UNIVERSITY OF MOSTAR IMPLEMENTATING BOLOGNA PROCESS AT THE UNIVERSITY OF MOSTAR -University report- Snježana Rezić Dražena Tomić Vojo Višekruna Mostar,

UNIVERSITY OF MOSTAR

IMPLEMENTATING BOLOGNA PROCESS AT THE UNIVERSITY OF MOSTAR

-University report-

Snježana Rezić

Dražena Tomić

Vojo Višekruna

Mostar, 26.-28. September, 2007.

STUDYING AT UNIVERSITY OF MOSTAR

The Senate of the University in Mostar has decided to follow the changes taking place in the high education around Europe, in order to avoid the isolation. The result of such a decision are the modern teaching plans and programmes of our studies, based on the ECTS (European Credit Transfer System) (Decision - 2000 year.)

Today, studies at the University of Mostar are adapted to Bologne process and to value students’ work in accordance to ECTS.

OUR APPROACH

Promotion of the ECTS principles and philosophy Comprehensive guide to ECTS Open Forum on University level for promotion of institutional, national and international experiences Cooperation with student organizations Participation in European networks and TEMPUS projects Analysis of current programmes based on ECTS principles Regional cooperation in ECTS Establishment of Total Quality Management System at University

OUR APPROACH

Learning Learning Technology developmentTechnology developmentHuman resource managementHuman resource management - Staff - Staff

ProcurementProcurement

InfrastructureInfrastructure of the institution – Learning Space of the institution – Learning Space

InboundInboundLogisticsLogistics

RecruitinRecruitinggStudentsStudents

OperationsOperations

Teaching Teaching

and and

LearningLearning

Outbound Outbound logisticslogistics

ExamsExams

MarketingMarketingand salesand sales

Employ-Employ-ment ment supportsupport

ServiceService

Longlife Longlife LearningLearning

Primary activitiesPrimary activities

SupportSupportactivitiesactivities

RESTRUCTURING UNIVERSITY DEGREES ACCORDING TO BOLOGNA

The studies are composed of following levels:

UNDERGRADUATE STUDY

DOCTORAL STUDY

MASTER STUDY

Bachelor3-4 YEARS180-240 ECTS

1-2 YEARS60-120 ECTS Master

3 YEARS180 ECTS

Ph.D

DEGREE STRUCTURE

It should be pointed out that starting with the academic year

2005/2006 teaching process was organised according to the

Bologna Declaration as follows:

–(3+2+3) Faculty of Agronomy, Faculty of Civil Engineering, Faculty of Philosophy and Humanity, Faculty of Mechanical Engineering and Computing (Computer studies), Faculty of Science and Education (except Music education (4 +0) and Primary education (5+0) )

–(4 + 1+3) Faculty of Mechanical Engineering and Computing (Mechanical Engineering), Faculty of Economics

–(5+0+3) Academy of Fine Arts, Faculty of Law

–(6+0+3) Faculty of Medicine

–(3) Medical college

DEGREE STRUCTURE

Obligatory courses

Electivecourses

HumanCourses

Total %

% % %

Undergraduate study of mechanical engineering240 ECTS - 4 Year

77,7 10 12,3 100

Graduate study of ME(60 ECTS – 1 YearMaster of ME

60,4 31,2 8,4 100

Undergraduate study of computing 180 ECTS –3 Y Bachelor of Computing

77,7 10,8 11,5 100

Graduate study of Computing 120 ECTS –2Years of.C.

72,8 19,4 7,8 100

STUDY

PROGRAMME

Example

Obligatory courses: basic (natural science, electrical engineering…) field related, advanced

Elective course: field related, advanced courses

Human courses: technology and society, economics, management, language….

QUALIFICATION FRAMEWORK

Bachelors degrees

* knowledge and critical understanding of the well-established principles of their area of study, and of the way in which those principles have developed;

* ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

* knowledge of the main methods of enquiry in their subjects, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;

* an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.


Masters degrees

* a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;

* a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

* originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

* conceptual understanding that enables the student:

•to evaluate critically current research and advanced scholarship in the discipline; and

•to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.


Doctoral degree

* the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;

* a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;

* the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;

* a detailed understanding of applicable techniques for research and advanced academic enquiry.

IMPLEMENTATION OF THE ECTS METHODOLOGY

1. Define the basic function of the education to be offered

2. Define competencies and overall goals

3. Define the curriculum model

4. Work out the course formats, workload, and course and module content

5. Determine how the curriculum will be evaluated and developed

6. Criteria for accreditation

Curriculum development process

IMPLEMENTATION OF THE ECTS _ METHODOLOGY

Studies at the University of Mostar are made with the aim to fulfil the following goals:

to equalize stated and effective length of study;

to rationalize students’ obligations concerning lectures and exams;

to adjust to market requirements at home and abroad;

to make the study attractive for new students.

Goals of the curriculum restructuring

IMPLEMENTATION OF THE ECTS _ METHODOLOGY

The year is ~ 1600 hours of work on the part of the student

800 hours per term

Students should not have more than 25 term classes (lectures, workshops, seminars etc.).

The student’s work week is ~ 40 hours,

One year is 60, each semester 30 ECTS

Students can have the most 9 exams per an academic year

Curriculum courses can be basic, specialized or elective. Number of certain courses depends on the type of study.

Basic Parameters for curriculum development

IMPLEMENTATION OF THE ECTS _ METHODOLOGY COURSE DESCRIPTIONS

Expected learning outcomes/competences

Credits as measure of student workload or notional learning time required to achieve the expected learning outcomes

Content

Type of course/educational activity

Level of course/activity

Teaching/learning and assessment methods

Literature

The teacher studies the subject matter of his/her course in respect of scientific aspects and professional aspects.Outlining policies and procedures for the course as well as a week by week description

Course description


Teacher sorts the components of the subject to the core categories

Core knowledge

80 % (teaching time)

Supplementary knowledge

15 %

Specialised knowledge

5 %

• vital knowledge which one must possess in order to be able to acquire more knowledge (theories, models..) .

• adds theoretical details and clarifies less common applications

• deepens of a specific area.

Course analysis


From lectures to more diverse teaching methods

Tutorials

Group work

Class rooms presentations

Role plays

Classroom discussions and debates

Papers, case studies

Resources

Exams (evaluation documentation)

Technological implementation expensive

Retraining of staff to learn about new working methods

New teaching methods


The process of defining student workload is not trivial because it has repercussions on the work of the student in relation to such issues as the number of hours in class, the preparation that students need before and after the class, the work done independently by the student or the professor’s method of teaching.To determine a student’s workload measured in 5 day weeks(One week = 40 h of a student’s work)Different modes of studying (student’s Learning methods)

– reading literature – preparing for exams –contact teaching–working on his/her own –doing written assignments, etc.

Student workload


The implementation of ECTS in this study has consisted of collecting data from students and teachers about the workload.

The Work group for implementation of ECTS a form was sent to every teacher responsible of subject, requesting these two data sets with respect to their subject area.

A survey was distributed among every registered student who had passed their examinations in the subjects in question in the previous year, asking for these data for each subject.

The data collected as a consequence of the process previously described have been analyzed on two levels. At one level, data grouped in years was analyzed by ECTS coordinator. At another level, data obtained on every single subject was sent to the teachers in charge of the subject, so that they could analyse them individually and make their own decisions.

Student workload


The course workload analysis

FORM FOR CHECKING WORKLOAD OF AN COURSE(to be completed by the student and teachers)

Programme of Studies:………………………………………………….Name of the course:……………………………………………………...Target group:…………………………………………………………….Level of the unit:…………………………………………………………Entrance requirements:…………………………………………………..Number of ECTS credits:………………………………………………..Competences to be developed:…………………………………………..1………………………………………………………………………….2………………………………………………………………………….3………………………………………………………………………….4………………………………………………………………………….

Learning outcomes Educational activities Assessment Estimatedstudent work time in hours


Transfer regulations (including admission regulations, education abroad and transcripts)Technical issuesInformation about new degree structure, and transfer from old ones.Recruitment to new degree structure.ECTS documentsInformation Package/Course Catalogue

ECTS Student Application Form ECTS Learning Agreement ECTS Transcript of Records Diploma Supplement

Challenges


The ECTS grading system was not designed to replace the national grading systems, but to enhance the understanding of them in other countries.Use of the statistical data to define students into large groups to more easily make a ranking.Government decision to implement it nationally.

ECTS Grading

Grades Description Percent National Grade

A Excellent 10% 5 High level of knowledge. Good analytical ability. Independent use of knowledge.

B Very good 25% 4 Good overview of the field of study. Independent use of knowledge.

C Good 30% 3 Able to explain the most important elements in the field of study. Some independent use of knowledge.

D Adequate 25% 3 Overview of the most important elements are lacking. Can not use the knowledge independently.

E Poor, but sufficient

10% 2 Satisfies the minimum standard, but no more. Not able to use the knowledge independently,

F Failed 1 Lacking both detailed knowledge and overview.

ECTS MANAGEMENT

Who What How

Pro-rector for Teaching Process

Leads all the process

Making Action Plan of Activities (APA) including Common Guidelines (CG) for the curriculum design and unified ‘skill’ courses for proceeding and drafting the outcomes in the unique forms for reporting to the Rector and at the University’s bodies (Council, Senate, Board) that are responsible for decisions.

Dean Implements; Lead Faculty Activities

Implements the APA and CG organizing and leading the activities in the faculty level.

ECTS MANAGEMENT

Who What How

ECTS Teams Workshops and debate on Learning Outcomes

ECTS Teams including external stakeholders leads the process of designing program Learning Outcomes (LO) in terms of: Knowledge and understanding; Competences and skills; Attitudes and Concepts; and defining the Job Opportunities.

Faculty Council

Curriculum architecture and modules

Drafting the curriculum architecture for the ECTS Accumulation: ex. Core/Elective ratio, Free electives, Advanced Electives, Internship.

ECTS MANAGEMENT

Who What How

Academic staff

The LO; Syllabus; and ECTS for the courses

Based on the Program Learning Outcomes, Curriculum Architecture, Common Guidelines on the University Level academic staff appointed will propose Syllabuses, Learning Outcomes; including all aspects and requirement for allocation of the ECTS.

University Council, Senate, Board

Taking the Decision

Process will end with discussing draft of curriculum at the University’s bodies:

- The Council: regulatory aspects;

- The Senate: academic aspect;

- The Board: strategic aspects.

ECTS MANAGEMENT

• University (Institutional) ECTS CoordinatorUniversity (Institutional) ECTS Coordinator ensures the commitment of the institution to implementation of ECTS principles and supervises the mechanism for the correct use of ECTS tools.

• Faculty Faculty ECTS ECTS CoordinatorCoordinator is the contact person for students and academic staff within the faculty and deals with the practical and academic aspects of ECTS.

DIPLOMA SUPPLEMENT

Every student

Every type of degree

Upon graduation

Together with official diploma

Free of charge

ENGLISH language

MOBILITY AND INTERNATIONALISATION

Main prerequisites for ensuring mobility and internationalisation: A common currency for measuring workload (ECTS) A standardised format for the description of curricula , including

desired learning outcomes, teaching/learning approaches and assessment methods

A standardised format for the description of students curricular choices and achievements (ECTS Transcript of records)

Greater international visibility Comparable study programme More reliable partners for student/teacher exchanges and joint

programmes of study

QUALITY MANAGEMENT SYSTEM AT UNIVERSITY

ORGANIZATIONAL STRUCTURE OF QMS AT UNIVERSITY

SenateQuality

Committee

External users Quality office

StudentsTeachers

Administration

Quality Teamsat

Faculty

Agency forAccreditation

ASSESMENT

COMMUNICATION

PLANNING

PRACTICE

APPLICATION

DEVELOPMENTPublic benefit economy,education, culture,Healt, local and stategovernment…Check of study objectivityUse experience of externalcustomers

Fasters of userseficcacyExperience of studentsand teachersStudents and teychersquestinareCauses of succes orfailure in studyTreining, seminars,etc…

Quality management systemStrategic planning and decisionProcess assurance

Quality assuranceat faculties

Planning of institutiondevelopment

Selfassesment

Externalevaluation

Defining documents,guidelines and protocolResearch and development

Organizing and coordination ofevaluation method

Planning and developmentof evaluation methods

QUALITY ASSURANCE INFRASTRUCTURE

Rector/Senate

DEAN’S OFFICE (Pro-Deans)

Representative of Academic Staff

Representative of Students

External Stakeholder

Administrative staff

QMS Board at University Level

Faculty Level

QUALITY ASSURANCE OF CURRICULA

Construction of curricula that can be completed in time

Greater emphasis on competences to be developed and employability of graduates

Greater attention to the learning process

•Set up quality indicators

•Student questionnaires

•Teacher questionnaires

•Teacher self evaluations

•Evaluation of exams

•Evaluation of programme flexibility

•Evaluation of resources

Quality?Study programme

•Evaluation of the administrative support

•Documentation

•Information system

•Staff portfolio

•Enhancement measures

•Public availability

QUALITY ASSURANCE

On-line students’ rating of teachers’ performance

To set the system of regular teaching quality assessment (started during the academic year 2004/05).

Student’s evaluation of individual courses

Teachers’ perspective on quality in education at the Faculty

To collect information on teaching quality from teachers’ perspective.

All teachers should fill in the self-evaluation questionnaire compatible with the students’ one.

Student perspective on quality in higher education at the Faculty

To analyse the quality of student engagement and their learning experience.

RELATIONSHIP BETWEEN UNIVERSITY AND ENVIRONMENT

The university is involved in the economic and social development of the surrounding region.The university is flexible, uses the existing resources in a creative way, reassign its staff according to the environment request.The university performs an independent activity, based on its own risk.

University of Mostar establish cooperation with

Universities and colleges in the region and EU (Croatia, Slovenia, Germany, Italy, Austria….)

Industry in region (Focused on Individual Firms )

Public institution

Other institution and company

Present situation


Cooperation between university and the environment is developed on three major fields:

Students education and training: by developing cooperation in practical placement, graduation / dissertation theses with subjects proposed by the economic environment; identifying the needs of the economic environment and changing the academic curricula in terms of these needs;

Research and development: scientific research and technological transfer

Training in alternative systems: life-long education, open distance learning, low frequency, by launching the university offer into the economic environment, on one hand, and by identification the needs of the environment and their tuning to the university offer, on the other hand.


The representative of government are included in management of University.

The university advisory boardMembers:4 members from University (represents from scientific staff from different faculties) 4 members from public institution (government) The term of office of the Board is two years.The external members taken together must have insight into matters relating to research, education, knowledge dissemination and knowledge exchange as well as experience in management, organization, and finance, including evaluation of budgets and accounts and must furthermore comply with the requirements of the University TasksThe University Board is the highest authority of University of Mostar. The Board is responsible for the university’s interests as an institution of education and research and as such lays down the directions for its organization, long-term activities, and development.

Governments

FURTHER ACTIVITIES

Computerized management system

-Degree programs structural description-Interface for signing up to courses at the beginning of the semester-Interface for signing up to exams at the end of the semester-Database of all the grades and other learning activities of students-Background of the automatic creation of diploma supplements-Serves as a communication surface (email, sms)-Connected with student bank account serves as financial management surface- Background of the e-learning system

FURTHER ACTIVITIES

•IT support of the processes at University

•Formulate local, out-put oriented objectives in addition to national / regional ones

•Focus on continuous development

•Develop a system of indicators based on quantitative data and questionnaires•Make regular assessments using international teams•Internationalisation of faculty and student exchangesInternationalisation of faculty and student exchanges•Total quality approach

UNIVERSITY OF MOSTAR

THANK YOU FOR YOUR ATENTION

Documents

UNIVERSITY OF MOSTAR IMPLEMENTATING BOLOGNA PROCESS AT THE UNIVERSITY OF MOSTAR -University report- Snježana Rezić Dražena Tomić Vojo Višekruna Mostar,