesor University of Kragujevac
Professor Dr Jovančićević Branimir, University of Belgrade
Dr Kika Alda, associate professor University of Tirana
Professor Dr Kongoli Renata, Agricultural University of Tirana
Dr Kostić Ivana, University of Niš
Professor Dr Matović Zoran, University of Kragujevac
Dr Radonić Jelena, associate professor University of Novi Sad
Dr Turk-Sekulić Maja, associate professor University of Novi Sad
Professor Dr Vasjari Majlinda, University of Tirana
Professor Dr Zarubica Aleksandra, University of Niš
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Table of Contents
1. Purpose of the survey 9
2. Results of questionnaires related to Albanian Knowledge/Skills/Practice in using
OER/WARIAL in EFSC
10
2.1 Target group of teachers 10
2.2 Target group of students 16
2.3 Target group of heads of HEIs 19
2.4 Target group of analysts 21
2.5 Target group of heads of laboratories 23
2.6 Target group of equipment distributers 25
2.7 Summary of the findings and future recommendations for Albania 27
3. Results of questionnaires related to Serbian Knowledge/Skills/Practice in using
OER/WARIAL in EFSC
28
3.1 Target group of teachers 29
3.2 Target group of students 36
3.3 Target group of heads of HEIs 41
3.4 Target group of analysts 43
3.5 Target group of heads of laboratories 47
3.6 Target group of equipment distributers 51
3.7 Summary of the findings and future recommendations for Serbia 55
4. Conclusions on PC practice in OER and Instrumental Analysis 59
5. Annex I Examples of questionnaires 62
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ERASMUS+ PROJECT NETCHEM ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education
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1. Purpose of the survey
NETCHEM Project aims at strengthening the capacities for international cooperation in Serbian
and Albanian higher education institutions (HEIs) and enterprises in order to increase their education
level and technical capacities regarding analytical instrumentation usage for Environmental & Food
Safety Control (EFSC) through Technology Enhanced Learning and to increase benefits in health,
environment, tourism and economy in Serbia and Albania toward their EU pre-accession development.
The Project objectives corresponds to 2 of 7 priorities in the strategies of scientific development in both
Serbia and Albania: (i) Environmental protection and (ii) Food security that meets the needs of
consumers in terms of quality and security; as well as 2 Regional priorities for WB: (i) environmental
protection and (ii) learning and teaching tools, methodologies and pedagogical approaches including
outcomes and ICT-based practices. One of the project goals is to modernize MSc and PhD courses by
usage of open education resources (OER) and to develop web accessed remote instrumental analytical
laboratories (WARIAL). Additionally, the goal is to develop and enhance the courses for continuous
professional development (CPD) at each of participating Universities as a way to increase instrumental
analytical techniques application in solving EFSC problems within laboratories. Development of OER
platform will provide the possibility of constant availability for consultation and exchange of experience,
knowledge and information.
In order to achieve such an objective of the project one of the tasks of Work package 1 was to
perform the survey related to the state of the art in knowledge, skills and practice as well as technical IT
and analytical support related to development of OER in Partner Countries (PC), Albania and Serbia (Task
1.2). The task was performed via collecting the answers of different target groups on specifically tailored
questionnaires for teachers, students, heads of Higher Education Institutions (HEIs), analysts that work
in various laboratories, heads of various types of laboratories and distributers of instrumental analytical
equipment. All the questionnaires are presented in Annex 1. In this way it was possible to make deep
survey on opinions of actors that participate in both process of education and process of work at the
market, either as providers of equipment, or as users of equipment (both of them potential employers
of graduates that coming out from the university). Based on the findings it is possible to see the
available resources that can be of use in developing OER, WARIAL and CPDs in both countries, to define
the needs related to content that is necessary to deliver in PC countries at each partner, at national or
regional level and to define the best available teaching tool for delivering needed contents. This should
provide conditions to implement work on the tasks within other relevant work packages efficiently and
to contribute to both university and continual professional education in the field of instrumental
analysis.
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2. Results of questionnaires related to Albanian
knowledge/skills/practice in using OER/WARIAL in EFSC
Albanian partners, University of Tirana (UT) and Agricultural University in Tirana (AUT) collected
in total 90 completed questionnaires (out of 114 sent): 21 for teachers, 23 for students, 21 for analysts,
9 for heads of laboratories, 12 for heads of HEIs and 4 for distributers of equipment for instrumental
analysis. The participants were staff and students of the universities (AUT and UT), and also persons
(analysts and heads of Laboratories), that actually work in private company laboratories or public
laboratories in the field of environmental analyses and food control. Detail presentation of the results is
given in following chapters related to different target groups.
2.1 Target group of teachers
Teacher participated in this survey are 81 % female. 47% have a work experience within higher
educational institution varying from 10-20 years (Figure 2.1).
Figure 2.1. Gender (A) and years of experience in HEIs (B), of targeted teachers: a) less than 1; b) 1-5; c)
5-10; d) 10-20; e) 20-30
Problems teachers encounter in teaching
Challenges that teachers encounter during teaching are presented in Figure 2.2. From issues
that teachers may encounter in their teaching, most of them gave the lowest (4) priority to lack of
professional literature and lack of students motivation, and the highest priority (1) to lack of financial
resources for purchase of new didactic tools. Other issues such as the lack of time, lack of space, too few
analytical instruments, lack of resources for purchase of consumables and lack of resources for
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equipment maintenance are considered with higher priority (2). They gave an average priority (3) to
lack of students’ theoretical knowledge need for their courses.
Fig. 2.2 Challenges that teachers encounter during teaching (1 – the highest priority, 5 – the lowest
priority)
Computer skills
Teachers have excellent knowledge/skills on Office package and average knowledge/skills on
LMS, and statistical data analysis software. Most of them have undeveloped knowledge/skills on remote
Desktop Control and Web-conferencing Software (Figure 2.3).
Teachers mostly use interactive online or offline theoretical classes, online or offline resources
for learning about instruments functioning and web-conferences as e-learning tools. They rather use
Moodle platform (or equivalent) and they have not used software for simulation/conducting practical
work (Figure 2.4).
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Fig 2.3 Teachers’ knowledge and skills in using computer software
Fig. 2.4 Fraction of teachers who use e-learning tools
Application of OERs
All the teachers agree that the quality of their lectures will be better if they use OER during classes or
exercises.
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Fig 2.5. Purpose of OERs application in Albanian universities
-
31% of teachers use OER as additional recommended literature for students, 28% of them use OER
during self-preparation for lectures, and 22% of them use OER during preparation of tests for students,
13% of them during lectures and the remaining 6% as obligatory literature for students (Figure 2.5).
Fig 2.6 Frequency of some OERs using during teaching in UT and AUT
; ; .
During teaching, more that 60% of teachers, often, use scientific papers, printed publications (books,
journals), databases and e-books/e-textbooks. They occasionally use pictures/animations, simulations of
phenomena and processes, simulations of instrument functioning, other electronic textual material
(brochures, presentations, and promotional materials), web conferences and forums and other forms of
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online communications. Most of them do never use movies, webinars and online courses at internet (as
shown in Figure 2.6)
Usage of WARIAL
Most of the teachers have never worked in analytical laboratories with remote web access to
instruments (WARIAL). They all would like to use WARIAL in their teaching. The obstacle might be the
possibility to harmonize lecture schedules with infrastructural capacities.
Most of the teachers (87%) think that the application of WARIAL is appropriate for students’
preparation and training for handling analytical instruments; the remaining 13% think that WARAL
application can be only as an addition to the real work with instruments. They all think that computer
simulations can be an appropriate addition to practical work with instruments.
Use of analytical instruments in university courses
90% of targeted teachers use practical exercises on analytical instruments in their courses. In
their practical exercises, teachers use the following instruments GC/MS/ECD/FID, HPLC/UV, AAS, UV/VIS
and electrochemical devices.
Most of the exercises at above-mentioned instruments are organized in groups 4-5 students
(65%), and few of them work individually with the help of a teaching assistant (10%) and as
demonstration (25%) (Figure 2.7). However in this point there are some differences between two
universities; In University of Tirana practical exercises on analytical instruments in small groups are
organized in 55% and demonstrations 45% and in no case the students work without the help of a
teaching assistant. On the other side, in Agricultural University of Tirana in a few cases students work
without the help of teaching assistant (11%) while most of the students work with instruments in small
groups (78%) and as demonstration in 11% .
Fig. 2.7 Use of analytical instruments in students 'practical work in Albanian universities
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Teachers’ and students’ competencies for working with analytical instruments
When asked to assess the knowledge and skills of their students at the beginning of master/PhD studies,
teachers were more satisfied with the knowledge and skills of their PhD than master-students (Figure
2.8).
Fig. 2.8 Teachers’ average assessment of students’ knowledge and skills
upon enrollment in MSc or PhD studies in Albanian universities
The most common way teacher assess students’ practical knowledge in handling analytical instruments
is checking only their theoretical knowledge (57%) and by assessment of precision and accuracy of the
experimental results (43%).
Teachers and CPD courses
All teachers think that they need training courses for working on analytical instruments because
most of them have never been part of a CPD course related to working on analytical instruments. They
need additionally training for developing skills in finding information from primary and secondary
sources, including online computer search, for implementing contemporary education methods and for
acquiring knowledge and skills for using new didactic tools.
.
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All of them would like to participate in organization and implementation of CPD courses at their
institution for professionals that work in EFSC. Most of them feel that are competent to educate the
professionals in the field of EFSC instrumental analysis; 67% of them think so, because they regularly
keep track on development of instruments; 22% of them because they regularly keep track on the
development of analytical methods; Only 11% of them think they are not competent because due to
modest material resources, they do not have access to new analytical instruments and they can’t follow
changes in development of analytical methods and techniques.
2.2 Target group of students
The students’ sample comprised of 23 students, 26% males and 74% females. The number of
MSc and PhD students was respectively 68% and 32%.
Students 'competencies and computer skills
Students were asked to assess (from 1 - insufficient knowledge, to 10 – excellent knowledge),
the levels of their knowledge that they have got during their studies. Most of the students think they
have got a medium level of fundamental chemical knowledge, and give to their fundamental chemical
knowledge an evaluation from 5-9. The students evaluate positively their theoretical knowledge in the
field of EFSC and on analytical technique from 5 to 8. Their evaluation regarding their practical skills at
analytical instruments and their skills for solving complex analytical problems was in a wide range from 3
to 10. (Figure 2.9)
Fig. 2.9 Students assessment (from 1 - insufficient knowledge, to 10 – excellent knowledge), of their
knowledge that they have got during their studies.
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Self assessment of students in Albanian universities relating their knowledge and skills in
working with computer software resulted in similar answers. They are most familiar with programs from
Office package (Figure 2.10) – 70% and 90% respectively to UT and AUT. They also find their skills in
using statistical data analysis and software average (around 30%), but they have limited experience in
using programs for web conferencing and LMS.
50% of the students said that they do use an IT classroom at their department and also they can
use computers at their department library.
Fig 2.10 Students’ knowledge and skills in using computer software
Use of OERs
The situation of OERs used by students is different in Albanian universities (Figure 2.10).
Although the rate of OERs using is higher in AUT, students in both universities have used often the
scientific papers (open access), printed publications (books, journals) and e-books/e-textbooks. Other
OERs are used occasionally such as pictures/animation, simulations of the phenomena and processes,
simulations of instrument functioning, forums and online communications, webinars, web-conferences,
databases. Also some differences are evidenced relating the usage of OERs in lectures by their teachers. In AUT Moddle platform are used up to 80% which is around 3 times more than in UT. Other OERs are
used more in UT than in AUT from 2 times up to 7 times as it is shown in figure 2.12.
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Fig 2.11 Frequency (%), of some OERs using by students during teaching in UT and AUT
Fig. 2.12 E-learning tools used by teachers (%), in AUT and UT (students’ estimation)
However, the students (more than 90 %) think that their learning would be better and of higher quality
if teachers use OER during lectures or practical laboratory work, and they also agree that their learning
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would be better and of higher quality if they use OER (recommended by teachers or those you found
yourself) during study.
Application of WARIAL
Most of the students have never worked with analytical laboratories with remote web access to
instruments (WARIAL) and most of them (80%), would like to use WARIAL if given a chance.
Experience with analytical instruments
The students sample is not familiar with most of analytical techniques listed such as
GC/MS/ECD/FID HPLC/ UV , FTIR, ICP-MS, etc, they have theoretical knowledge only. Students in AUT
and UT have practical experience with UV/VIS technique and handling this instrument working in small
groups during exercises. Also electrochemical techniques such potentiometry is very familiar ones for
the students, they have practical experience with it and handling the instrument. Moreover students in
UT know the AAS technique and voltametry techniques; they have seen how the instrument functions
through some demonstrations done by the teachers. The students listed the following techniques of
qualitative and quantitative analysis:
• volumetric and gravimetric methods
• sampling and separation techniques,
• cyclic voltametry,
• potentiomety,
• NMR,
• UV-VIS,
• IR,
• FTIR,
• AAS.
2.3 Target group of heads of HEI
The number of participants in this target group who filled the questionnaire was 12 (out of 12).
57% of Head of HEI questionnaires have been compiled from Head of Departments, followed by Vice
Dean (29%) and Dean (14%).
Sophisticated analytical instruments in AUT and UT are used both for education and scientific
work. In particularly in AUT the sophisticated instruments are used also for services (42%), and
Environment Laboratories (29%).
The most important source of financing for purchase the equipment in Albanian universities are
Ministry of Education (through national project) and international projects followed by own institutional
resources. The same situation is in both universities (Table 2.1). The maintenance of devices is done
mainly through the own institution funds.
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67% of this target group are ready to support engagement of the human and equipment
resources for establishing common WARIAL courses with other higher education institutions (HEI) and
they would support the necessary changes of the schedule (1-3 exercises in semester) conditioned on
the harmonization at the beginning of the semester. Most of them (75%) think that there exists the
need for application of software simulating work of analytical instruments during experimental work.
The rest consider application of software simulating work as an addition to the real experimental work.
Surprisingly 7% think that there is not such a need!
Table 2.1 Rank of different sources of funding for the purchase of equipment in AUT and UT (1 being the
most important source)
Source of financing the equipment AUT UT
Ministry of education, science and
technological development or equivalent 1 1
resources from international projects 2 2
own institutional resources 3 3
donations 4 4
75% of subjects think that their employers have partially insufficient knowledge in working with
analytical instruments and only 25% think they have no knowledge in working with analytical
instruments. That is why all of them (100%) think that their employers and students need training for
using Web conferences software and for using remote computer control software.
Only in AUT (57%) are expressed that their organization/unit does organize CPD courses and
these courses have different topic each time. Most of these courses (75%) are not accredited, only 25%
of them are accredited. They mostly gave issue certificates to participants of the courses without any
testing (50%), 33% of them give the certificate after testing their participant’s knowledge and skills and
only 17% of them expressed that they do not issue certification. 50% of them evaluate the knowledge of
participants after the training is finished and 50% of them does not evaluate their knowledge after
training. 67% of Heads of HEI think that these CPD courses should be organized as a service that their
institution provide in cooperation with professional societies and 33% of them think that these courses
should be organized independently as a service that their institution provides.
Regarding the CPD courses the situation is different in UT because CPD courses are not
organized in UT. It is important to emphasize that they would like to support the organization of CPD
courses.
All of them (100%) from both universities would like to support the organization of CPD courses
for professionals in the field of EFSC, implemented by their employees.
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2.4 Target group of analysts
Number of collected questionnaires from analysts in Albania was 21. The participants in this
target group work in analytical laboratories within universities (AUT and UT) and also in other public and
private laboratories in the field of environmental protection and food control. Most of them (93%)
have PhD education and only 7 % are with BSc/MSc diploma.
The instrumental techniques that are used in their laboratories are chromatography, optical
methods (AAS, UV-VIS) and Electrochemistry (potentiometry) (Figure 2.13).
Fig 2.13 Frequency of using instrumental techniques for analyse of: I –water; II-food; III-air; IV-
soil; V- sediment and VI object and material.
For environmental analyses are used mostly AAS and UV-VIS and potentiometry and for analyses
of food samples are used GC/MS and HPLC.
The results on level of knowledge and skills that analysts have for the instrumental techniques
that they use are presented in Figure 2.14.
The analysts have very good level of knowledge and skills related to UV-VIS techniques. The
analyst have relatively good knowledge and skills on the software and usage of the possibilities offered
by the software of the all techniques that they use (except ICP/MS). The lack of knowledge exist relating
to the hardware and especially relating the development and validation of the method.
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Fig. 2.14 Average level of knowledge and skills in Albanian analysts (where 1 represents excelent
knowledge and skills, while 5 denotes serious lack of knowledge and skills) I - related to hardware, II -
full usage of the possibilities offered by the software, III - knowledge of the software, IV - knowledge of
the development and validation of the method, V - knowledge of the processes that happen in the
instrument itself during the analysis
All the analysts have serious lack of knowledge and skills about all of the issues for, ICP-MS, IC,
and TOC because probably they do not use those techniques in their labs.
Continual professional development and teaching/learning tools
In total 44% of analysts have not been parts of CPD courses, 31% of them have participated in
these CPD courses at the beginning of their carrier and 25% of them participate regularly. Most of the
analyst (75%) participated in these CPD courses because they wanted to develop themselves
professionally and the others (25%) because they needed certificates for their jobs.
71% of the analysts, participants in CPD courses are not satisfied with the quality of CPD courses
offered in their country. To make courses better, 34% of them would like independent work on
instruments during course, 29% thinks of developing skills for independent analytical problem solving,
19% of them would like to change theoretical knowledge on analytical methods and techniques and 18%
of them would like to change knowledge testing as a prerequisite for certificates.
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Most of the analysts think that the language barrier is not a serious issue in their professional
development (Figure 2.15). On the other side, serious issues are trials to find the reliable info, lack of
courses in native language, courses that are not at appropriate level and lack of experience in handling
instruments.
Fig 2.15 Barriers during professional development of analysts (1 – not the issue for me at all, 5 – very
serious issue)
The OERs used often by analysts are scientific papers, printed publications, e-book, electronic
materials, forums and online communications in foreign language (English 94%). Most of them
occasionally use the other OERs, and the most unused OER is web-conferences. 87% of them think that
it would be easier if they have education materials in their native language.
2.5 Target groups of heads of the laboratories The answers from 9 heads of the laboratories are: 60% of them are person in charge of an
instrument in laboratory and 40% are head of an accredited laboratory. The field of work is for 50% of
them research, 30% in education and 20% in environmental and food quality control.
In 60% of the cases there are up to 3 analysts working with instruments and in 40% there are 5
to 10 people working with the instruments. 80% of the interviewed are partially satisfied with the
knowledge of the novice employees.
Lack of skills and abilities to a very high extent for the novice employees in the laboratory are
mostly at practical work on instruments, project writing and knowledge on relevant regulations. They
have no lack of knowledge and skills in verbal communication, and more normal knowledge and skills in
written communication and data analysis and reporting (Figure 2.16).
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Fig. 2.16 Gaps in knowledge of novice employees in analytical laboratories (1- lacking to small extent; 5-
lacking to very high extent)
All the Heads of Labs does invest on their employer’s professional development; 40% only in the
beginning of their carrier and 60% continually throughout their carrier.
Most of the heads of laboratories think that their employers need more training on the
techniques that they have and use daily. They think that their employers need to develop more their
knowledge and skills in environmental regulation as well as on development and validation of methods
(Figure 2.17).
Fig 2.17 Needs on further professional training for employees in analytical laboratories
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43% of the interviewers would like to be trained in WARIAL courses and the rest of the
interviewers support the participation of their human and equipment resources in WARIAL courses with
partners from NETCHEM project.
2.6 Target group of equipment distributers The number of the questionnaires filled by equipment distributers in Albania was 4.
Level of knowledge and skills of the customers
According to the opinion of the distributers of analytical devices the customers have lack of
knowledge and skills of GC/MS/ECD/FID instruments, related to hardware (70%) and about
development and validation of the method (70%) and also on full usage of the possibilities offered by
the software and knowledge of the software (30%). But they have average knowledge about the
processes that happen in the instrument itself during the analysis (Figure 2.18)
Fig 2.18 The gaps in customers 'knowledge and skills related to usage of individual instrumental
techniques (1 – just to the small extent; 5 - serious lack of knowledge and skills) I-Related to hardware;
II- full usage of the possibilities offered by the software; III- knowledge of the software; IV- knowledge of
development and validation of the method; V- knowledge of the processes that happen in the
instrument itself during the analysis.
Regarding the UV-VIS instrument the distributer’s customers have good knowledge related to
hardware (67%), about the software (100%), about full usage of the possibilities offered by the software
(67%) and average knowledge about the processes that happen in the instrument itself during the
analysis (67%). However they have lack of knowledge about development and validation of the method
67%).
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ICP/MS is considered by distributors the analytical technique to which the customers have
completely lack of knowledge and skills.
The gap in knowledge of development and validation of the method resulted as most important
from distributer's point of view.
Continual professional development and teaching tools from the point of view of distributers
50% of the distributers deliver training to their customers for handling analytical instruments on
regular bases on their company premises (different topics, several times per year).
All of Equipment Distributors deliver CPD courses that are organized on different topics. All
these CPD courses are not accredited. All of them do issue certificates for participants of CPD courses
upon successfully finished training. Also all of them do evaluate the knowledge of participants after the
training is finished. The training they deliver organizes in form of: demonstration (38%), lectures (37%)
and independent work of users (25%).
Application of OER
Distributors used different OERs during customer’s training as it is shown in figure 2.19.
Fig 2.19 Frequencies of OERs using during customer’s training
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They never use simulation of phenomena and processes, webinars, online courses in internet
and web conferences. They occasionally use e-books, simulation of instruments functioning, scientific
papers and picture/animation. They often use printed publications and other electronic textual
materials.
67% of equipment distributers are ready to place their materials free use for students,
professors and professionals in different companies via NETCHEM platform that is planned to be
organized during the NETCHEM project but 33% of them expressed that they would not.
All would like to introduce OERs in training activities for their customers and the language used
should be in English (75%), only 25% would like to be in native language.
Usage of WARIAL
100% of the distributers said they will not use WARIAL in their training courses. But 50% are
willing to introduce WARIAL in training activities for the customers and it should be in foreign language
(English, 100%).
2.7 Summary of findings and future recommendations for Albania
Purpose of this survey was to determine the level of skills and knowledge exist among students
and analysts, which are the issues that teachers encounter during their teaching, do they use OER
elements in their work and in what extent. Also the survey is aimed to gather the opinion relating the
introduction of WARIAL and how this could improve teaching methodology in instrumental methods of
analyses.
Skills in practical work with instruments and skills in solving complex analytical problems are
identified from students and confirmed by teachers, as the most important issues that need
improvement in the future. These can be done by using in more extend the elements of OERs. In HEI’s of
Albania there is some experience in using some forms of OER during teaching, experimental work and
equipment delivery. OERs forms mostly used are printed publication, scientific papers, e-books and
electronic materials. Frequency of using some OERs by teachers as a recommended literature is around
31%. It is very important to notice that 45% to 80 % of students use the recommended OERs from
teachers. It is confirmed by all target groups that using of all forms of OER will improve the quality of
teaching, learning and laboratory work.
In HEI’s of Albania there is no experience on WARIAL application, but it is positively evaluated
the introduction of WARIAL as supported tools in teaching process. Most of students (80%) and teachers
(87%) would like to use during teaching. Heads of laboratories and analysts also agree with the
introduction of WARIAL as a tool to overcome the lack of some skills relating instruments applications by
establishing connections with universities and other experts. Through WARIAL application, the transfer
of knowledge and experience, method development and validation can be realized.
The above mentioned findings can be supported by the level of knowledge and skills that
students have in using computer software especially office package. But to introduce WARIAL as
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supported tools some improvements should be done in knowledge and skills relating statistical data
analyses software, web conferencing software, Remote desktop control software and LMS.
The survey has provided specific information about experience that students have with
analytical instrumental techniques, they are not familiar with most of analytical techniques such as
GC/MS/ECD/FID HPLC/ UV, FTIR, ICP-MS, etc. They have theoretical knowledge only. This is a problem
that teachers underlined in the survey and this is due to insufficient motivation of the students and the
organization of the laboratory exercises in large groups, with little or no-practical work with the
instruments. Use of WARIAL can successfully overcome those problems.
Another interesting observation is that analysts do not possess equal level of expertise for
certain analytical techniques. This can be changed by using WARIAL and certain OER. There were no
opportunities for most of them to improve their knowledge by following special courses in their
interested field. Even if CPD courses are occasionally organized by AUT, with different topic each time
most of the teachers and analyst have never attended such courses. Those who attended such courses
are not satisfied with the quality of CPD courses. However it is expressed from all target group the need
for more training and learning through CPD courses to develop their professional work.
The application of WARIAL will be appropriate for students’ preparation and training for
handling analytical instruments. Heads of laboratories are ready to be trained in WARIAL courses and to
support the participation of their human and equipment resources in WARIAL courses with partners
from NETCHEM project. Heads of HEI are also ready to support engagement of the human and
equipment resources for establishing common WARIAL courses with other higher education institutions
(HEI).
In order to improve students’ preparation (Master and PhD) and training for handling analytical
instruments in the field of EFSC, we recommend the organization of WARIAL and OER courses. To
implement those new education methodology in our universities we need equipping of the instrumental
laboratories with all the necessary instruments that would be use for educational purposes (OER
&WARRIAL), like computers, analytical instruments and software related to them.
3. Results of questionnaires related to Serbian
knowledge/skills/practice in using OER/WARIAL in EFSC
The questionnaires were sent at the territory of Republic of Serbia to 213 teachers, 219
students, 14 heads of HEIs, 129 analysts, 37 Heads of laboratories and 12 distributers of analytical
instruments. Response was 28% for teachers (60), 41% for students (90), 64% of Heads of HEIs (9), 47%
of analysts (60), 68% of head of laboratories (25) and 92% of distributers (11). Response from all
targeted population except for distributers was collected by four Serbian Universities in their
corresponding regions. University of Novi Sad additionally covered distributers of analytical equipment
for the whole country. Therefore in some graphs where we found that is relevant, this regional
distribution was presented: NI- Niš, KG-Kragujevac, BG-Belgrad, NS- Novi Sad, SR- Serbian average. It has
to be pointed out that in data analysis values are given as average for each university target population.
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The Serbian average was calculated by taking into account number of processed questionnaires per
university.
3.1 Target group of teachers
The number of teachers who filled in the questionnaire was 60 (20 teachers from the University
of Novi Sad, 11 teachers from University of Belgrade, 6 teachers from the University of Kragujevac and
23 teachers from the University of Niš). A sample contained more females than males (74% and 26%,
respectively) and most teachers had 10-20 years of work experience in education (Figure 3.1).
Figure 3.1. Work experience of 60 Serbian teachers (in years)
Problems teachers encounter in teaching
In Figure 3.2 one can see the grading of different challenges that teacher face during their work.
Figure 3.2. Problems teachers encounter in teaching
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The most serious problems teachers face in their teaching, expressed by teachers from all four
Serbian universities, are: lack of students’ motivation, independence in practical work and their practical
skills and skills in data processing. They are also experiencing lack of funds for purchase of consumables,
and the fact that there are too few analytical instruments for students to work within their institutions.
There are also other problems, such as short time for conducting practical work, too few work places for
students, difficulties in getting access to professional literature and enough funding in general.
Computer skills
When asked to assess their knowledge and skills in working with computer software, teachers of
all four universities had similar answers (Fig. 3.3). They are most familiar with programs from Office
package– they consider their knowledge “excellent”. They also find their skills in using statistical data
analysis software average, but they have very limited experience in using programs for web
conferencing and remote desktop control. They are also unfamiliar with using learning management
systems, such as Moodle.
Application of different following e-learning tools varies significantly among teachers from four
universities (Table 3.1). For example, Moodle platform is used by 65% of Novi Sad teachers, while
teachers from Belgrade, Niš and Kragujevac do not use them at all. Most teachers never use online or
offline resources to teach about functioning of analytical instruments).
Figure 3.3. Teachers’ knowledge and skills in using computer software
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Table 3.1. Fraction of teachers who use e-learning tools (%)
Tool
University
Average1
NS
BG
KG
NI
Moodle platform (or equivalent) 65 0 0 0 21.7
Interactive online or offline theoretical classes 20 9 33 18 18.5
Online or offline resources for learning about instruments
functioning 35 46 0 18 27.0
Software for simulation/conducting practical work 55 30 50 30 40.3
web-conferences 0 9 0 0 1.7
1 average value for RS is obtained by taking into account both average value of each university and number of
collected responses for each of them.
Application of OERs
OERs are usually used for self-preparation of teachers (in 91.7% of cases) and as additional
recommended literature for students (68.3%) (Figure 3.4).
Figure 3.4. Purpose of OERs application in Serbian universities (on the average)
Only half of the teachers use them during lectures, and they are rarely used as obligatory literature for
students or during design of tests. However, this distribution is uneven in four Serbian universities.
Teachers of the Belgrade university use OERs almost twice as often during lectures than other three
universities. In Niš, OERs are more frequently used as obligatory literature than the average, and in Novi
Sad during test preparation.
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Figure 3.5. Purpose of OERs application in Serbian universities (by the university)
When asked how often they use given OERs during teaching, results slightly differed from
university to university (Fig. 3.6). Most teachers often use scientific papers and other printed
publications, including open access books and journals, but also electronic books, textbooks and other
electronic textual material (brochures, presentations, promotional materials). Almost all teachers from
Belgrade university use them very often, and they also frequently use databases. Application of
databases in teaching in other three universities was assessed as “occasional” (Fig. 3.7). Teachers don’t
often use webinars, web-conferences and online internet courses, which is in accordance of their
estimate of skills in using these technologies.
Figure 3.6. Frequency of some OERs in Serbian universities (by the university)
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Figure 3.7. Frequency of some OERs in Serbian universities (on the average)
Most teachers (96.6%) believe that the quality of their lectures improves with application of
OERs (Figure 3.8).
Figure 3.8. Teachers’ opinion on contribution of OERs to their quality of teaching
Usage of WARIAL
Very small percentage of teachers had a chance to work with analytical laboratories with remote
web access to instruments (4-17%, 6.5% on the average). Most teachers (Table 2) expressed the desire
to use WARIAL in teaching.
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Table 3.2. Percentage of teachers who would like to use WARIAL
University
Average1 NS BG KG NI
70% 82% 67% 83% 76.9% 1 average value for RS is obtained by taking into account both average value of each univeristy and number of
collected responses for each of them.
Furthermore, most teachers (∼90%) are willing to adjust their lectures schedule to the common
schedule of online classes (agreed in advance) in all higher education institutions that participate in
WARIAL, but most of them under condition that their institution has the possibilities to harmonize
lecture schedules with infrastructural capacities (61.8% of all teachers).
Most teachers believe that application of WARIAL is appropriate for students’ preparation and
training for handling analytical instruments, but only as an addition to the real work with instruments
(69%). Some teachers (7%) would use them as a replacement of real instruments, and 21% consider
WARIAL inappropriate for students’ preparation and training. However, 48% teachers believe that
simulations can be an appropriate addition to practical work with instruments, either fully or to some
extent.
Use of analytical instruments in university courses
61.7% of all teachers who filled in the questionnaire stated that they use analytical instruments
in their courses (for students’ practical work). The use of different instruments (average for all four
universities) is different for different instrumental techniques, Fig. 3.9. The technique which is used
most is UV/VIS (almost 80%), followed by HPLC/UV and GC/MS. TOC is not used at any of the four
universities, and other five techniques are used in less than 20% of the cases. However, usage of
analytical instruments differs significantly from university to university (table 3.3).
Figure 3.9. Overall percentage of teachers who use different analytical instruments in students‘
practical work in Serbian universities
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Table 3.3. Percentage of teachers who use different analytical instruments in students‘ practical
work in Serbian universities (by university)
ANALYTICAL TECHNIQUE NS BG KG NI SR
GC/MS 46.7 88.9 16.7 14.3 39.0
HPLC/ UV 60 44.4 33.3 50.0 50.6
AAS 26.7 44.4 33.3 28.6 31.3
FTIR 6.7 22.2 16.7 14.3 13.5
UV/VIS 73.3 66.7 66.7 92.9 78.9
ICP-MS 0.0 33.3 0.0 0.0 6.1
LC-MS/MS 33.3 22.2 0.0 0.0 15.2
IC 6.7 22.2 16.7 0.0 8.0
TOC 0.0 0.0 0.0 0.0 0.0
NMR 13.3 11.1 16.7 14.3 13.6
Laboratory work of students in mostly conducted as demonstrations (42.6%) or students work in
groups (54.4%). Students practically never work individually, and only rarely they have the chance to
work with the help of teaching assistants (1:1). Students’ practical knowledge in handling analytical
instruments is mostly assessed in the field of theoretical knowledge (73%). Some teachers (34%) also
evaluate them by assessing precision and accuracy of their experimental results, and in 26% cases,
students’ knowledge is not evaluated at all.
Teachers’ and students’ competencies for working with analytical instruments
Most teachers (75%) expressed the need for a training course for working on analytical
instruments of the new generation. Also, most of them believe that they need additional training for
acquiring knowledge and skills for using new didactic tools (60% of teachers) and for implementing
contemporary education methods. Around 30% of teachers also need training in developing skills in
finding information from primary and secondary sources, including online computer search and in
techniques for assessing students’ knowledge (e.g. design of tests).
Figure 3.10. Teachers’ average assessment of students’ knowledge and skills
upon enrollment in MSc or PhD studies
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When asked to assess knowledge and skills of their students at the beginning of
master/PhD studies, teachers were more satisfied with the knowledge and skills of their
doctorands than master-students (Fig. 3.10). However, the criteria for assessment differed
among universities. Teachers from Novi Sad were most strict in their evaluation of students’
knowledge and skills (Table 3.4).
Table 3.4. Teachers’ assessment of students’ knowledge and skills
upon enrollment in MSc or PhD studies (by the university)
NS BG KG NI SR
knowledge/skill
MSc
Ph
D
MSc
Ph
D
MSc
Ph
D
MSc
Ph
D
MSc
Ph
D
fundamental chem. knowledge 5.6 3.1 6.1 6.9 6.0 8.0 6.8 7.6 6.2 6.0
theoretical knowledge in EFSC 3.8 2.9 5.6 6.1 4.0 5.3 6.1 7.1 5.0 5.3
theoretical knowledge on analytical methods 2.6 5.1 5.3 6.1 5.5 8.0 6.7 7.6 5.0 6.5
skills in practical work with instruments 6.4 3.6 4.0 4.9 5.3 7.5 5.4 6.5 5.5 5.3
skills in solving complex analytical problems 4.4 3.4 4.3 5.6 4.3 7.3 5.1 6.6 4.6 5.4
foreign languages (professional terminology) 3.5 6.1 6.0 6.8 5.3 8.3 6.4 7.6 5.2 7.0
Teachers and CPD courses
On average, 40% of teachers in Serbia (in Kragujevac only 16.7%) have participated in CPD
courses related to working on analytical instruments. 4% of them already participate in organization and
implementation of CPD courses at their institution for professionals that work in EFSC; 66.7% would like
to participate and approximately one third of all teachers said disagreed with this. The reason is
probably the fact that almost 50% of all teachers feel incompetent to deliver such courses. Other half
thinks they are ready to educate professionals in the field of EFSC instrumental analysis because:
• they regularly keep track on the development of analytical methods (55.5%)
• they regularly keep track on development of instruments (30.3%)
• they regularly keep track on regulations concerning EFSC (18.3%)
3.2 Target group of students
The students’ sample comprised of 90 students, 21.5% males and 78.5% females. The number of
MSc and PhD students was almost the same: 51% MSc students and 49% PhD students.
Students‘competencies and computer skills
When commenting on the level of knowledge they have acquired during their studies, students
expressed satisfaction with their fundamental chemical knowledge and the theoretical knowledge on
the analytical techniques they apply (on the scale 1-10 they gave themselves grades 8.3 and 7.9,
respectively) (Fig 3.11).
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Figure 3.11. Estimate of students’ knowledge in different categories
(1 - insufficient knowledge, 10 – excellent knowledge)
They were less satisfied with the theoretical knowledge in the environmental and food safety
control (7.2), and they were only partly satisfied with their knowledge of foreign language terminology,
skills for solving complex analytical problems and practical skills at analytical instruments (Fig.3.11).
When asked to assess their knowledge and skills in working with computer software, students of
all four universities had similar answers. They are most familiar with programs from Office package (Fig.
3.12) – they consider their knowledge “excellent”. They also find their skills in using statistical data
analysis software average, but they have very limited experience in using programs for web
conferencing and remote desktop control. They are also unfamiliar with using learning management
systems, such as Moodle, with the exception of the students from the Novi Sad university, who use
Moodle platform to the very high extent and consider their knowledge of LMS average.
Figure 3.12. Students’ knowledge and skills in using computer software
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About 75% of all students use IT classrooms in their Department, and 63% of them have access
to computers in their department libraries.
Use of OERs
Most students like the application of different OERs by their teachers and they think that their
learning is better and of higher quality when teachers use OER during lectures or practical laboratory
work (92% students). They also feel that the level of their usage in lectures is insufficient. 60% of all
students would prefer if their teachers used them more, 38% think that their usage is adequate and only
2% feel that their teachers use OERs too much.
Students also use OERs by themselves during study and 95% of them feel that their learning is
better and of higher quality when they use OER (recommended by teachers or those you found
yourself). When asked how often they you use given OERs during studying, results were similar for all
four universities and are shown in Fig. 3.13. Most students often use scientific papers and other printed
publications, including open access books and journals, but also electronic books, textbooks and other
electronic textual material (brochures, presentations, promotional materials). Students also use
pictures, animations and databases to the significant degree. Movies and simulations are used only
occasionally, and online forms of communication, such as forums, webinars, online courses and web-
conferences are used very rarely.
Figure 3.13. Frequency of OER usage by students
Most students consider the credibility of OERs they use: 68.7% of them use the materials from
reliable sources only, and 13.4% use resources recommended by their teachers. Only 15.6% students
never think about credibility of OERs they use.
The level of application of different e-learning tools, estimated by students, differs in four
Serbian universities (Fig. 3.14).
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Figure 3.14. Frequency of some OERs in Serbian universities (students’ estimation)
Moodle platform is used often in Novi Sad university, and it is never used in Kragujevac. Offline
or online resources for learning about instruments functioning are used mostly by teachers from Niš.
Web conferences are practically never used.
Application of WARIAL
Only 1.1% of all students had a chance to work with laboratories with remote web access to
instruments (WARIAL) – it was one student from Novi Sad. Almost all students (94.5%) expressed the
wish to work with WARIAL.
Experience with analytical instruments
Almost half of the student sample never had practical exercises on analytical instruments during
their academic studies. Of those students who had, most had seen the work of the instruments as
demonstrations (42.4%) or have worked in groups of 5-6 students on average (37.9%). Only small
percentage had a chance to work individually on the instruments, independently (17.6%) or with the
help of a teaching assistant (12%).
The students listed the following qualitative and quantitative techniques as used in their
practical work:
• EPR/ESR,
• XRF,
• Raman spectrometry,
• volumetric and gravimetric methods
• sampling and separation techniques,
• cyclic voltametry,
• potentiomety,
• C13 NMR, H1 NMR,
• UV-VIS,
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• IR,
• TLC
• FTIR,
• AAS.
When asked to which extent they are familiar with the listed analytical techniques and using
instruments, the answers were uniform throughout the sample for every analytical technique and are
shown in Fig. 3.15. Most analytical techniques are familiar to the students, but only in theory. They have
theoretical knowledge on an analytical technique, but haven’t had the opportunity to see how the
instrument works. They are more familiar with working on AAS because they have seen it function, but,
on average, students have had no real practical experience on analytical instruments.
Figure 3.15. Students‘ level of experience with analytical instruments
When performing quantitative analysis using the mentioned analytical techniques, students
indicated different levels of independent work (Table 3.5).
Table 3. 5. Level of independent work of students on analytical instruments
level % students
just calibration 61.9
calibration, precission, accuracy 13.4
calibration, precision, accuracy, detection and
quantisation limit 24.7
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3.3 Target group of heads of HEI
Response was collected from 5 deans, 3 Vice deans and 1 Head of a Department. University of
Kragujevac did not get any responses from heads of HEI although three questionnaires were distributed.
In Novi Sad, Head of the Department stated that sophisticated analytical instruments in his
institution were used for education, scientific work and services for customers to the same extent. In
Belgrade, the equipment is used both for education and scientific work, while in Niš instruments are
used mainly in scientific research.
When ranking the source of financing the purchase of equipment and financing the
maintenance of the equipment, the heads of HEI gave different answers. The overall results are shown
in Tables 3.6. and 3.7 respectively (1 being the most important source). In both estimates, funding
coming from the Ministry of education, science and technological development is the most important,
and the donations are the least important source.
Table 3.6. Rank of different sources of funding for the purchase of equipment
Source NS BG NI OVERALL RANK
Ministry of education, science
and technological
development or equivalent
1 1 1 1
Own institutional resources 2 3 2 2
Resources from international
projects
3 2 4 3
Donations 4 4 3 4
Table 3.7. Rank of different sources of funding the maintenance of equipment
Source NS BG NI OVERALL RANK
Ministry of education, science
and technological
development or equivalent
1 2 2 1
Own institutional resources 2 1 3 2 Resources from international
projects 3 3 1 3
Donations 4 4 4 4
Heads of HEI don’t agree on supporting engagement of the human and equipment resources of
the institution for establishing common WARIAL courses with other higher education institutions (HEI),
such as online practical work using WARIAL. While deans and vice deans from Niš supported this notion
completely and were ready to adjust the class schedule with other participants to perform online real-
time exercises with the simultaneous engagement of the students in all participating institution,
University of Belgrade was more inclined to support it under condition that there is reciprocity coming
from other institutions (66.7%). Head of the Chemistry Department in Novi Sad disposed of the idea to
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support the engagement the human and equipment resources of this institution for establishing
common WARIAL courses. However, most heads of HEI (88.9%) agreed that they would support the
changes in class schedule if if such harmonization could be done at the beginning of the semester with
planned schedule of WARIAL exercises.
Most of the participants (66.7%) agreed that that in experimental work there exists the need for
application of software simulating work of analytical instruments (e.g. during students’ preparation for
handling instruments or as a surrogate for experimental work), while 33.3% believe that simulation
software should be use only as an addition to the real experimental work.
When asked to assess the knowledge of their employees in working with analytical instruments,
Department Head from Novi Sad believes that his staff is fully capable of handling analytical equipment.
The opinion of the Belgrade University is that knowledge of their employees in insufficient to some
extent (33.3%). Most of the participants (80%) from the University of Niš is that the staff handling
analytical instruments has insufficient knowledge, while 20% of them agree with this only partly (Table
3.8). On the whole, most of the heads of HEI think that their staff should take some training courses
(Table 3.9). The exception is Head of the Chemistry Department in Novi Sad, who sees no need for his
employees to take training courses either for using web conference software or remote computer
control software. Other HEI heads feel that courses for using such computer software should be
organized for their employees.
Table 3.8. Answers given by the heads of HEI on the question: “Do you think that your employees have
insufficient knowledge in working with analytical instruments?”
Responses NS BG NI SR1
yes 0 0 80 44.4
partly 0 33.3 20 22.2
no 100 66.7 0 33.3 1 average value for RS is obtained by taking into account both average value of each univeristy and number of
collected responses for each of them.
Table 3.9. Estimate of the need for university employees to take courses for professional development
in the area of web conferencing and application of remote control software
Do you think that your
employees and students
need training for using:
University [%] Average for
Serbia1 NS BG NI
Web conferences
software 0 66.7 100 77.8
Remote computer
control software 0 33.3 80 55.5
1 average value for RS is obtained by taking into account both average value of each univeristy and number of
collected responses for each of them.
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Courses for the professional development are organized at some of HEI at universities of Novi
Sad, Belgrade and Niš (Table 3.10). They are accredited in 66.7% on the average (100% in Niš and 33.3%
in Belgrade). Accreditation of CPDs organized at University of Niš is done by Institute for the
Advancement of Education - Belgrade and Center for the Promotion of Science - Belgrade. Only in Niš
the knowledge of the participants is evaluated after the training is finished (as stated by 75% of the HEI
heads from Niš). On the whole, participants obtain their certificates upon completion of the training
mostly without any testing (58.3%), and in 13.9% cases their knowledge and skills obtained during
training is tested. In 27.8% cases participants are not issued certificates.
Table 3.10. Organization of CPDs at three Serbian universities (in %)
CPD courses are: NS BG NI
not organized 0 33.3 0
organized with the same topic 0 33.3 50
organized with different topics 100 33.3 50
All three universities (100%) would support the organization of CPD courses for professionals in
the field of EFSC , implemented by their employees. They think such courses should be organized:
• Independently, as a service that my institution provides (33.3%)
• As a service that my institution provides in cooperation with professional societies (66.7%)
• On the premises of interested participants, based on their request (11.1%)
3.4 Target group of analysts
Number of collected questionnaires from analysts in Serbia was 62. It was collected 31 answers
from Novi Sad, 11 answers from Belgrade, 10 from Kragujevac and 9 from Niš. On average, 64% of them
have BSc/MSc diploma (20-80%, depending on the region targeted), while 36% on average have PhD
degree (33-80% depending on the targeted region). Chance to improve knowledge by getting education
abroad got on average 43% of the participants.
Overview of the field of work of targeted population is given in Figure 3.16. On average 35% of
the participants work in field of water analysis, 20% of them in field of food, less than 10% in field of air,
near 5% work with sediments and 15% with objects and different materials.
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Figure 3.16. Overview of the field of work of targeted population of analysts.
In assessing the gaps in knowledge and skills that were missing related to usage of instrumental
techniques, different results were obtained related to both techniques and regions. Results on level of
the knowledge that exists for different instrumental techniques are presented in Figure 3.17.
In Fig. 3.17 only results for 9 techniques are presented and they comprise those analytical
techniques that are performed in all four cities, so that they can be compared. Some laboratories listed
some other analytical instruments, but they were not presented in this report for the reason stated. One
can conclude that ion chromatography and advanced LC combined with tandem mass spectrometry are
less known. Furthermore, knowledge on ICP in general would be needed to improve to have at least the
level as for well established gas chromatography and atomic absorption spectroscopy. When it comes to
the type of knowledge that is missing, one can conclude that for well established techniques (GC, HPLC,
AAS, FTIR and UV/VIS the need exists for knowledge transfer on development and validation of the
methods and than for better knowledge on the instrument software, while for less known techniques it
is different: for ICP-MS, IC and TOC it is method development while for LC/MS/MS it is software
knowledge.
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Figure 3.17. Average level of existing knowledge and skills in analysts from Belgrade, Novi Sad, Niš and
Kragujevac (where 0 represents complete lack of knowledge and skills, while 5 denotes fully developed
knowledge and skills) I - related to hardware, II - full usage of the possibilities offered by the software, III
- knowledge of the software, IV - knowledge of the development and validation of the method, V -
knowledge of the processes that happen in the instrument itself during the analysis.
Continual professional development and teaching/learning tools
Only near 10 % of analysts have never participated in courses for continual professional
development. Around 30% did that at the beginning of the carrier, while 60% participate regularly.
Results for each region are presented in Figure 3.18. When looking into the results one should take into
account that targeted population in Novi Sad was mainly BSc and MSc level, while for Belgrade it was
55% BSc level and in Niš 67% was BSc/MSc level. In Kragujevac 80% of the population has PhD level
education. Main motivation (on average 86%) was personal wish for professional development, while
only 26% did that because they need the certificates related to their jobs.
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Figure 3.18. Participation in CPD courses.
On average 36% analysts was satisfied with continual professional development courses offered
in Serbia. The lowest satisfaction was reported in Niš (11%) while the highest was reported in Belgrade
(36%).
When it comes to the barriers during professional development, among offered language
barriers, finding sources of information, lack of courses in native language, unavailable courses of good
quality and lack of experience in handling the instrument, most serious was that courses could not be
found at the appropriate level. Scoring was done from 0 (not an issue) to 4 (very serious issue). None of
the above mentioned reasons were assessed above 1.7 so no specific reason exists that could not be
overcame.
The suggestions of analysts related to changes that should be introduced to make CPD courses
better are presented in Fig. 3.19. One can conclude that the highest need exists in real trainings with
instruments and development on real skills for independent analytical problem solving. Two analysts
gave their own suggestions concerning making of a database of all analysts in Serbia and the region,
centralized informing on all novelties in this area (e.g. through the website of the Serbian Chemical
Society), and some other comments dealing with data management issues (e.g related to mass balance
for assessment of wastewater quality, efficiency of treatments and all requested data related to national
regulation) and expressed the wish for more free courses.
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Figure 3.19. Indication where to go with courses development.
When it comes to teaching/learning tools, open education resources are used in professional
education. Their usage is presented on the scale 0-2 (where 2 represents the most often usage) for the
whole country in Figure 3.20.
Different types of materials are used, mostly scientific papers printed publications and other
electronic textual materials. Web-conferences and on-line courses to smallest extent.
The answer to the question "Why don't you use the OER?" was " I do not know" (in 58% of the
cases). 28.8% of analysts said that the education provided by the institution was enough while the
smallest number (13.2%) thought that they might not be useful. 60% of them claim that would use OER
if they had a chance. On average, 52% uses OER in native language. 64% uses them in English, and only
1.5% of the targeted analysts use it in German or French language.
High percentage of targeted population answered that it would be easier for them if the
education materials were in native language (on average 75%).
Related to WARIAL, only in Vojvodina region it was mentioned as used, in English. Question
related to the wish to try it was highly positively answered with 92% of people who would try to use it.
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Figure 3.20. Means of OER usage in Serbia
3.5 Target group of heads of laboratories
Questionnaires were obtained from 25 persons either working as a heads of laboratories, or are
in charge for the instruments in their departments, chairs, etc. 60% of them were heads of accredited
laboratories, while 40% were persons in charge of an instrument in the laboratory. Most of the labs are
average size and they employ 5-10 analysts (Fig. 3.21)
Figure 3.21. % of the laborotories with certain number of employees
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Most of the labs were engaged in environmental quality control (64%) and in food quality
control (48%). Some of the labs are also engaged in research (36%) and education (24 %).
Instruments in those laboratories are mostly applied in analysis of water (31%), food (19%) and
sediment (17%) - Figure 3.22. Other matrices are not analyzed so frequently.
Figure 3.22. Matrices that are most often analyzed
In Table 3.11. it is presented the total number of analytical instruments (for the each analytical
technique) that are available for analysis in participating laboratories in Serbia.
Table 3.12. Number of analytical instruments (by the technique) engaged in analysis of different
environmental matrices
ANALYTICAL TECHNIQUE NS BG KG NI TOTAL
(in Serbia)
1. GC/MS/ECD/FID 22 33 2 1 58
4. HPLC/ UV 9 11 2 1 23
5. AAS 8 13 2 3 26
6. FTIR 2 6 1 0 9
7. UV/VIS 9 17 2 2 30 8. ICP-MS 4 6 0 0 10
9. LC-MS/MS 1 6 0 0 7
10. IC 5 20 1 0 26
11. TOC 4 8 1 0 13
Belgrade laboratories have the largest number of instrument at their disposal, followed by Novi
Sad. In total, the most frequent are gas chromatographs, UV/VIS and atomic absorption spectrometers.
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All 23 laboratories whose bosses were questioned have only 7 instruments for LC-MS/MS and 10 for ICP-
MS, none of which are in Kragujevac or Niš. Niš also doesn’t possess a FTIR.
In Fig. 3.23 it is presented the number of skilled analysts who handle analytical instruments in
analysis of given environmental matrices, by the analytical technique and by the city.
Figure 3.23. Number of analysts who work on the given analytical instruments in analysis of: 1 –
water, 2 - food, 3 – air, 4 – soil, 5 – sediment, and 6 – objects and materials.
From this graph it can be seen that the largest number of analysts work with UV/VIS in analysis
of every matrix. Employees in the participating laboratories also frequently use AAS, HPLC/UV and GC.
Smaller number of analysts uses other analytical instruments, mostly in Novi Sad and Belgrade.
Most of heads of the laboratories and persons in charge of instruments are only partly satisfied
with the knowledge of novice employees (84%). 84% of heads of laboratories claim that continually
invest in the professional development of employees. Gaps in the skills of novice employees are similar
for all four cities and the average values are presented in Figure 3.23 (on scale 0-4, where 4 denotes the
biggest issue).
Figure 3.23. Gaps in knowledge of novice employees.
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Knowledge on project writing, practical work with instruments and on relevant regulation is
missing. When it comes to the most frequent mistakes that novices make, listed are:
• Calibration of instruments and their optimization
• Low precision of measurements
• Not proper maintenance
All those topics are therefore relevant for preparation of CPD courses and for content
improvement in MSc and PhD studie’s programmes.
Heads of labs expressed their need for training of their employees in various instrumental
techniques (Fig. 3.24) and other necessary skills and knowledge (Fig. 3.25). The needs differ significantly
from region to region, but, on average, the most needed training in instrumental techniques is for gas
chromatography, HPLC/UV, ICP/MS and LC-MS/MS. That means that even for the techniques that are
better known as GC and HPLC/UV in accordance to analyst’s point of view, needs for training exists from
the point of view of persons in charge.
Related to the other skills similarly persons in charge recognize the neds in development and
validation of methods, but also in sample preparation and almost all other fields that was offered in
questionary including work with remote control software and web-conferencing software. Up to 60%
found needed knowledge in environmental and food reglations, both national and EU.
Head of the laborotories would support participation of human and equipment recources in
WARIAL courses with partners from NETCHEM project to certain extent (Figure 3.26). The most of them
expressed interest to be trained using this tool.
Figure 3.24. Assessment of instrumental training needs.
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Figure 3.25 . Assessment of other skills needs
Figure 3.26 . Potential for cooperation with laborotories.
3.6 Target group of equipment distributers
The total number of the questionnaires filled by equipment distributers in Serbia was 11. They
assessed the level of knowledge and skills of customers and were asked to give opinion about the
trainings they provide or would like to provide in future to their customers.
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Level of knowledge and skills of the customers
The gaps in customers’ knowledge and skills according to the distributer opinions are presented
in Figure 3.27. The most needed is the knowledge on the software which is contradictory to finding that
the full usage of possibilities offered by software is good. However, not significant differences between
answers offered were found.
Figure 3.27. The gaps in customers’knowledge and skills related to usage of instrumental techniques(1 –
just to the small extent, 5 - serious lack of knowledge and skills)
For each individual analytical technique, distributers assessed that the customers lack in
knowledge and skills to the smallest extent when use TGA and DSC techniques, while the lowest level of
knowledge they have in working with IC, LC-MS/MS and ICP-MS. This is also in accordance with survey of
analyst's opinion (Figure 3.28).
Figure 3.28. The gaps in customers’ knowledge and skills related to usage of individual instrumental
techniques (1 – just to the small extent, 5 - serious lack of knowledge and skills)
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Continual professional development and teaching tools from the point of view of
distributers
Extent to which distributers deliver trainings in Serbia is presented in Figure 3.29.
Figure 3.29. The frequency and topics of the trainings
63.6% of the distributers deliver their trainings for handling analytical instruments just once,
upon the equipment is purchased. 40% of them deliver trainings several times per year on different
topics in the customer premises and 9.1% in their company premises. 27.3% of distributers deliver
trainings several times per year on one topic in the customer premises and 9.1% in the company
premises. So, one can conclude that distributers are quite active in delivering the education in the field
of instrumental analysis.
When it comes to organization of CPD courses, 81.8% of the distributers organize them, and
each course has different topic. 11.1% of those CPD courses are accredited, as distributers explained in
central companies abroad by relevant accreditation bodies. All the distributers who organize CPD
courses, issue certificates for participants upon successfully finished training, but only 44.4% evaluate
the knowledge of participants after the training is finished.
The trainings organized by distributers are mainly in the form of lectures and demonstrations
(90.9%) (Figure 3.30). However, independent work of users at instruments at different skill levels is
performed in 69.6%.
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Figure 3.30. The way of delivering the trainings
Distributers use OER in delivering their trainings. The frequency of usage following OERs during
customers’ training is presented in Figure 3.31 Scientific papers (open access), printed publications -
books, journals (open access), e-books/e-textbooks, simulations of phenomena and processes,
simulations of instrument functioning, movies, forums and other forms of online communications,
online courses at internet, web-conferences and databases are occasionally used while
pictures/animations, other electronic textual material (brochures, presentations, promotional materials)
and webinars are often used.
Figure 3.31 The frequency of usage of some OERs (on the average)
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All the distributers deliver OERs to their customers personally, in printed form or on CD, during
the trainings. 45.5% of distributers send OERs to the customers in digital form by e-mail and 27.3% of
them enable the access to the materials via Internet at their platform. 18.2% of distributers send the
OERs via mail, based on customer requirements (Figure 3.32).
Figure 3.32. The way of delivering the OERs to the customers
The most of the examinees (90%) would be ready to place their materials for free use for
students, professors and professionals in different companies via NETCHEM platform that is planned to
be organized during the NETCHEM project.
70% of distributers that don’t use OERs would be willing to introduce them in training activities
for their customers. Only 36.4% of the distributers use OERs in native language, but all of them use
materials in foreign language (100%). The materials in foreign language are mainly in English (90.9%) and
the rest are in German.
When it comes to WARIAL, none of the distributers use it but 88.9% of them would be willing to
introduce it in the training activities for their customers.
3.7 Summary of the findings and future recommendations for Serbia
Answers from the groups which were covered in this survey (students, teachers, analysts, heads
of laboratories and HEI, distributers) should be analyzed in appropriate context, which assumes that
they are all connected by the learning process. Teachers are transferring their knowledge to the
students, who improve it furthermore as they eventually became analysts. Heads of HEI are in the
control of one end of this process, while on the other end heads of laboratories control demand for the
analyst workforce in their laboratories. They also determine desirable level and the type of the skills and
expertise which their analysts should possess. Distributers are potential employers of the students as
well. By default they are at the source of information, very often ahead of educational institutions and
they deliver special kind of education to their customers which are both universities and different kinds
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of laboratories. Therefore they very often offer complementary education to the one obtained in HEIs
which is very important in professional development.
Purpose of this survey was to determine which types of skills and knowledge are in the highest
demand among students and analysts, what are main obstacles which teachers encounter, can they be
surpassed if the abundance of OER is increased in the learning process, or by introduction of WARIAL?
Which types of OER are already present and could increased use of the other OER types be beneficial?
Results of the survey show that students self evaluated their knowledge slightly higher than
their professors did. Knowledge of PhD students is the most often evaluated with higher marks than
MSc students’, but difference is not large. All Universities have had the same trends. Both groups
(teachers and students) estimated that fundamental knowledge of the students is quite high, and that
there should be no significant language barriers for the implementation of the OER.
Skills in practical work with instruments and skills in solving complex analytical problems are
identified as the areas where student knowledge needs the most improvement. These results are
important because they indicate that introduction of WARIAL can be of great benefit to Serbian students
and professors. WARIAL can provide them the access to the analytical equipment and experts with great
experience. OER which simulate work of the instruments and various processes and phenomena can
also be very helpful in increasing knowledge levels in these areas. However, one should not neglect the
expressed need for hands-on training with real instrument and included problem based learning in
development and validation of analytical methods.
Heads of laboratories supported in their answers the findings from the previous paragraph. They
stated that newly employed analysts do well in the fields of verbal and written communication, but
practical work on instruments, project writing and knowledge of relevant regulations are evaluated as
unsatisfied. WARIAL could be used to overcome the lack of some instruments by establishing
connections with universities which possess the missing instruments, and even more to connect experts
from the industries with the students and teachers. They can transfer their knowledge and experience,
especially from the fields of practical work with the instruments, method validation and accreditation.
OERs can be divided into 3 groups based on their nature, but also based on their use. First group
is composed from conventional OER: scientific papers, e-books, printed publications and other text
materials. Members of all 3 surveyed categories (teachers, students and analysts) use OER from this
group often in their work. Second group of OER can be classified as multimedia (image / animation,
movies, simulations of phenomena and work of instruments). It is used only occasionally (or not at all
by significant number of examinees) with the exception of images and animations. Third group consists
of OER which are related to the IT: forums, chats, webinars, online courses, web conferencing, and
databases. Most of the surveyed teachers, analysts and students have never used it or they use it only
sometimes. Only exception in this group are databases, which are used more often. Reason for this
exception is that databases are necessary for successful use of certain analytical techniques (e.g. search
for MS spectra during GC-MS analyses).
OER are very positively perceived both by teachers (97%) and students (95%), but use of many
of the listed OER is very limited. Even more important is that the role of OER is supplementary; they are
not often used during lectures, as obligatory literature or during preparation of the tests. E-learning
tools are poorly used. Simulations have the highest frequency of use, but it doesn’t surpass 40%, while
Moodle is used only by every fifth examinee and use web-conferences is almost nonexistent.
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It can be concluded that attitude toward OER is very positive, but their use is very conservative.
In order to be widely used and accepted, OER must be proved to be useful, they must be available and
users must be trained to use them. This is the reason why OER from the third group are the least
present. Their use is limited by technical requirements (computers, IT classrooms), content is not as
easily available as in the case of conventional OER, teachers and students are not familiar with their use.
Special skills are needed for their development and that requires lot of time which teacher has to invest.
Without clear requirements in education process that is left to enthusiasm and self initiative. In order to
intensify OER use, all this factors must be considered. NETCHEM project will provide IT classrooms, but it
also must provide or direct teachers to the OER sources of the best quality. Teachers should also be
provided with proper training (e.g. for use of Moodle and web-conferences) and they should receive
strong incentive from the heads of HEI to enhance use of OER. During previous MCHEM Tempus project
Moodle was introduced as a learning system, but the results of the survey show that the use of Moodle
is low or even nonexistent at some universities, depending on the university or faculty policy. At some
universities other systems are used. The use of Moodle is modest, even at the Faculty of Sciences in
Novi Sad where it is being used the most. A slow progress among teachers who are working in the field
of instrumental analysis is noticed. It is obvious that positive aspects of application of it should be more
promoted among teachers who should find more time to develop such teaching tools. It is important to
find way to stimulate the development of teaching/learning tools both among teachers and among
heads of HEIs. This might become especially important regarding introduction of WARIAL, because they
are much more demanding and complex mean of education. Both institutional support and personal
attitudes of professors in charge will be important in this process.
The situation with WARIAL is similar with OER, but even more extreme. Almost none of the
teachers, students and analysts have had any experience with WARIAL. More than 4/5 of them are
interested to use it in a future. The idea to introduce WARIAL is also supported by heads of HEI, but it
can be seen that support for WARIAL is rarely unconditional. Since the use of WARIAL is much more
complex and sophisticated than the use of e.g. Moodle, introduction to the universities and analytical
laboratories must be much more careful, systematic, followed by strong IT support and incentives for
the teachers to accept it and introduce it to their curriculum. One of the prominent problems which
teachers underlined in the survey was insufficient motivation of the students and the organization of the
lab. exercises in large groups, with little or none of the practical work with the instruments. Use of
WARIAL can successfully overcome all of these problems.
The survey has provided a lot of specific information about instrumental techniques which are
the most often used in laboratories, as well as the level of expertise which surveyed analysts and
students possess. Heads of laboratories marked the most often (more than 50%) GC-MS/ECD/FID, HPLC-
UV and ICP-MS as the techniques in which their employees need further professional training. They are
chosen because they are the most often used (more often than e.g. TOC or IC), but also the most
complicated and demanding (AAS and UV-VIS are also very often present, but they are much simpler
techniques).
Very small percent of the students has practical experience with analytical instruments, and
almost none of them ever worked independently or 1 on 1 with the help of the teacher. Most of the
time lab. exercises which contain analytical instruments are only demonstrative. Very large percent of
the students is totally unfamiliar with listed analytical techniques, even with the ones which are in
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highest demand such as: GC-MS UV-HPLC and ICP-MS. WARIAL and OER focused on simulations of
analytical instruments have great potential to solve this problem.
Another interesting observation is that analysts from different cities do not possess equal level
of expertise for certain analytical techniques (e.g. IC), which can be changed by use of WARIAL and
certain OER. More than half of them do not have chance to improve their knowledge by getting
education abroad, and only one third of them is satisfied with CPD courses which are offered in their
country. Around 80% of the analysts would improve CPD courses so that they are more focused on
development of skills for independent analytical problem solving (development of new or adaptation of
existing methods in accordance to user’s needs) and they would increase amount of independent work
on instruments during course. These answers are corroborated by the answers from other surveyed
groups (heads of laboratories, teachers, and students) who also recognized skills for independent
analytical problem solving and lack of independent work on instruments as the weak points.
Need for CPD Courses
According to the results of the survey, there is a pronounced need for organizing courses for
continuous professional development, both for analysts employed by analytical laboratories and for
teachers who teach courses related to application of analytical techniques in environmental and food
safety control.
Most of these teachers (75%) would like to be trained to work with analytical instruments of the
new generation. Also, all teachers who took part in the survey, including those whose courses do not
concern analytical methods, feel that they need to develop their knowledge and skills in using new
didactic tools and in implementing contemporary education methods.
Analysts are very motivated for acquiring new knowledge – 85% of them attend CPD courses not
only because they are required to, but also because they would like to invest into their own professional
development.
Heads of the analytical labs are only partly (84%) satisfied with the knowledge their employees
having after graduation. It was assessed that graduates have no difficulties with verbal communication,
but their written communication, data analysis and handling contemporary analytical equipment are
average or below average. Their skills in project preparation and knowledge of relevant regulations were
estimated to be at a very low level. This shows the direction how to shape modernisation of MSc and
Phd courses and how to develop CPD courses, both for analysts and teachers at the university.
Heads of the analytical labs think that the employees should attend CPD courses for handling
instruments related to MS and HPLC, while their interest in learning more common techniques in
routine application (such as GC/FID, AAS, UV/VIS) is much smaller. Their employees’ knowledge of
software and hardware of the instruments is satisfactory, but their bosses would prefer greater level of
knowledge related to development and validation of methods and the processes that happen in the
instrument itself during the analysis.
Most important fields for professional development of employees in analytical laboratories are:
method validation (88% of participants) and courses dealing with sample preparation (72%). Also there
is a pronounced need for courses that enable the analysts to work with web-conference and remote
access computer control software. Heads of the labs would also like their employees to have more
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knowledge on regulations in the field of environmental and food safety control. There is more interest
for knowledge of European than national regulations.
To conclude, there is need to organize CPD courses primarily in the field of analytical
instrumentation: GC/MS and HPLC - development and validation of methods and sample preparation;
real work with instruments and hands on training are most preferred methods of learning. Need for
courses in sample preparation and method development and validation of high importance. In general
potential trainees would like problem based learning. When it comes to the employees in laboratories
who have very different levels of knowledge (sometimes even higher in some specialization than what
university can offer) it seems most reasonable to offer CPD courses for new employees in accordance
with recognised needs of heads of laboratories. Introduction of CPD courses at different levels can be
introduced having in mind potential for cooperation with distributers of the equipment in the field.
Interest exists in learning of application of web-conference and remote access computer control
software; skills in project preparation, knowledge of relevant regulations in the field of environmental
and food safety control. Last but not least, teacher’s educational skills should also be improved by using
new didactic tools and in implementing contemporary education methods that is possible within this
project to offer.
4. Conclusions on PC practice on OER and Instrumental Analysis
Analysis of collected data in two partner countries, Albania and Serbia, showed that practice in
use of OER is similar. OER is used to small extent, mainly as conservative tool. It is important to say that
it was found that wide acceptance of various types of OERs exists in region by both students and
teachers and impression is that both of them would like to use it more and at higher level. Related to
this, very diverse practice among universities in usage of Moodle platform or equivalent platforms is
found. In both countries there are universities that use it more frequently and those that do not use it at
all, neither any other equivalent platform. So, further promotion of such tools is needed.
WARIAL, as one of not only new teaching tools but also need in modern instrumental analysis
which is used by professionals, is interesting for participants of the survey in both countries. Very
modest experience exists, but clear conclusion related to openness for introduction of it into classroom
(confirmed by all interviewed target groups) is present which is good.
Such a positive attitude toward both tools promoted by the NETCHEM project opens the
possibility for significant impact on knowledge level by using new teaching/learning tools. Planned
stimulation of introduction of multimedia and E-learning tools to wider extent to teachers, students and
professionals should give positive example of good practice that eventually can be followed by the
others and thus fulfil the project goals. To be successful as much as possible in achievement of project
goals, specific needs are highlighted in responses of different target groups. They should be followed in
further phases of the project, especially taken into account when MSc, PhD and CPD courses are
designed. Findings can be summarized as follow:
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• Teachers in the region need training in using of remote desktop software and web conferencing software as well as Moodle platform or LMS. Those are areas where they
reported undeveloped skills in both countries. They are mostly positive towards introduction of
new e-learning tools in the teaching practice. Majority of them who responded in interviews use
analytical instruments in the teaching. However, teaching is organised mostly in groups and as
demonstration. In that way it contributes to theoretical knowledge more than technical skills.
Difference between two countries is observed in anticipation of most important issues in
interaction with students- in Serbia beside material resources based issues, lack of student
motivation and independence in work as well as skills for data processing are reported. In
Albania, the recognised highest challenge is only the lack of resources. Average satisfaction with
own students knowledge range between 5-7 in Serbia and 6-8 in Albania. When it comes to CPD
courses, in both countries teachers expressed the interest to participate in them either as
trainee or trainers. In between 50-70% of interviewed teachers in region feel competent to
deliver CPD courses for professionals that work in EFSC that is very good as a potential to use for
achievements of knowledge growth. Teachers in both countries are aware of own needs in
knowledge and skills improvement. The training on analytical instruments of new generation is highly positioned in both countries in that respect. Further specific interests per countries are expressed.
• Student responses in the region show that the area where improvements should be made are in developing practical skills for work with analytical instruments and skills for solving complex analytical problems. It is the same conclusion although in Serbia half of participating
students where MSc and half PhD, while in Albania near 70% was MSc, and the rest PhD.
Related to computer software needs, findings were similar to those of their teachers. Topics of statistical data analysis, remote desktop control software application, web-conferencing and LMS are highlighted as those where lack of skills exists. 50-70% students in the region can
use IT classrooms and computers in their department libraries. Student responses related to
their experience with work on analytical instruments was in agreement with data provided from
their teachers - they mostly have theoretical knowledge. There are specificities for each
university related to available type of techniques.
• Heads of HEIs provided information on main source of funding the purchase and maintenance of
equipment. That is Ministry in charge. Majority of Heads in both countries would support engagement of the human and equipment resources for establishing common WARIAL courses with other HEIs having in mind necessity to adopt the schedule and resources. Almost all heads in region recognise that further improvement of knowledge of their employees related to instrumental analysis, web-conferencing and application of remote control software are needed. The same is with organisation of CPD courses for professionals which
would be supported by universities. In majority of the universities they are already organised in
some form.
• Analyst's population who works already and that responded to interviews was different in
Serbia and Albania. In Serbia mainly BSc/MSc holders replied while in Albania mainly PhD
holders replied. Field of work in Serbia was mostly water related and then food related, while in
Albania mostly food, than water and soils related. Professionals indicated mostly more than
average assessment of existing knowledge and skills in GC/MS/ECD/FID, HPLC/UV, AAS, FTIR and
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UV/VIS techniques. Less level is assessed for ICP-MS, TOC in both countries which is most probably consequence of low number of those instruments. Differences exists in LC-MS/MS
technique where in Serbia it is assessed as technique where lower level of knowledge exists
while in Albania it is not so. Reason for difference might be the different population who
responded to interviews and number of present instruments. Certain specificities exist in each
country. Analysts for Albania think that they need mostly knowledge and skills related to hardware and method development and validation, while in Serbia, no specific needs among offered types of knowledge that might be needed are especially highlighted. Main motivation of professionals in the region (75-86%) is to participate in CPD courses is their own wish to develop themselves professionally which is good base to develop more structured way of
delivering such courses. They suggest that CPD courses should be organised in a way to provide real trainings with instruments and development of skills for independent problem solving regardless of the country of origin.
• Heads of analytical laboratories confirmed that the investment is made in education of
employees. They are just partially satisfied with the knowledge of novice graduate students who
are coming from the universities. In both countries most missing is "project writing" skill, than in Serbia practical work with instruments and in Albania knowledge on relevant regulations
and on the third place is vice versa for both countries. Heads of laboratories see the need for training of their employees in instrumental techniques they use. Furthermore, they reported the need for development and validation of methods in both countries as most pronounced that was not so anticipated by the Serbian analysts. Furthermore, specific needs for each
country are observed.
• Distributers of analytical equipment observe the lack of knowledge in the region on ICP/MS
technique. Needs in other techniques are specific for each country. 40-50% of distributers
deliver trainings to their customers on regular basis in different forms, but with small number of
accredited courses. Type of training is mostly demonstration in both countries, but independent
work of users at different skill levels is also present in both countries. Different kinds of OERs are
utilized during their courses. Very high %, 70-90% of distributers would be ready to place their materials for free use for students, professors and professionals in different companies via future NETCHEM platform which is an opportunity that the project should take into account for benefit of all participants.
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5. Annex I - Examples of questionarries
QUESTIONNAIRE FOR MASTER/PhD STUDENTS
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire
which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the
field of environmental and food safety control. Results of the questionnaire will be used in improving
instrumental analysis education by implementation of new instructional tools within erasmus+ project
"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry
Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – collaborative service / videoconferencing session organized to interact with other
participants using a web application.
CPD – Continual Professional Development – courses for lifelong education of employees.
Gender: M F
You are: a) master student b) PhD student
1. Assess your knowledge and skills in work with the following software .
software knowledge/skills
none undeveloped average excellent
Office package (Word,
Excel, PowerPoint)
LMS
Web-conferencing
software
Remote Desktop
Control software
statistical data analysis
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software
2. Do you use an IT classroom at your Department?
a) yes b) no
3. Can students use computers in the Department library?
a) yes b) no
4. How often do you use the following OERs during teaching?
OER never occasionaly often
scientific papers (open access)
printed publications (books, journals) (open
access)
e-books/e-textbooks
other electronic textual material (brochures,
presentations, promotional materials)
pictures/animations
simulations of phenomena and processess
simulations of instrument functioning
movies
forums and other forms of online
communications
webinars
online courses at internet
web-conferences
databases
5. You feel that the usage of OER in lectures by your teachers is :
a) insufficient – you would like that OERs were used more frequently
b) adequate
c) excessive
6. Do you think that your learning is better and of higher quality when teachers use OER during lectures or
practical laboratory work ?
a) yes b) no
7. Do you think that your learning is better and of higher quality when you use OER (recommended by
teachers or those you found yourself) during your study ?
a) yes b) no
8. Do you ever consider the credibility of OERs you use?
a) I never think about it
b) I use the materials from reliable sources only (scientific papers or materials from analytical companies
with high reputation )
c) I use resources recommended by my teachers
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9. Do your teachers use some of the following e-learning tools?
YES NO
Moodle platform (or equivalent)
interactive online or offline theoretical classes
online or offline resources for learning about instruments functioning
software for simulation/conducting practical work
web-conferences
10. Have you ever worked with analytical laborotories with remote web assess to instruments (WARIAL)?
YES, please list _________________________________________________________
a) NO
11. Would you use WARIAL if given a chance?
a) yes b) no
12. To which extent are you familiar with the listed analytical techniques and using instruments ? Please
tick the appropriate fields in the table on the scale 1-4, where:
1 –totally unfamiliar
2 – I have only theoretial knowledge on analytical techniques, but I haven’t had the opportunity to see
how the instrument works
3 – I know the technique and I saw how the instrument functions, but I but I haven’t had the opportunity
to work on it.
4 – I have practical experience with analytical techniques and handling the instrument
ANALITYCAL TECHNIQUE 1 2 3 4
GC/MS � � � �
GC/ECD � � � �
GC/FID � � � �
HPLC/ UV � � � �
AAS � � � �
FTIR � � � �
UV/VIS � � � �
ICP-MS � � � �
LC-MS/MS � � � �
IC � � � �
TOC � � � �
NMR � � � �
� � � �
� � � �
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13. In which way was the practical work orgaNišed on the listed analytical instruments? Please tick the field
in each row of the table given below (if needed, please add more analytical techniqies).
ANALYTICAL
TECHNIQUE no practical
work
just as
demonstration
in
groups individually, with halp of a
teaching assistant (1:1) individually without
any help
GC/MS � � � � �
GC/ECD � � � � �
GC/FID � � � � �
HPLC/ UV � � � � �
AAS � � � � �
FTIR � � � � �
UV/VIS � � � � �
ICP-MS � � � � �
LC-MS/MS � � � � �
IC � � � � �
TOC � � � � �
NMR � � � � �
� � � � �
� � � � �
14. List the techniques of qualitative analysis you have used in your practical work.
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
15. If you performed quantitative analysis using the listed analytical techniques, please indicate to which
level your work was independant. (Tick the corresponding fields in the table).
ANALYTICAL
TECHNIQUE
level of independent work
just
calibration
calibration, precission,
accuracy calibration, precission, accuracy,
detection and quantitation limit
GC/MS � � �
GC/ECD � � �
GC/FID � � �
HPLC/ UV � � �
AAS � � �
FTIR � � �
UV/VIS � � �
ICP-MS � � �
LC-MS/MS � � �
IC � � �
TOC � � �
� � �
� � �
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16. Do you think you got adequate level of knowlede during your studies? On scale 1-10 (1 – insufficient
knowledge, 10 – excellent knowledge) assess the levels of your knowledge and skills in the following
categories:
a) fundamental chemical knowledge
1 2 3 4 5 6 7 8 9 10
b) theoretical knowledge in the field of EFSC
1 2 3 4 5 6 7 8 9 10
c) theoretical knowledge on analytical techniques you apply
1 2 3 4 5 6 7 8 9 10
d) practical skills at analytical instruments
1 2 3 4 5 6 7 8 9 10
e) skills for solving complex analytical problems
1 2 3 4 5 6 7 8 9 10
f) knowledge of foreign languages (professional terminology ) needed for the use of OER
1 2 3 4 5 6 7 8 9 10
QUESTIONNAIRE FOR TEACHERS
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire
which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the
field of environmental and food safety control. Results of the questionnaire will be used in improving
instrumental analysis education by implementation of new instructional tools within erasmus+ project
"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry
Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – videoconferencing session organized to interact with other participants using a web
application.
CPD – Continual Professional Development – courses for lifelong education of employees.
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Gender :M F
How many years of work experience within higher educational institution have you got?
a) less than 1
b) 1-5
c) 5-10
d) 10-20
e) 20-30
f) more than 30
1. Assess your knowledge and skills in work with the following software:
software knowledge/skills
none undeveloped average excellent
Office package (Word, Excel, PowerPoint)
LMS
Web-conferencing software
Remote Desktop Control software
statistical data analysis software
2. How often do you use the following OERs during teaching?
OER never occasionaly often
scientific papers (open access)
printed publications (books, journals) (open
access)
e-books/e-textbooks
other electronic textual material (brochures,
presentations, promotional materials)
pictures/animations
simulations of phenomena and processess
simulations of instrument functioning
movies
forums and other forms of online
communications
webinars
online courses at internet
web-conferences
databases
3. I use OER: (mark all that is appropriate)
a) during self-preparation for lectures (to get information related to my field of work)
b) during lectures (OER included in lectures/excercises)
c) during preparation of tests for students
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d) as obligatory literature for students
e) as additional recommended literature for students
4. Is the quality of your lectures better when you use OER during classess or excercises?
a) yes b) no
5. Do you use some of the following e-learning tools?
Yes NO
Moodle platform (or equivalent)
interactive online or offline theoretical classes
online or offline resources for learning about instruments functioning
software for simulation/conducting practical work
web-conferences
6. Have you ever worked with analytical laborotories with remote web assess to instruments (WARIAL)?
b) YES, please list _________________________________________________________
c) NO
7. Would you use WARIAL in your teaching ?
a) yes b) no
8. Would you be ready to adjust your lectures schedule to the common schedule of online classes (agreed in
advance) in all higher education institutions that participate in WARIAL?
a) yes
b) no
c) yes, but it depends on the possibility to harmonize lecture schedules with infrastructural capacities
9. Are there any practical excercises on analytical instruments in your course?
a) da b) ne
If YES, please answer questions 10-21.
10. Which instruments do you use in practical excercises ?
ANALYTICAL TECHNIQUE YES NO
GC/MS � �
GC/ECD � �
GC/FID � �
HPLC/ UV � �
AAS � �
FTIR � �
UV/VIS � �
ICP-MS � �
LC-MS/MS � �
IC � �
TOC � �
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NMR � �
� �
11. Excercises at above mentioned instruments are organised:
a) as demonstrations
b) in groups (how many students are there in a group? _________)
d) student perform the excercies individually with the help of a teaching assistant (1:1)
e) individually, without any help.
12. Do you feel you need a training course for working on analytical instruments of the new generation?
a) yes b) no
13. Have you ever participated in CPD courses related to working on analytical instruments?
a) YES →→→→ Who was the organizer/trainer in the course?
____________________________________
→→→→ What was the duration of the course?
________________________________________________________
b) NO
14. Please assess (on scale 1-10) knowledge and skills of your students at the beginning of their
master/PhD studies (10 – excellent):
knowledge/skill master students PhD students
fundamental chemical knowledge 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
theoretical knowledge in EFSC field 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
theoretical knowledge on analytical methods 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
skills in practical work with instruments 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
skills in solving complex analytical problems 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
foreign languages (professional terminology)
needed for use of OER 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
15. On scale 1-5 assess the issues you encounter in your teaching (1 – the highest priority, 5 – the lowest
priority)
ISSUES 1 2 3 4 5
lack of professional literature � � � � �
lack of time for practical excercises � � � � �
lack of space for practical excercises (lack of working places) � � � � �
too few analytical instruments � � � � �
lack of financial resources for purchase of new didactic tools (IT equipment and software for
simulating processes and data analyses)
� � � � �
lack of resources for purchase of consumables � � � � �
lack of resources for equipment maintenance � � � � �
lack of students’ theoretical knowledge needed for your course � � � � �
lack of students’ practical skills in lab work � � � � �
lack of students’ skills for data acquisition, data analysis and reporting on experimental results � � � � �
lack of students’ independence in practical work � � � � �
lack of students’ motivation � � � � �
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16. How do you assess students’ practical knowledge in handling analytical instruments ? (mark all that
applies)
a) I don’t
b) I check only their theoretical knowledge
c) by asessment of precision and accuracy of the experimental results
17. Do you think that the application of WARIAL is appropriate for students’ preparation and training for
handling analytical instruments?
a) yes b) no c) only as an addition to the real work with instruments
18. Do you think that computer simulations can be an appropriate addition to practical work with
instruments?
a) yes b) to a lesser extent c) no
19. Do you agree with the following statements?
I need additional training: I
disagree
I agree only
partially
I
agree
for developing skills in finding information from primary and
secondary sources, including online computer search � � �
for implementing contemporary education methods � � �
for acquiring knowledge and skills for using new didactic tools � � �
in techniques for assessing students’ knowledge (e.g. design of
tests) � � �
20. Would you be willing to participate in orgaNišation and implementation of CPD courses at your
institution for professionals that work in EFSC?
a) I already participate b) I would like to c) No
21. Do you feel you are competent to educate the professionals in the field of EFSC instrumental analysis?
a) YES, because: � I regularly keep track on the development of analytical methods
� I regularly keep track on development of instruments
� I regularly keep track on regulations concerning EFSC
b) NO, because due to modest material resources I do not have access to new analytical instruments
and I can’t follow changes in development of analytical methods and techniques.
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QUESTIONNAIRE FOR HEADS OF HIGHER EDUCATION INSTITUTIONS
Name of your institution: _______________________________________
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire
which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the
field of environmental and food safety control. Results of the questionnaire will be used in improving
instrumental analysis education by implementation of new instructional tools within erasmus+ project
"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry
Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – collaborative service / videoconferencing session organized to interact with other
participants using a web application.
CPD – Continual Professional Development – courses for lifelong education of employees.
You are: a) Dean b) Vice Dean c) Head of the Department
1. Sophisticated analytical instruments in your institution are used:
a) mainly in education
b) mainly for scientific work
c) mainly for services for different customers
d) both for education and scientific work
e) to the same extent for education, scientific work and services for customers
2. Using numbers 1-4 rank the sources of financing the equipment purchase (1- the most important
source):
Ministry of education, science and technological development or equivalent
own institutional resources
resources from international projects
donations
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3. Using numbers 1-4 rank the sources for financing the maintenance of the equipment in your institution
(1- the most important source):
Ministry of education, science and technological development or equivalent
own institutional resources
resources from international projects
donations
4. Do you support engagement of the human and equipment resources of your institution for establishing
common WARIAL courses with other higher education institutions (HEI) - e.g. online practical work using
WARIAL?
a) yes
b) no
c) with reciprocity only, if similar excercises in the other HEIs can be orgaNišed for our students at
instruments that we don’t possess
5. In some cases usage of WARIAL would require harmoNišation of class schedule with other HEIs -
participants of NETCHEM project in order to perform online real-time excercises with the simultaneous
engagement of the students in all participating institutions. Would you support the necessary changes of
the schedule?
a) no
b) yes, to the smaller extent (1-3 excercises in semester)
c) yes, if such harmonization could be done at the beginning of the semester with exact schedule of
WARIAL excercises
6. Do you think that in experimental work there exists the need for application of software simulating
work of analytical instruments (e.g. during students’ preparation for handling instruments or as a surrogate
for experimental work?
a) yes
b) yes, but only as an addition to the real experimental work
c) no
7. Do you think that your employees have insufficient knowledge in working with analytical instruments ?
a) yes b) partially c) no
8. Do you think that your employees and students need training for using Web conferences software?
a) yes b) no
9. Do you think that your employees and students need training for using remote computer control
software?
a) yes b) no
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10. Are CPD courses organized in your institution/unit?
a) yes, please list: ____________________________________________________________
____________________________________________________________
____________________________________________________________
b) no
11. If CPD courses are organized in your institution, they have:
a) the same topic each time
b) different topic each time
12. Are those CPD courses accredited?
a) Yes, by : ____________________________________________________
b) No
13. Do you issue certificates to participants of the courses upon succesfully fiNišhed training ?
a) Yes, without any testing
b) Yes, after testing their knowledge and skills obtained during training
c) No
14. Do you evaluate the knowledge of participants after the training is fiNišhed?
a) yes
b) no
15. Would you support the orgaNišation of CPD courses for professionals in the field of EFSC , implemented
by your employees?
a) da b) ne
16. How should these CPD courses be organized (if adequate remuneration is assumed) ?
a) Independently, as a service that my institution provides
b) As a service that my institution provides in cooperation with professional societies
c) On the premises of interested participants , based on their request
d) your suggestion:
___________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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QUESTIONNAIRE FOR ANALYSTS
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire which is
aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the field of
environmental and food safety control. Results of the questionnaire will be used in improving instrumental
analysis education by implementation of new instructional tools within erasmus+ project "ICT Networking for
Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education" 573885-EPP-1-2016-1-
RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – videoconferencing session organized to interact with other participants using a web
application.
CPD – Continual Professional Development – courses for lifelong education of employees.
1. What is your level of education?
a) secondary school b) BSc/ MSc diploma c) PhD
2. Have you ever participated in CPD courses?
a) No, I haven’t.
b) Yes, at the beginning of my carrier
c) I participate regularly
3. If you have participated in CPD courses, tell us about your motivation (please tick one or both possibilities)
a) I wish to develop myself professionally
b) I need certificates for my job
4. Please assess (on scale 1-5, where: 1 – not the issue for me at all, 5 – very serious issue) the barriers you meet
during your professional development.
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BARRIERS
language barriers while looking for information � 1 �2 �3 �4 �5
i don’t know where to find reliable info � 1 �2 �3 �4 �5
lack of courses in my native language � 1 �2 �3 �4 �5
courses that i can find are not at appropriate level � 1 �2 �3 �4 �5
lack of experience in handling instruments � 1 �2 �3 �4 �5
5. Please assess (on scale 1-5, where: 1 – my knowledge is excellent, 5 - serious lack of knowledge and skills)
which knowledge and skills you miss related to usage of instrumental techniques? Please give answers only
for the techniques you use in your work.
analytical technique knowledge and skills
GC/MS/ECD/FID
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
HPLC/ UV
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
AAS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
FTIR
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
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UV/VIS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
ICP-MS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
LC-MS/MS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
IC
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
TOC
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
if needed, add additional techniques below
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
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knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
6. In which field do you apply instrumental analysis?
Analysis of:
water food air soil sediment
objects and
materials
GC/MS/ECD/FID � � � � � �
HPLC/ UV � � � � � �
AAS � � � � � �
FTIR � � � � � �
UV/VIS � � � � � �
ICP-MS � � � � � �
LC-MS/MS � � � � � �
IC � � � � � �
TOC � � � � � �
If needed, add additional techniques below
� � � � � �
� � � � � �
� � � � � �
7. How often do you use different OERs in your professional education?
OER never occasionaly often
scientific papers (open access)
printed publications (books, journals) (open access)
e-books/e-textbooks
other electronic textual material (brochures, presentations, promotional
materials)
pictures/animations
simulations of phenomena and processess
simulations of instrument functioning
movies
forums and other forms of online communication
webinars
online courses at internet
web-conferences
databases
8. If you do not use OER, please state the reason:
a) I don‘t know how
b) I don’t think that it might be useful
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c) education provided by my institution is enough
9. Would you use OER if you had a chance?
a) yes b) no
10. If you use OER, tell us which language they are in? (please mark one or both answers)
a) native language
b) foreign language:
__________________________________________________________________________
11. Do you use WARIAL?
a) yes
b) no
12. If yes, in which language?
a) native language
b) foreign language: _______________________
13. If you do not use WARIAL, would you try doing it?
a) yes b) no
14. Would it be easier for you if you had education materials in your native language?
a) yes b) no
15. Do you have the chance to improve your knowledge by getting education abroad?
a) yes b) no
16. Are you satisfied with the quality of CPD courses offered in your country?
a) yes b) no
17. What would you change in order to make courses better? (please mark all answers that apply)
a) theoretical knowledge on analytical methods and techniques
b) development of skills for independent analytical problem solving (development of new or adaptation of
existing methods in accordance to user’s needs)
c) independent work on instruments during course
d) knowledge testing as a prerequisite for certificates
e) something else: ________________________________________________________________________
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QUESTIONNAIRE FOR HEADS OF LABORATORIES
Name of your institution/laboratory:
______________________________________________________________________
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire
which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the
field of environmental and food safety control. Results of the questionnaire will be used in improving
instrumental analysis education by implementation of new instructional tools within erasmus+ project
"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry
Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – collaborative service / videoconferencing session organized to interact with other
participants using a web application.
CPD – Continual Professional Development – courses for lifelong education of employees.
You are:
a) head of the accredited laborotory
b) person in charge of an instrument in laborotory/chair holder at Higher Education Institution or leader of
the unit that is in charge of an instrument
1. Your field of work is:
a) education
b) research
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c) food quality control
d) environmental quality control
2. How many analysts working with instruments is active in your lab/company?
a) up to 3
b) 5 to 10
c) more than 10
3. Are you satisfied with the knowledge that your novice employees got upon graduation from university?
a) yes b) no c) partially
4. On scale 1-5 assess the skills and abilities that novices in your laboratory lack.
(1 – lacking to small extent, 5 – lacking to very high extent)
verbal communication � 1 � 2 � 3 � 4 � 5
written communication � 1 � 2 � 3 � 4 � 5
data analysis and reporting � 1 � 2 � 3 � 4 � 5
practical work on instruments � 1 � 2 � 3 � 4 � 5
project writing � 1 � 2 � 3 � 4 � 5
knowledge on relevant regulations � 1 � 2 � 3 � 4 � 5
5. Do you invest in their professional development?
a) yes: € only in the beginning of their carrier
€ continually throughout their carier
b) no
6. How many of the following instruments have you got in your laborotory?
ANALYTICAL TECHNIQUE NUMBER OF
INSTRUMENTS BRENDS OF
EQUIPMENT
GC/MS �
GC/ECD �
GC/FID �
HPLC/ UV �
AAS �
FTIR �
UV/VIS �
ICP-MS �
LC-MS/MS �
IC �
TOC �
�
�
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7. In which field do you apply instrumental analysis? How many analysts handle the instruments? Please
thick the appropriate box for techniques you apply in your lab.
ANALYTICAL TECHNIQUE
IN ANALYSIS OF:
water food air soil sediment objects and
materials
GC/MS/ECD/FID � � � � � �
number of analysts
HPLC/ UV � � � � � �
number of analysts
AAS � � � � � �
number of analysts
FTIR � � � � � �
number of analysts
UV/VIS � � � � � �
number of analysts
ICP-MS � � � � � �
number of analysts
LC-MS/MS � � � � � �
number of analysts
IC � � � � � �
number of analysts
TOC � � � � � �
number of analysts
If needed please list other techniques
� � � � � �
number of analysts
� � � � � �
number of analysts
� � � � � �
number of analysts
8. Please indicate in which techniques your employees need further professional training .
ANALYTICAL TECHNIQUE
GC/MS € yes € no
GC/ECD € yes € no
GC/FID € yes € no
HPLC/ UV € yes € no
AAS € yes € no
FTIR € yes € no
UV/VIS € yes € no
ICP-MS € yes € no
LC-MS/MS € yes € no
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IC € yes € no
TOC € yes € no
OTHER KNOWLEDGE AND SKILLS
sample preparation € yes € no
development and validation of
methods € yes € no
environmental regulations € yes € no
if YES € European
€ national
regulations related to food € yes € no
if YES € European
€ national
work with Web conferencing software € yes € no
work with remote control software € yes € no
9. List the most frequent mistakes made by your employees in handling analytical instruments.
______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________
10. Would you support participation of your human and equipment resources in WARIAL courses with
partners from NETCHEM project?
a) yes, we would like to participate in delivery of such courses to students together with higher
education institutions
b) yes, we would like to be trained in this way
c) we would like both to deliver such courses and to be trained this way
d) no
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QUESTIONNAIRE FOR EQUIPMENT DISTRIBUTERS
Name of your organization: ________________________________________
We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire
which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the
field of environmental and food safety control. Results of the questionnaire will be used in improving
instrumental analysis education by implementation of new instructional tools within erasmus+ project
"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry
Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!
Glossary:
OER – Open Educational Resources – instructional materials with free licence
WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which
can be accessed online from distant locations using appropriate software.
LMS – Learning Management Systems – platforms for supporting and management of e-learning systems
(e.g. Moodle or an equivalent platform).
Remote Desktop Control software –software that allows you to remotely control a computer you are
connected to from another computer
Web conference – collaborative service / videoconferencing session organized to interact with other
participants using a web application.
CPD – Continual Professional Development – courses for lifelong education of employees.
1. Please assess (on scale 1-5, where: 1 – just to the small extent, 5 - serious lack of knowledge and skills)
which knowledge and skills your customers lack related to the use of instrumental techniques?
analytical technique knowledge and skills
GC/MS/ECD/FID
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
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knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
HPLC/ UV
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
AAS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
FTIR
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
UV/VIS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
ICP-MS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
LC-MS/MS
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
IC
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
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knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
TOC
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
if needed, add additional techniques below
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
related to hardware � 1 �2 �3 �4 �5
full usage of the possibilities offered by the software � 1 �2 �3 �4 �5
knowledge of the software � 1 �2 �3 �4 �5
knowledge of development and validation of the method � 1 �2 �3 �4 �5
knowledge of the processess that happen in the instrument
itself during the analysis � 1 �2 �3 �4 �5
2. How often do you use the listed OERs in your customers’ training?
OER never occasionaly often
scientific papers (open access)
printed publications (books, journals) (open
access)
e-books/e-textbooks
other electronic textual material (brochures,
presentations, promotional materials)
pictures/animations
simulations of phenomena and processess
simulations of instrument functioning
movies
forums and other forms of online
communications
webinars
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online courses at internet
web-conferences
databases
3. How do you deliver OERs to yours customers during training ?
€ personally, in printed form or on CD
€ via mail, based on customer requirements
€ in digital form by e-mail
€ customers can assess the materials via internet at our platform
4. Would you be ready to place your materials for free use for students, professors and professionals in different companies via NETCHEM platform that is planned to be organized during the NETCHEM project?
a) yes b) no
5. If you do not use OERs, would you be willing to introduce them in training activities for your customers?
€ yes b) no
6. If you use them, in which language are the materials? c) native
d) foreign: _______________________
7. Do you use WARIAL in your training courses? a) yes, in form of ______________________________________________________
b) no
8. If you do not use it, would you be willing to introduce it in training activities for your customers?
a) yes b) no
9. If you use it, in which language is it? a) native
b) foreign: _______________________
10. How often do you deliver training to your customers for handling analytical instruments? a) just once, upon equipment purchase
b) regularly on our company premises, € different topics, several times per year
€ one topic several times per year
c) on customer's premises € different topics, several times per year
€ one topic several times per year
11. If you deliver CPD courses, they are orgaNišed:
c) each time with the same topic
d) each course has different topic
12. Are those CPD courses accredited?
c) yes, accredited by : ____________________________________________________
d) no
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13. Do you issue certificates for participants of CPD courses upon succesfully fiNišhed training?
a) yes
b) no
14. Do you evaluate the knowledge of participants after the training is fiNišhed ?
a) yes
b) no
15. The training you deliver is orgaNišed in form of: (mark all that is appropriate)
a) lectures
b) demonstrations
c) independent work of users at instruments at different skill levels (e.g. for beginners, advanced users.
etc.)
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This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.