Concept

Concept and procedure of the surveys on the teaching and study situation​

The goal of programme development is a continuous improvement process: This involves regularly obtaining information about the quality of teaching and effectively incorporating this information into an internal discussion. In this way, measures can be derived that contribute to a noticeable and sustainable improvement in the teaching and study programmes offered in the respective field of study.

Quality development comprises a total of four phases, beginning with data collection, through analysis of the collected data, to communication of the results and derivation of solution strategies. All four phases are carried out in close coordination with the Office for Quality Development in Teaching and Studying de (StQL). 

Phase I:
input
planning & data collection

 

 Phase II:
analysis
and evaluation

Phase III: quality dialogue
communication & information

Phase IV: derivation of solution ideas
planning & implementation
ULe in coordination with StQL de ULe ULe and subject representatives subject representatives
  • Programme evaluations
  • Online evaluations
  • Invitation by e-mail
  • Storage of the information in a database
  • Review of the results of the surveys
  • Evaluation of the data and graphical processing
  • Reporting
  • Integration of historical data, if applicable
  • Compilation of the information collected
  • Communication & Information
  • Presentation of the results
  • Assessment of the results
  • Conception of solution strategies
  • Decision preparation

Phase I & II: Quality monitoring

Since the winter semester 2009/10, the programme-related evaluations on the teaching and study situation have been conducted online and subsequently evaluated according to an evaluation plan [PDF, 177 KB]pdf, 351 kb · de, which the Vice President's Office decides on in consultation with the faculties and the Centre for Teacher Training and Educational Research. The (former) students receive an invitation by e-mail asking them to participate in the surveys. In contrast to isolated, sporadic feedback, a representative picture emerges of what the strengths and weaknesses of a field of study are and where the students' shoe pinches.

In addition to the current data relating to the individual field of study, comparative values from previous survey cycles are also integrated into the evaluation. Subject-specific result reports will be compiled, which will serve as a basis for the internal Quality dialogue (see Phase III) via the Deans for Student Affairs to the respective responsible persons for the study programmesExternal link.

The data from the subject-specific result reports are included in an overall evaluation (learn moreExternal link), which contains a comparative presentation of the results of different types of degrees (B.Sc., B.A., M.Sc., M.A., Teacher Training, State Examination) and is accessible to all members of the university.

Phase III: Quality dialogue

After the reports are available, we recommend discussing selected results internally in a suitable setting (e.g. round table, core project) with students and representatives from the fields of study. In the dialogue, results can be questioned and ideas for solutions discussed. If necessary, we support the quality dialogue of the representatives from the fields of study with a presentation of selected results.

Phase IV: Quality development

After the discussion of the results and ideas for change, concrete measures are initiated that contribute to a noticeable and sustainable improvement of the teaching and study programmes in the respective field of study.