Study Quality and Development

The University has introduced a model of the management of studies ensuring the effective management of study programmes and the quality of studies and enabling the study programme committees. The mechanism of quality assurance in studies is based on the active involvement of stakeholders in the process of studies:

• The students are involved in the University’s managing bodies at all levels and the active committees: the University’s Council, the Senate, the Councils of the faculties, the 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 University’s events (open lectures, conferences, meetings), express their opinion on relevant issues.
• At the level of a study programme, the stakeholders participate in all the processes of preparation, quality assurance and improvement according to the level of their competence. The employers participate in teaching the individual topics of the study programme’s subjects, the process of assessment of students, they can submit the topics for the students’ semester projects, product development project (PVP) and final degree projects and provide the opportunities to conduct the final degree projects and research works.

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 Senate and Committee of Studies, the University’s Study Programme Committee) and the Vice-Rector for Studies (member of the Rector’s team) in cooperation with the Department of Academic Affairs, the Study Programme Committee, the coordinators, the Deans and their teams.

(Uni SPK – University’s Study Programme Committee; Uni MSK – University’s Research Strategy Committee; NIVC – National Innovation and Entrepreneurship Centre; St – Student; SocP – Social Partner)

• The Senate sets out the procedure of studies, approves the study programmes and the internal quality assurance system in studies, and controls its implementation.
• The Vice-Rector for Studies is responsible for the development of the vision and strategy of the quality system in studies, the standards and the system of quality assurance in studies.
• The University’s Study Programme Committee consists of a maximum of nine members representing various areas and/or groups of the fields of studies. The Vice-Rector for Studies is the chairman of the University’s Study Programme Committee.
• The Department of Academic Affairs, which is subordinate to the Vice-Rector for Studies, and its subordinate Study Quality Assurance and Development Office are responsible for the processes of internal quality assurance and monitoring in studies. The mission of the Department of Academic Affairs is to help the University’s department to conduct a high-quality and efficient process of studies by providing consultations, administering the main processes of studies, developing, introducing and supporting the required tool, clear order, processes and procedures, monitor the quality and processes of studies and aim for the University’s study programme package to be competitive and based on high-level quality, research and innovation. The Vice-Rector for Studies is the chairman of the University’s Study Programme Committee. The task of this committee is to provide the University’s governing bodies with expert proposals related to the development of the University’s studies, the making of the policy of studies and the improvement of study programmes.
• The faculty’s Council makes the decisions on the key issues of the organisation of the faculty’s studies, the research and other issues. The faculty’s Council has 15-17 members. It consists of the teachers and researchers delegated according to the principle of parity by the meetings of the scientists, whose principal workplace is the University, of the faculty’s departments, the Dean and the students.
• The Study Programme Committee is responsible for the quality and improvement of the study programme(s) and the achievement of the study programme’s(s) objectives. The heads of study programmes prepare the annual improvement plans of study programmes and the reports for the previous period. The committee conducts direct continuous communication and collects feedback on the achievement of the study programme’s(s) objectives and the expected learning outcomes from the teachers, students, social partners and graduates, submits proposals regarding the needs for the infrastructure required for the implementation of the study programme(s).
• The Vice-Rector for Research and Innovation and the Department of Research Affairs are responsible for the development of research vision and strategy and its implementation at the University’s level.
• The head of the second level academic department, in cooperation with the 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 strategy of studies is implemented with the help of the principles underlined in the Value of the University’s Studies in 2020 based on the student’s path at the University. The Value of the University’s Studies also distinguishes the characteristics of the applicant to studies, the process of studies and the profile and competencies of the graduate.

Qualitative criteria of the University’s studies

The qualitative criteria of studies are the main areas of focus of all the activities aiming for high-quality studies at the University. The following characteristics of the quality of studies are distinguished:

• Research and innovation – futuristic ideas, value-creating new technologies and solutions, ecosystem for start-ups;
• Internationality – development of the European university, attraction of foreign academic employees and students, building of the international image, promotion of visibility in the international arena, cooperation with international academic and research institutions;
• Interdisciplinarity – environment for transversal competencies, interdisciplinary knowledge and technologies;
• Modern format of studies – integration of the latest scientific knowledge in studies, interactive environment of studies, innovative study methods;
• Cooperation with business – research and business internship.

The University applies the guidelines for improvement of the Bachelor’s and Master’s study programmes prepared with regards to the distinguished qualitative criteria of studies.

The studies at the University are based on the student-centered learning philosophy. During the student-centered studies, the student is at the center of studies as an independent, active participant of the system of studies who takes responsibility for his/her decisions.

The student-centered studies strengthen the students’ motivation, encourage active/discovery-based learning, transfer the responsibility for studies to students, allows them to choose their preferred learning methods, encourage communication and cooperation. The provided study programmes are regularly analysed and updated improving the content of the taught subjects and the learning outcomes. The improvement and quality of study programmes are the responsibility of the Study Programme Committees with participation of the teachers, students and social partners.

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

Evaluation of achievements, besides the traditional assessment methods ( such as assessment of the laboratory work defense , assessment of task solving, assessment of the project report), includes active learning assessment methods: assessment of the portfolio of works or competencies, assessment of the oral illustrated presentation, assessment of the problem-solving tasks solutions, assessment 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 teachers use various assessment rubrics revealing the teacher’s expectations and the requirements applied to the student work, defining what will be evaluated and the criteria used for assessment.

A rubric is an instrument used for the assessment 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 assessment rubric consists of the assessment components, the performance levels, the criteria defining the requirements of the level (from the lowest to the highest) and the weight of the criterion.

The teachers who design the assessment rubrics are provided with methodological assistance. The teachers can get methodological assistance by using the button “Help for Teachers” in the Academic Information System. The Department of Academic Affairs also initiates and publishes the methodological tools for teachers, for example, “Assessment Methods for Student Achievements and Feedback” published in 2020.

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

The teachers discuss with students which learning activities help to achieve the learning outcomes, encourage them to search for alternatives and try to make independent decisions. During the student-centered studies, the questions of the examinations are related to real-life situations and solving real problems.

The teachers give feedback to students about their achievements, progress and achieved competencies, get the students involved in an active proves of studies, personalize the learning according to the students’ personal needs and make it meaningful.

The study programmes are the basis of studies. The qualitative criteria of the University’s study programmes are as follows:

1. International awards (ENERGY GLOBE award, EQAS-Food Label, etc.);
2. International accreditations (CFA, EQANIE, ENAEE, EQAS, ACCA, QUESTE-SI, etc.);
3. National awards (Investors Spotlight star; Euro-Inf quality label, etc.);
4. Double-degree study programmes (with the University of Central Florida (USA), the University of Twente, Al-Farabi Kazakh National University, etc.);
5. Talented and innovative teachers;
6. Interdisciplinary projects;
7. The latest literature for studies;
8. Innovative study methods: challenge-based learning method, design thinking method, case method, problem-based learning.
9. Inclusive study environment;
10. Flexible form of studies (time and mixed method of studies).

The student-centered learning is important for the encouragement of the students’ motivation, self-reflection and involvement in the process of studies. It means the study programmes have to be prepared and implemented and the achieved results have to be assessed carefully.

Inspiring learning environment

The learning environment at the University is inspiring 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 teachers. Using the functional furniture from various premises and new learning spaces, encourages the students 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 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 and study programme committees providing the measures for the improvement of quality;
• Round tables with participation of the Deans, the Vice-Deans, the heads of study programmes and the students are organised for the discussions about study process, individual teachers work. If needed, the visits are organised to the lectures and practical classes;
• The meetings of the heads of the faculty, the heads of the departments and the heads of study programmes are organised with the graduates, enterprises and organisations for the discussions about graduate’s competence and related issues
• The teachers’ performance assessments are organised for the assessment of the quality of the teachers’ work, their competence, research and pedagogical activities, improvement of qualification and social activities;
• The experts of EDU_Lab visit the lectures and provide constructive feedback for the improvement of studies. In case of any questions related to the content and implementation of the study subject (module), the applied methods of teaching/learning or assessment, the teachers can consult with the experts of The programme “Follow up” is implemented;
• Annual monitoring of study programmes is conducted applying the criteria and indicators;
• The issues of the studies quality and process improvement are included in the annual study programmes improvement plans, 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 studies process and quality assessment: the student, teacher and graduate surveys, the statistical information of studies, the discussions conducted on the selected issues of studies quality. The results of the quality assessment in studies are presented to the University’s governing bodies that can make decisions for the quality improvement and the University’s academic community: the University’s newsletter, the Document Management System and the website. Publicly available information encourages the academic community’s interest in quality, a more responsible approach and 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 their appendix. The plan of the University’s 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:

In the autumn semester

Student survey of the Bachelor’s studies

Pilot teachers’ survey on studies

Questionnaire on the career path of graduates

Mid-semester survey

Student opinion survey “Voice of a student”

Quality assessment of the study module/teacher

Quality assessment of the MA+ competence

Assessment of the preparation and defense of final degree projects

Quality assessment of the study programme

In the spring semester

Survey of the first-year international students’ satisfaction with studies

Mid-semester survey

Assessment of the mandatory internship and the preparation and defense of final degree projects

Quality assessment of the study programme

Quality assessment of the study module/teacher

The surveys results of the modules and teachers

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

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

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

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

Report on the assessment of the modules and teachers of the autumn semester of the AY 2018–2019

Report on the assessment of the modules and teachers of the spring semester of the AY 2018–2019

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

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

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

Stakeholder(s) – a person or a group of persons who are interested and can impact the quality of the University’s studies (teachers, students, alumni, social partners, administration).

The University constantly monitors the needs and satisfaction of the stakeholders interested in the University’s activities to ensure the University’s activities and the characteristics of study programmes comply with the needs and expectations. The University responds to the stakeholders’ proposals regarding the improvement of its activities by respectively renewing the set excellence criteria or their level. In this regard, the high quality is observed when the stakeholders are satisfied with the University’s activities, study programmes, research and art activities.

The quality culture in studies consists of the general attitudes and values of the University’s academic and non-academic staff with regards to the quality of studies (compliance with the requirements, perfection, satisfaction of the needs of stakeholders) and its importance.

The quality and cooperation culture are fostered at the University:

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

The University organises the Quality Days on the topics of quality in studies and research. During these events, the University’s community shares good practices 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;
• 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 stakeholders;
• in order to motivate teachers, various incentive systems are created, distinguished teachers are awarded:

-every year KTU organizes a competition for teachers who apply study innovations,

-every year, together with the European Consortium of Innovative Universities, KTU organizes an ECIU Team Award competition, where teachers teams are awarded (access via Internet).

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

• The importance of identifying the University community with the University (versus individualistic career perspectives) (versus individualistic attitude in terms of career);
• The importance of the involvement of students in the University’s community and various processes (versus perception of the academic and administrative personnel as a separate community from the students);
• The development of quality culture via horizontal communication, discussions, empowering 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 aims to achieve (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 stakeholders in the activities of the University (versus the focus only on the internal resources and professional knowledge);
• The self-analysis as a collective practice aiming to determine the improvement possibilities (versus self-analysis as compliance with the requirements of stakeholders);
• The use of the data of internal analysis (performance achievements, 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