Study Quality and Development

The model of the management of study fields and programmes is based on the Statute of Kaunas University of Technology (hereinafter – University), the Provisional Academic Regulations of the University (hereinafter – Regulations), the Code of Academic Ethics, the Law on Higher Education and Research of the Republic of Lithuania and other legislation related to the regulation of higher education. The University has introduced the model for the management of study fields and programmes enabling effective management of the portfolio of the provided study programmes and the work of the Fields’ Study Programme Committees and their heads. The quality assurance in studies and the management of the programmes of study fields are conducted on all three levels: the University, the faculty and study programmes.

The process of quality assurance in studies is based on the active involvement of social stakeholders in the processes of studies promoting the culture of constant development and dialogue.

The students are involved in the governing bodies and active commissions of the University at all levels: the Council and Senate of the University, the Councils of the faculties, the Fields’ Study Programme Committees.

The alumni share their knowledge and experience with the academic community (career mentorship, giving lectures and presentations, support of young talents, etc.), participate in the events of the University (open lectures, conferences, meetings) and state their position on relevant issues.

The social partners are involved in all the processes of the preparation of a study programme, the quality assessment and quality improvement according to the level of their competence. They are the members of the Council of the faculty, the Fields’ Study Programme Committees, the Qualification Commission. The employers participate in the teaching of individual topics of the study modules of the study programme, the student assessment process; they may submit the thematics for the semester, Product Development Project (PVO) and final degree projects of the students of the study programme and provide the opportunities to conduct the final degree projects and research works.

The lecturers are responsible for the quality of the implementation of the study modules, the formulation of objectives and outcomes of the study modules, the selection of the thematics, activities, tasks, studies and evaluation methods and the measures; they make sure the outcomes of the study programme assigned to the study module are achieved.

The researchers, following the principles of research ethics, are responsible for the quality of research and the results thereof. The research results of the researchers are integrated into the studies and become their integral part.

The administrative employees provide constant support to academic and non-academic employees, mobilise the community of lecturers, create and continuously update the procedures and ensure their implementation, promote the innovative methods of studies in the study programmes.

The internal quality of studies and further development of the quality of studies is fully ensured by the structure of the University which is efficient in terms of management and relations: the activities of studies are administered and coordinated by the collegial advisory bodies (the University Council, the Senate and the Committee of Studies at the Senate, the University Study Programme Committee) and the Vice-Rector for Studies in cooperation with the Department of Academic Affairs, the Fields’ Study Programme Committees, the Faculty Study Programme Committees, the heads of study programmes, the Deans and their teams.

• The University Council, upon the evaluation of the proposals of the Senate, approves the vision and mission of the University, the strategic action plan submitted by the Rector, establishes the total number of study positions with regards to the capacities to ensure quality in studies, research and artistic activities. It defines the policy of studies, performs the monitoring of changes in the organisation of studies, the management of the study programme portfolio, the improvement of the quality assurance system and other functions stipulated by the Statute of the University. It approves the internal quality assurance system in studies.
• The Senate sets out the procedure of studies, performs the monitoring of changes in the organisation of studies, the management of the study programme portfolio, the improvement of the quality assurance system and other functions stipulated by the Statute of the University. It approves the internal quality assurance system in studies.
• The Senate Study Committee considers the new study programmes (intended to be provided) and provides the Senate with conclusions regarding their establishment, analyses the internal quality assurance system in all cycles of studies and is responsible for its implementation, assesses the quality of academic literature, considers and submits the proposals on the issues related to studies to the Senate.
• The Vice-Rector for Studies implements the strategic objectives of the University, makes the policy of studies, is responsible for the development strategy for studies and manages its implementation, is responsible for the study programme portfolio of the University and formulates the objectives of studies for the Deans.
• The University Study Quality Committee – an advisory body on the University level providing proposals and recommendations to the Vice-Rector for Studies on the issues of the development of the University studies, making of the policy of studies at the University, improvement of study programmes and ensuring their quality, development of the quality culture in studies.
• The Department of Academic Affairs, subordinate to the Vice-Rector for Studies, and the Study Quality Assurance and Development Office under its command are responsible for the processes of the internal quality assurance and monitoring in studies. The mission of the Department of Academic Affairs is to assist the University departments in the provision of high-quality and efficient process of studies by consulting them, administering the main processes of studies, developing, introducing and maintaining the required tools, clear procedures and processes, conducting the monitoring of the quality and processes of studies and aiming for the study programme package of the University to the competitive and based on high quality, research and innovations.
• The Council of the Faculty, in cooperation with the Dean of the faculty, ensure the implementation of the policy of research and studies of the University and the efficiency of the processes at the faculty, makes decisions regarding the initiation and termination of study programmes, the competitiveness and quality of the study programme portfolio.
• The Faculty Study Committee implements the qualitative objectives of the University studies and is responsible for the development of the study programme portfolio of the first level (faculty) first, second cycle, integrated and professional studies.
• Fields’ Study Programme Committee is responsible for the compliance of the content and provision of study field and study programme(s) with the University and external legislation regulating studies, the selection of internal measures for quality assurance in study programmes and their implementation as well as the quality, constant improvement and achievement of the objectives of the study programme(s). The Fields’ Study Programme Committee is led by the head of study programmes. The heads of study programmes coordinate their activities with the Council and administration of the faculty: Dean and Vice-Dean for Studies responsible for the general organisation of the process of studies, the Fields’ Study programme Committee coordinating the implementation and constant improvement of study programmes and quality assurance in studies.
• The head of study programmes directly performs and coordinates the activities of the preparation, implementation and improvement of the study programme, communicates with the students, lecturers, social partners of the study programme, searches for and organises strategic partnerships with foreign universities. In cooperation with the Fields’ Study Programme Committee, mobilises academic community, constantly maintains communication and collect feedback from the lecturers, students, social partners and graduates for the achievement of the objectives and expected learning outcomes of the study programme(s), submits proposals regarding the need for the methodological tools and infrastructure required for the implementation of the study programme(s). The heads of study programmes prepare the annual improvement plans for the fields and study programmes and the reports on the previous period.
• The Vice-Rector for Research and Innovation and the Department of Research Affairs are responsible for the processes of management and administration of the research and innovation activities of the University, the analysis of the publishing processes, the initiation and coordination of their improvement activities. They aim to provide conditions for KTU scientists to conduct research and innovation activities and pursue high quality in research and publications. They cooperate with the Doctoral School (DM), the Research and Innovation Projects Centre (MIPC) and the National Innovation and Entrepreneurship Centre (NIVC) and coordinate their joint activities.
• The head of the second level academic department, in cooperation with the Field/Fields’ Study Programme Committee and the Doctoral Committee of the Science Field, ensures the high-quality provision of study modules, properly distributes the total workload of academic and research activities among the academic employees of the second level department, plans and organises the process of career planning and development of competencies.
• Research groups conduct the research of specific topics at the international level, contributing to sustainable regional development and ensuring the research-based studies, cooperation with business and development of talents.

The studies at the University are based on the philosophy of student-centred education. During the student-centred studies, the student is at the centre of teaching/learning as an independent, active participant of the system of studies who takes responsibility for his/her decisions. The student-centred studies strengthen the students’ motivation, encourage active, discovery-based learning, transfer the responsibility for studies to students, encourage communication and cooperation.

The process of student-centred studies is based on student-lecturer communication and cooperation based on equal partnership and constructive interaction. The lecturers provide feedback to students on their achievements, progress and acquired competencies, involve them in the active process of learning. Cooperation takes place while solving the raised problems together, discussing, analysing, assessing, sharing experience, etc.

Constant improvement of study programmes is an integral part of the quality assurance in studies. The provided study programmes are regularly reviewed and updated improving the content of the taught study modules and the expected learning outcomes. The improvement and quality of study programmes are the responsibility of the Fields’ Study Programme Committees with the participation of the lecturers, students and social partners.

To encourage the students’ proactiveness and creativity, the process of studies includes such methods of active learning as project activities (preparation and visualisation of projects), design thinking, challenge-based teaching/learning, creative workshops, teamwork, study visits, discussions, interview, problem-solving sessions, reflection on action, idea maps, etc.

The achievement evaluation, besides the traditional evaluation methods, such as evaluation of the defence of the laboratory work, problem solving, evaluation of the project report, includes other methods: evaluation of the file of works or competencies (portfolio), evaluation of the oral illustrated presentation, evaluation of the problem-solving tasks, evaluation of the engineering project, reflection on action, self-assessment, etc. The students are evaluated using the criteria known in advance and clearly defined. For this purpose, the lecturers use various evaluation rubrics revealing the lecturer’s expectations and the requirements applied to the student work, defining what will be evaluated and the criteria used for evaluation. A cumulative and a formative evaluation of learning outcomes are applied at the University

A rubric is an instrument used for the evaluation of complex integrated skills, literacy and competencies, i.e., the comprehensive rubrics are applied to assess the achievement of such ambitious learning goals as scientific and technological literacy, image creation and information literacy, team building, cooperation and interpersonal skills, etc. and the level of their achievement. An evaluation rubric consists of the assessment components, the performance levels, the criteria defining the requirements of various levels (from the lowest to the highest) and the weight of the criterion. The lecturers who design the evaluation rubrics are provided with methodological assistance. The lecturers can get methodological assistance by using the button “Help for Lecturers” in the Academic Information System. The Department of Academic Affairs also initiates and publishes the methodological tools for lecturers, for example, “Evaluation Methods for Student Achievements and Feedback” published in 2020.

A cumulative and a formative evaluation of learning outcomes are applied at the University.

The lecturers discuss with students which learning activities help to achieve high learning outcomes, encourage them to search for alternatives and try to make independent decisions. During the student-centred studies, the questions of the examinations are related to real-life situations and solving real problems. The lecturers give feedback to students about their achievements, progress and acquired competencies, get the students involved in an active process of studies, personalise the learning according to the students’ personal needs.

Student-centred learning and teaching are important for the encouragement of student motivation, self-reflection and involvement in the process of studies. It means that the study programmes have to be carefully prepared and provided and the achieved learning outcomes have to be assessed.

Inspiring learning environment

We always aim to create a learning environment at the University that inspires our students to study. Modern educational space has to be multifunctional and easily transformed. It is required for the modern learning environment to be suitable for quick and easy modification. The learning environment has to create wealth for the University’s students and lecturers. Using the functional furniture and new learning spaces, we can encourage the students to try new things and inspire them to study.

The basis of a study programme – competent and qualified teachers. The competence of the teachers is assessed according to their experience, ability to freely communicate at least in one foreign language required for international cooperation (English, German, French), interest and enthusiasm in the development of more efficient teaching methods, their scientific level and recognition in professional, scientific and other communities, participation in the up-skilling programmes, professional insight and personal interest in the research and individual work of students.

The University constantly monitors the learning needs of academic staff and provides opportunities for systematic development: possibilities to expand knowledge of study methods and improve their didactic competence. The EDU_Lab Centre for Excellence in Learning and Teaching is responsible for the development of the didactic competencies of the University’s academic staff.

The EDU_Lab implements the development of the teachers’ competencies according to the Procedure for Development of the Teachers’ Didactic Competencies approved by the Rector’s Order No. A-439 of 28 October 2015. The development of the teachers’ competencies is included in the University’s strategic priorities. The plan for the development of the teachers’ competencies is prepared yearly.

The University applies the Procedure for the Teachers’ Performance Assessment approved by Decision No. V3-S-10 of 23 January 2019. The development of the teachers’ didactic competencies is assessed during their performance assessment. The teachers’ performance assessment considers their subject competence and research activities, participation in the process of studies and educational development, as well as the students’ opinion about the lecturer. The teachers are requested to submit the documents proving the development of their competencies.

More information on the EDU_Lab is available here.

One of the University’s tasks is the progress and successful graduation of its students; therefore, the University aims to ensure the successful academic activities of the students. The objective of the students’ success system at the University – to reduce the number of dropout students at the University’s level.

It is acknowledged that the students’ success at the University depends on the following key components and measures applied for the improvement of the students’ progress and the reduction of the number of dropout students:

1. Integration of the first-year students:

• Welcome week (introductions to studies and services, lectures, etc.);
• “Introduction to Speciality” module (presentation of the study programme and requirements, the philosophy of higher education, the specifics of the study field, the career, the academic writing, the competencies of knowing how to study);
• Peer mentors.

2. Inclusive learning environment focused on the students and including the modern teaching/learning methods:

• The study programmes are regularly analysed and updated, improving the content of the study subjects and the learning outcomes;
• Active learning methods are used, such as challenge-based learning, problem-based learning, design thinking, etc.;
• Students are acquainted with feedback about their achievements, progress and gained competencies; their studies are individualized according to the personal needs of the students.

4. Early Warning System enables the early identification of the “risky” students according to their learning outcomes and the indicators of their participation in the academic activities and provision of timely help. The coordinators of the dropout students are active in each faculty; they monitor the situation of the students and work with them. If a student is included in the Early Warning System, the dropout coordinator contacts the student, reminds him/her about the procedure of studies, clarifies the reasons for the poor results. If the student’s situation remains unchanged, the dropout coordinator, in cooperation with the Vice-Dean for Studies and the head of the study programmes assigns an academic advisor (teacher) to the student.
5. Collection of the student feedback (surveys on the quality of modules, mid-semester round table discussion, etc.).
6. Periodic monitoring of the progress of students and analysis of their achievements at the faculties, annual discussion at the University’s Rector’s Office.
7. Academic assistance during studies:

• Bridging courses of study subjects (mathematics, physics, chemistry, information technologies, English language) available remotely via the University’s virtual learning platform Moodle;
• Flexibility of academic timetable and forms of studies (contact and remote work, individual consultations);
• Consultations by the tutors when the students can participate in the consultations of the most complicated study modules, organised by the students or teachers;
• Academic mentors (they help to prepare a study plan, assess the need for assistance in the subject, suggest the ways to solve problems);
• Individual consultations by the teachers;
• A cumulative and a formative assessment of learning outcomes are applied in the process of studies;
• The student participation in classes is mandatory and the teachers notify about the systematically absent students;
• Development of the teachers’ didactic competencies (EDU_Lab Centre).

6. Social-psychological support:

• Student service programme – ED (guided, gifted, wanted, united, inspired, activated, discovered), Services – Students | KTU
• Career planning (internship days, career events and individual consultations, career mentors-practitioners), https://studentams.ktu.edu/paslaugos/wanted/
• Career planning consultations and public lectures;
• Psychological consultations and public lectures.

The main functions of internal quality assessment and monitoring in studies at the University are performed by the University Study Quality Committee, the Department of Academic Affairs, the Fields’ Study Programme Committees which regularly analyse and assess the approved study programmes provided at the University. The process of the monitoring of study programmes provides the opportunity to update the study programmes with regards to the international trends in the development of research and studies, market changes and the proposals by lecturers, students and employers.

The quality monitoring in studies is assured using the following measures:

• Student feedback surveys are organised after or during each semester;
• The results of each student feedback survey are analysed at the meetings of the Rector’s Office, the Dean’s Office, the Department and Fields’ Study programme Committees providing the measures for the improvement of quality;
• Round tables with the participation of the Deans, the Vice-Deans, the heads of study programmes and the students are organised for the discussions of the issues of quality in the process of studies and the work of individual lecturers. If needed, the visits are organised to the lectures and practical classes of individual lecturers;
• The meetings of the heads of the faculty, the heads of the departments and the heads of study programmes are organised with the graduates, the heads of enterprises and organisations for the analysis of the issues of the competence of the graduates of specific study programmes;
• The lecturers’ performance evaluations are organised for the evaluation of the quality of the lecturers’ work, their competence, research and pedagogical activities, upskilling and social activities;
• The experts of the EDU_Lab visit the lectures of the lecturers and provide constructive feedback for the improvement of the quality of the process of studies. In case of any questions related to the content and implementation of study modules, the applied methods of studies or evaluation, the lecturers can consult with the experts of EDU_Lab. The programme “Follow up” is implemented;
• Annual monitoring of study programmes is conducted applying the criteria and indicators of the monitoring of study programmes;
• The issues of the improvement of the quality and process of studies are included in the annual improvement plans of study programmes, regularly analysed in the meetings of the Councils of the faculties, the Dean’s Offices and departments, the Rector’s Office and the Senate.

The University collects various quantitative and qualitative data enabling the assessment of the process and quality of studies: the student, lecturer and graduate surveys, the statistical information of studies, the discussions conducted on the selected issues of quality of studies. Feedback from the stakeholders of the University includes the reviews and assessments by the students, lecturers, researchers, administrative staff, alumni, employers and social partners. The results of the quality assessment in studies are presented to the governing bodies of the University that can make decisions for the quality improvement as well as the academic community of the University: the University newsletter, the Document Management System and the website provide the quality assessments and the actions in response to these assessments. Publicly available information encourages the academic community’s interest in quality, a more responsible approach and the development of the quality culture.

The procedure for feedback at the University is regulated by the “Guidelines for the Organisation of Surveys at Kaunas University of Technology” and the appendix thereof. The plan of the University surveys is prepared and approved annually. The Study Quality Assurance and Development Office and the Strategy Monitoring and Processes Office are responsible for the feedback at the University.

The following surveys are organised at the University:

The results of the surveys on the modules and lecturers

Methodology for the organisation, conducting and analysis of the results of academic surveys

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2016–2017

Report on the assessment of the modules and lecturers of the spring semester of the AY 2016–2017

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2017–2018

Report on the assessment of the modules and lecturers of the spring semester of the AY 2017–2018

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2018-2019

Report on the assessment of the modules and lecturers of the spring semester of the AY 2018-2019

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2019–2020

Report on the assessment of the modules and lecturers of the spring semester of the AY 2019–2020

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2020-2021

Report on the assessment of the modules and lecturers of the spring semester of the AY 2020-2021

Report on the assessment of the modules and lecturers of the autumn semester of the AY 2021-2022

Report on the assessment of the modules and lectures of the spring semester of the AY 2021-2022

The results of the survey on the quality of internship and preparation for the final qualification project

Report on the assessment of the quality of internship and preparation for the final qualification project, its defence, of the AY 2021-2022 

The results of the survey on the quality assessment of the interdisciplinary competence MA+ studies

Report on the quality assessment of the interdisciplinary competence MA+ studies, of the AY 2021-2022

The results of the survey on graduates of Kaunas University of Technology

Report on the survey of graduates of Kaunas University of Technology, of the AY 2021-2022 

The results of the survey of the academic staff of Kaunas University of Technology

Report on the survey of the academic staff of Kaunas University of Technology, of the AY 2021-2022

The results of the survey on employers of Kaunas University of Technology

Report on the survey on employers of Kaunas University of Technology, of the AY 2021-2022

The results of the student opinion survey “Student Voice”, of the AY 2021-2022

Active involvement of the stakeholders in the processes of studies promotes the culture of continuous development and dialogue that are beneficial in quality assurance.

The social stakeholders of the main activities of the University are the persons or groups of persons or organisations interested in the outcomes of the activities of the University who can impact the quality of the University studies and take social responsibility for it (administrative and academic staff of the institution, students, their parents, graduates, employers, representatives of professional associations, public institutions, representatives of trade unions, etc.).

The University constantly monitors the needs and satisfaction of the social stakeholders to ensure the compliance of the activities and the characteristics of study programmes of the University with the needs and expectations of the social stakeholders. The University responds to the proposals regarding the improvement of its activities submitted by the social stakeholders by correcting the set excellence criteria or the level thereof accordingly. In this regard, the high quality is observed when the social stakeholders are satisfied with the activities, study programmes, research and artistic activities of the University.

The quality culture in studies at the University is the culture of dialogue and cooperation and interpreted as the culture of continuous development and involvement of the stakeholders which is promoted based on the values of the University, the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the principles of social responsibility. All the internal social stakeholders take responsibility for the quality of studies and participate in the quality assurance process in studies at the level of the study module, the study programme, the study field, the first level academic department and the University.

The community of the University develops the quality culture and conducts the activities of the University based on the following values of the University: accountability to the public, cooperation and continuous development.

The quality and cooperation culture promoted at the University includes the following:

• openness and commitment to pursue high quality in studies at all levels;
• willingness to engage in self-assessment;
• solid regulatory framework for studies;
• clarity and consistency of procedures;
• explicit individual responsibilities for quality assurance in studies;
• feedback from various stakeholders;
• support system and sharing good practice (Quality Days, Teachers’ Cafes, Follow up programme, etc.);
• deliberate and confident action to solve the identified problems based on the reasoned information.

The University organises the Quality Days on the topics of quality in studies and research. During these events, the community of the University shares good practice from the successfully implemented quality improvement initiatives in studies, research and other areas:

• there are constant discussions about the qualitative issues in studies among the central administration departments and the academic community of the faculties;
• the employees organise the informal meetings (EDU_Lab Cafes) to analyse the most relevant everyday issues related to the quality in studies;
• the committees of the faculties continuously discuss the issues of quality with social partners and students;
• various promotion systems are developed for the motivation of lecturers; distinguished lecturers receive awards:

– KTU organises an annual competition of the lecturers who apply innovations in studies;

– in cooperation with the European Consortium of Innovative Universities, KTU organises an annual ECIU Team Award competition and gives awards to the teams of lecturers (access online).

High quality culture is defined by the characteristic values of the following areas:

• The importance for the community of the University to identify as the University (versus individualistic attitude in terms of career);
• The importance of the involvement of students in the community and various processes of the University (versus perception of the academic and administrative staff as a community separate from the students);
• The development of quality culture via horizontal communication, discussions, enabling mechanisms (versus the development of quality culture only via the managerial practices initiated by the highest-level management);
• The agreement on the general approach to the quality assurance processes and the level of quality the University pursues (versus the managerial quality assurance practices and the levels of achievements imposed by the management);
• The agreement on the systematically collected and analysed historical, comparative and other data of the University and the decisions based on these data (versus non-systematic data collection and decision-making based on personal opinions);
• The involvement of the stakeholders in the activities of the University (versus the focus only on the internal resources and professional knowledge);
• Self-analysis as a collective practice aiming to determine the improvement opportunities (versus self-analysis as compliance with the requirements of external and internal stakeholders);
• The use of the data of internal analysis (performance achievements, study programmes, research results, student feedback, etc.) for specific improvement actions (versus analysis performed only to meet the internal and external requirements) (according to the EUA, 2005).

KTU quality management system, which is in line with the University’s strategy and the provisions of the main regulatory legal documents, is described in the KTU Quality Manual.

The main document regulating the internal quality assurance in studies is available here.

Follow-up activities are a part of the process of external quality assurance of study programmes. The key actor at the follow-up stage is a Higher Education Institution (HEI) responsible for improvement of the study programme with regard to the weaknesses found during self-evaluation and external evaluation. Follow-up activities are designed to assess the measures taken by HEI according to the recommendations of external evaluation.

The stages of subsequent activities:

1. Planning of the criteria for improvement of the study field;
2. Implementation of the planned improvement criteria;
3. Monitoring of the results of the implementation of the criteria (conducted by the Centre).

While implementing the planned criteria for the improvement of study fields and study cycles, the higher education institution prepares a progress report on the implementation of the recommendations of external evaluation, publishes it on the institution’s website and submits it to the Centre within the deadlines set out in the Methodology of External Evaluation of Study Fields (hereinafter – Methodology). An example of the progress report is provided in Appendix 2 to the Methodology. The progress reports are prepared and submitted to the Centre with regards to the accreditation period of study fields and study cycles:

• If the study field and study cycle are accredited for 7 years, within 2.5 years after the accreditation of the study field at the latest;
• If the study field and study cycle are accredited for 3 years, within 1 year after the accreditation of the study field at the latest;
• Within 1.5 years after the registration of the intended study programme (or the accreditation of the study field if the higher education institution does not provide any accredited studies in that field) at the latest.

Upon the receipt of the progress report, the Centre analyses it and provides feedback to the higher education institution, publishes the progress report on its website including the conclusions of the evaluation.

The Centre also conducts the annual monitoring of the study fields indicators set out in Appendix 4 and defined in Appendix 5 in the Order. The annual monitoring is conducted in the first quarter of each academic year. If the monitoring of data reveals a significant change (30% or more) in at least three monitoring indicators of the study field within the last 3 years, the Centre analyses the institution’s explanation regarding the changes in the indicators and can submit a proposal to the Ministry regarding the initiation of the extraordinary expert evaluation of the study field at that higher education institution. The decision regarding the extraordinary evaluation is made by the Minister of Education, Science and Sports.

It is recommended to compose a progress report in a format of a table. Each column of the table should indicate the following: the recommendations of external evaluation; steps taken by HEI to implement the recommendations; timeline for implementation of the recommendation; additional notes (if any). In case HEI decides not to implement recommendations or to put into practice only a part of them, the reasons should be provided in the table.

A sample of the progress table is given below:

Documents:

• The description of the procedure of external evaluation and accreditation of study fields;
• The methodology for the external evaluation of study fields;
• The guidelines for the preparation of the summary of the study field’s self-analysis
• Study fields descriptors