Educational quality care system

Creation

In order to provide continuous monitoring of the quality of the education provided, an educational quality care system was set up. Teaching staff and students were actively involved in developing this system. As a result of practical experience and the combination of various theories about quality care, it has become a model for monitoring education. The model can be constantly adjusted to the needs of the educational organisation. 

The system functions both in the programmes of the Faculty of Technology, Policy and Management (TBM) and in the interfaculty programme (IFO). Because the structure of the IFO is different from the other programmes, the emphases within educational quality care are also different. 

Below, the educational quality care system is further elaborated upon:

Function

The aim is to be able to evaluate all levels in the educational organisation and if necessary adjust them. The system for educational quality care is intended to make the quality of the education visible, to monitor the education and initiate improvement. Furthermore the system is aimed at justification and dossier forming. 

Design

The system of educational quality care applied within TBM has three different levels. The functions of quality care and the instruments for evaluation of the education are geared to these three levels. The education is monitored at the different levels within the organisation and in relation to each other. 

levels:

  • The highest level refers to the layout of the curriculum resulting in the final attainment levels.
  • The lowest level is the implementation of these modules/fields of study; this is called the education learning process (the interaction between teaching staff and students within a module).
  • The middle level is the development and shaping of modules/fields of study and the sequencing of the various modules (module and field level).

Internal consistency between the three levels is created when there is harmony between the final attainment levels of the education, the learning goals, the didactic work structure, examination methods and the teaching itself.

The educational learning process (lowest level) is evaluated by the educational quality care unit (OKZ) by means of Evasys questionnaires (Course Evaluation) and student interviews (College Response Group). At this level, we verify whether the education is carried out according to educationally correct methods appropriate to the curriculum. Furthermore, we also check whether there are any educational or organisational aspects that could hinder the study behaviour of the students. 

The OKZ unit consults the sections and groups of teaching staff about the lay-out of modules/fields. The contents of a module/field must satisfy the final attainment levels and objectives formulated in the curriculum. Subsequently these objectives, learning content, applied didactic work structuring and testing should be in harmony with each other. At course and programme level, the OKZ unit has representatives in meetings of the module managers and consultations of the cluster coordinators of the TB programme.

Finally the highest level involves assessing whether the curriculum is based on the most recent developments in the field and whether the curriculum is socially relevant. An assessment is also made as to whether the curriculum has sufficiently prepared the alumni for working practice. This is done in the two-yearly alumni and employer evaluations.

Phasing

The cycle for educational quality care consists of 4 phases: signalling, diagnosis, approach and reporting/dossier forming & feedback.

 

  1. Signalling takes place by interrelating information from various information sources. This information may be obtained from College Responsie Groups (CRG's), the standard questionnaires at the end of a module and the educational results information. Complaints from students or questions from teaching staff may also contribute to the signalling phase. 
  2. The diagnosis takes place by comparing the collected evaluation data with the experience of the teacher involved, in general this is the module manager. In some cases however also in collaboration with the teachers or even with more module managers in case of course-exceeding topics. The aim is to discover what goes well or is even 'best practice'. What can be improved and how. What actions have to be taken and by whom.
  3. After the diagnostic phase, it is the task of the quality care unit to support the teaching staff in implementing the agreement. This support may consist of giving advice, assisting or developing (part of) the approach. 
  4. Finally, a report with the results of the Evasys questionnaire - in general together with the (re)actions of the module manager - is being published on Brightspace.

Module managers consultation

In the module managers consultation, matters relating to the various modules and course-exceeding topics are briefly addressed. The distribution of the study load over the year is also considered. Input is provided by the education evaluations (College Response Group and Module Evaluation).
Separate consultations take place for the 1st year of the TB Bachelors programme, the 2nd & 3rd years of the Bachelors programme, the CoSEM Masters programme, the MOT Masters programme and the EPA Masters programme.

Composition

T he participants in the module managers consultation are: the programme director (chairperson), all module managers from the modules involved (see digital study guide) and the education commissioner from Curius. The meetings are supported by the educational adviser involved in the programme (official secretary). 

Meeting dates

1 x quarter 

Cluster coordinators consultation

Task

The task of the cluster coordinators consultation is to harmonise the fields of study within the clusters Technology Management, Management and Enterprise, Mathematics and Model Design, the four technological fields (Information and Communication Technology (I&C); Energy, Water and Industry (E&I); Land Use and Development (RGO); Transport, Infrastructure and Logistic (TIL)) and Skills.

This subject line is particularly visible in the Bacherlors programme Technology Management.

Composition

The members of the committee are as follows: 

 Jan Anne Annema

 Director of education TB

 Els van Daalen

 Mathematics and modelling

 Haiko v.d. Voort

 Governance, economy, law, management

 Virginia Dignum

 I&C-field

 John Baggen

 T&L-field

 Lydia Stougie

 E&I-field

 Herman de Wolff  

 RGO- field

 Pieter Bots

 Policy management, multi actor systems

 Mark de Bruijne

 Skills

 Fedora Jadi

 Education and students department

 varying

 Educational commissioner Curius, BSc

 varying

 Educational commissioner Curius, MSc