Completed Surveys​

The Central Office for Teaching Evaluation (Universitätsprojekt Lehrevaluation, ULe) regularly surveys lecturers' satisfaction with the course evaluation services. The results of the most recent survey can be found here:

User survey 2014pdf, 589 kb · de

The results of previous user surveys are also archived for comparison.

User survey 2008/09pdf, 637 kb · de
User survey 2004pdf, 88 kb · de
User survey 2003pdf, 133 kb · de

In cooperation with the organisers, the Central Office for Teaching Evaluation (Universitätsprojekt Lehrevaluation, ULe) conducted visitor surveys for the Long Night of Sciences in 2005, 2007 and 2017. You can find the result reports here:

Result report on the visitor survey 2017pdf, 397 kb · de
Result report on the online visitor survey 2007pdf, 176 kb · de
Result report on the online visitor survey 2005pdf, 83 kb · de

In the course of the academic year 2003/04, the Central Office for Teaching Evaluation (Universitätsprojekt Lehrevaluation, ULe) was commissioned by the university leadership to survey and evaluate the current status of course evaluation at the FSU. The two-stage survey procedure included detailed written information from the faculties, followed by in-depth interviews with the deans or deans for student affairs and evaluation officers of all ten faculties. In addition to the current status, the situation report also discusses goals and future perspectives for course evaluation at Friedrich Schiller University Jena.

Situation report 2004 pdf, 220 kb · de

The situation report 2004 on course evaluation is the first complete overview of the use of the different approaches to course evaluation at the Friedrich Schiller University of Jena.

Only a fraction of the young employees in research and/or teaching who take up a position at a university or university of applied sciences today can assume long-term employment prospects. For them, it is important to prepare flexibly and comprehensively for the challenges in alternative professional fields. But even those who will continue to work as academics at universities in the future are expected to have a competence profile that goes beyond the subject matter: social and personal competence, methodological competence and the universally applicable key competences are added.

The starting point of the competence development project is the idea of enabling university staff to realistically assess their own competences, to define professional development goals and to plan and select self-directed offers that are helpful in the long-term development of competences, if possible already at the beginning of their employment. At the centre of this is the competence profile instrument: this checklist includes the most important competences for working as a university employee. Using the competence profile, young university employees first describe their current competence profile and their development goals. In the following step, they then select specific measures and offers that they would like to use for their own competence development.

Within the framework of this project, the professional situation of young academic staff at universities was researched in 2006/2007. The aim was to develop concepts and support services for the 'university workplace'.

A first result of this work is the 'competence profile'. With the competence profile, young academic staff can assess the current status and future development lines of their job-related competences. Against this background, concrete steps for goal-oriented further development (attending workshops, conferences, working on publications, etc.) can be selected, planned and implemented.

Competence profile for self-assessment and assessment of job-related competences [PDF, 127 KB]pdf, 127 kb · de

Our studies suggest that competence development at the university is primarily self-directed. However, important impulses for professional development at the 'workplace university' also arise at the collegial level (in networks of young academic staff), in exchange with superiors or with advisors (coaching, supervision or informal counselling). We have compiled examples of how the competence profile can be used in four 'contexts of use'.

Contexts of use for the competence profile [PDF, 159 KB]pdf, 159 kb · de
Brief report on the 'university workplace' [PDF, 165 KB]pdf, 165 kb · de