At the departments, continuous and systematic quality management is carried out in accordance with the University’s quality policy. The smallest component of this work is at the course and study programme level and is about incorporating students’ views on our courses and study programmes through course and programme evaluations.
Course evaluations are generally submitted anonymously, in digital form, at the end of a course and are used to compile a forward-looking course report which weighs in the teachers’ own reflections and experiences from the course implementation and the students’ achievement of the intended learning outcomes. In many courses, the students’ anonymous course evaluations are supplemented by various forms of oral dialogue with the students during the course or study programme. In many cases, it is better that action can be taken on things that may not be working well in a course at an early stage.
Course and study programme conferences
The departments work systematically to follow up and develop courses and study programmes through some form of regular course and study programme conference. A common model is regular review of the course (e.g. every third time it is given) by a teacher who is external to the course. The course coordinator(s) thus get assistance from a colleague in shedding light on the constructive alignment of the course with a focus on its intended learning outcomes, reading list, types of instruction, and examination formats as well as the results of the course evaluations. The result is a forward-looking report that generally leads to actions such as revisions of reading lists and course syllabuses.
Robust teaching teams
Regular meetings with the teachers involved in study programmes and courses are another hallmark of quality management at the local level. Many of the Faculty’s courses are of an interdisciplinary or multidisciplinary nature and therefore have an even greater need for close dialogue between the teachers who teach the course or study programme. In some cases, all teachers who are involved in teaching a study programme meet as often as once a week to continously solve problems as they arise, discuss common development needs, and keep each other informed about different parts of the study programme.
In addition to giving students the opportunity to submit their views in course evaluations, various forms of student dialogues are a common feature of the Faculty’s courses and study programmes.
Course and study programme preparation
In addition to its Department Board, all departments have some form of education board and/or course syllabus group in which teachers and student representatives participate in reviewing and drafting decisions on revising or establishing new course syllabuses. This kind of group is led by the person appointed as the Department’s education coordinator, as well as the deputy or assistant head of department responsible for first and second-cycle courses and study programmes.
Education coordinators are responsible for stimulating educational development in their departments. Regular seminars on teaching and learning, mentors for junior teachers, support for teachers who want to become distinguished university teachers, and internal calls for applications for educational development funding are some examples.