Continuing Education Master’s, Postgraduate Diploma and Higher Adult Education (Academy) Programmes
Name of programme
Year of evalutation (and evaluation period in parentheses)
Head of studies
Head of department (if available)
Department (if available)
Faculty
Date of Dean’s approval
Table of contents
Data overview
Background data
Quantitative and qualitative material
Analysis
Status of the programme
Status of follow-up plans
Visions and future perspectives
External experts
Instructions
Data definitions
Clam for the analysis of quantitative and qualitative material
Status of the programme based on analysis of quantitative and qualitative material including competence matrix and research matrix
Status of the follow-up plan for the most recent programme evaluation etc.
Visions and future perspectives for the programme
Involvement of external experts
Appendices
Competence matrix
Research matrix
Follow-up plan
Appendix 1: Competence matrix
Appendix 2: Research matrix
Appendix 3: Follow-up plan
Data overview
Background data
Year of calculation: / Year of calculation: / Year of calculation:Intake in the last three years
Student numbers in the last three years
Number of degrees in the last three years
Quantitative and qualitative material
Quantitative material / Results for the period / Standards for qualityYear of calculation: / Year of calculation: / Year of calculation:
Full-time/part-time academic staff ratio, FTEs, most recent year
Student/full-time academic staff ratio, FTEs, most recent year
Qualitative material / Results for the period / Standards for quality
Study start – the whole period (six years)
Competence matrix, cf. appendix 1
Research matrix, cf. appendix 2
Analysis
Status of the programme
Status of the programme based on analysis of quantitative and qualitative materialincluding competence matrix and research matrixStatus of follow-up plans
Status of the follow-up plan for the most recent programme evaluation etc.Visions and future perspectives
Visions and future perspectives for the programme, includingfollow-up planExternal experts
Involvement of external expertsInstructions
Front page
Name of programme / Insert name of programme.If the name of the study programme has changed during the period covered by the evaluation, enter the former name in parentheses.
Year of evaluation / Indicate the year in which the evaluation was conducted.
Enter 2017 if the report was drawn up during the academic year 2016–2017 and covers quality-assurance work in the six previous academic years, i.e. between 1 October 2010 and 30 September 2016.
Please specify the evaluation period in parentheses, e.g. (2010–2016).
Head of studies / Insert name of head of studies.
Head of department (if available) / Enter the name of the head of the department in which the programme is based.
If the faculty does not have departments, delete this field.
Department (if evailable) / Enter the name of the department in which the programme is based.
If the faculty does not have departments, delete this field.
Faculty / Insert name of faculty.
Date ofDean’sapproval / Insert date of the Dean’s approval of the evaluation.
Datadefinitions
If a master’s programme constitutes a natural progression from a bachelor’s programme, the faculties can opt to present a joint report covering both. In aggregate reports for bachelor’s and master’s programme evaluations, quantitative data must be calculated separately for each programme. The University has made a specific template for aggregate reports.
Intake / Calculated as of 1 October for the three most recent years.Intake as of 1 October 2016 includes students who enrolled on 1 February 2016 and 1 October 2016.
If the programme evaluation is conducted in 2017, the intake is calculated as of 1 October 2014, 2015 and 2016. Enter 2014, 2015 and 2016 in the appropriate fields.
Student numbers / Calculated as on 1 October for the three most recent years.
If the programme evaluation is conducted in 2017, the student numbers are calculated as of 1 October 2014, 2015 and 2016. Enter 2014, 2015 and 2016 in the appropriate fields.
Number of degrees / Calculated as the number of degrees conferred in the period 1 October to 30 September (the following year) for the three most recent years.
If the programme evaluation is conducted in 2017, the number of degrees conferred in period 1 October 2013 to 30 September 2014, 1 October 2014 to 30 September 2015 and 1 October 2015 to 30 September 2016 is calculated. Enter 2014, 2015 and 2016 in the appropriate fields.
Full-time/part-time academic staff ratio, FTEs / Full-time and part-time academic staff ratios are calculated in terms of FTEs. Full-time and part-time academic staff are defined as per ministry’s method of calculating working hours. Includes the activities that are part of the study programme, i.e. teaching, preparation, supervision, exams and administration.
Full-time/part-time academic staff ratios are calculated for all programmes.
Full-time/part-time academic staff ratios are only calculated on programme level.
Full-time/part-time academic staff ratios are only calculated for the most recent year, i.e. if the programme evaluation is conducted in 2017, the full-time/part-time academic staff ratio is indicated for the study year 2015-2016. Enter 2016 in the appropriate field.
Student/full-time academic staff ratio, FTEs / Student/full-time academic staff ratio are calculated in terms of FTEs.
For the FTE-ratio, student FTEs are taken from the FTE report, while full-time members of academic staff are calculated as per the calculation for the ratio of full-time to part-time academic staff.
Student/full-time academic staff ratios are calculated for programmes.
Student/full-time academic staff ratios are only calculated on programme level.
Student /part-time academic staff ratios are only calculated for the most recent year, i.e. if the programme evaluation is conducted in 2017, the full-time/part-time academic staff ratio is indicated for the study year 2015-2016. Enter 2016 in the appropriate field.
Study start / If the faculty does not arrange specific study-start activities at programme level, an account is given of study-start at faculty level.
Competence matrix, cf., appendix 1 / Comparison of the Qualification Framework’s type description, the programme’s competence profile and the objectives for the study activities.
Do the constituent study activities support the programme’s competence profil? Do thepreparation of the competence matrix suggests any need for change of the programme’s competence profile?
Please comment strengths and weaknesses.
The external experts must always comment the programme’s structure(i.e. competence matrix).
Research matrix, cf., appendix 2 / Comparison of the programme’s study activities, the lecturers’ research activities and the programme’s research environments.
Are the study programme’s constituent study activities research-based? Do the preparation of the research matrix suggests any need for strengthening the programme’s research environments?
Please comment strengths and weaknesses.
The external experts must always comment the programme’s research base(i.e. research matrix).
Clam for the analysis of quantitative and qualitativematerial
Status of the programme based on analysis of quantitative and qualitative materialincluding competence matrix and research matrix
Status of the programme based on analysis of quantitative and qualitative management information. What is the current status of the programme and of student progress? Does the study programme live up to the standards that the faculty has set for it?What has happened since the last report? Do the results of the course evaluations, dialogue with graduates and employers, etc. suggest any need for change?- Reports by the chairs of external examiners
- Course evaluations, including pass rates
- Dialogue with employers panels
- Dialogue with graduates(Surveys of graduates are conducted every three years, comprising the last three year groups, but at the earliest one year after graduation.)
- The competence matrix
- The research matrix
Programme evaluations of postgraduate diploma programmes do not include reports by the chairs of external examiners.
Status of the follow-up plan for the most recent programme evaluation etc.
Status of the follow-up plan for the most recent programme evaluation.Follow-up/evaluation of initiatives launched after the previous programme report:
Progress on the points that the dean is following up on, cf. the dean's report to the Rector on the quality of study programmes?
Progress on the points that the Rector is following up on, cf. the Rector's feedback to the dean on last year's report on the quality of study programmes?
Visions and future perspectives for the programme
In which direction is the programme heading? Is there a need for educational-strategy initiatives, i.e. interventions in the long term to improve the programme?What do the external experts recommend? Did the programme management follow the recommendations? If not, explain why.
On the basis of the above, an follow-up plan is drawn up for the next six years (see appendix 3).
Misc.: If any of the criticisms are serious enough to warrant immediate action, this must also be included in the above-mentionedfollow-up plan.
If serious problems are identified, closing the programme is one of the options.
Involvement of external experts
State the names of external experts, including the types they represents, i.e. employers, researchers (core academic experts), didactician, students etc., and the institutions or companies they represent.How (i.e. meetings) and when have the external experts been involved (state the date/time period).
Appendices
Three appendices must be completedfor a programme evaluation(see appendices 1-3):
- Competencematrix
- Research matrix
- Follow-up plan
Competencematrix
One competency matrix must be produced per study programme. The purpose is to ensure that the programme is pitched at the right academic level. This is done by studying whether the competency profile in the curriculum lives up to the relevant type description in the Qualifications Framework, and whether the competency profile is supported by the description of objectives for the constituent study activities.In the first column, insert the relevant type description from the Qualification Framework (e.g. for the bachelor programme), see the Accreditation Order.
In the second column, insert the study programme’s competence profile.
In the second row of the third column, insert the title of the constituent study activities. In the rows below that, mark with an X, if the description of the objectives for the study activities contributes to attaining the competence profile.If a study programme involves a large number of constituent study activities, and they exceed the programme’s total number of ECTS credits, insert a representative selection of them.
The competence matrix must as a minimum include:
- 40 ECTS credits for continuing education master’s,postgraduate diploma and higher adult education (academy) programmes
Alle pinde i kompetenceprofilen skal være dækket af mindst en studieaktivitets målbeskrivelse.
The competence matrix must be based on the curriculum in force during the final year of the six-year evaluation period.
The constituent study activities in the competence matrix are repeated in the research matrix.
Research matrix
One research matrix must be produced per study programme. The purpose is to ensure that the programme's constituent study activities are research-based.In the first column, insert the programme’s constituent study activities.
In the second column, insert the names of the members of academic staff responsible for running courses and the main lecturers for the constituent study activities mentioned in the first column.
In the third column, state the research environment with which the members of academic staff listed in the second column are associated.If a study programme involves a large number of constituent study activities, and they exceed the programme’s total number of ECTS credits, insert a representative selection of them.
The research matrix must as a minimum include:
- 40 ECTS credits for continuing education master’s,postgraduate diploma and higher adult education (academy) programmes
The research matrix must be based on the curriculum in force during the final year of the six-year evaluation period.
The constituent study activities in the research matrix are repeated in the competence matrix.
Follow-up plan
A follow-up plan must be drawn up as a part of the programme evaluation. The follow-up plan must cover the six-year period up until the next programme evaluation. It must address the challenges and potential identified by analyses of programme data and dialogue with stakeholders and experts.1
Appendix 1: Competencematrix
[Insert name of programme]
Qualification framework / Competence profile / Description of objectives for the constituent study activitiesCourse / Course / Course / Course / Course / Course / Course / Course / Course / Course / Course / Course
Knowledge
Skills
Competences
Appendix 2: Research matrix
[Insert name of programme]
Constituent study activities for the programme / Academic staff (member of staff responsible for the course and main lecturers) for the constituent study activities / The academic staff’s links with researchAppendix 3: Follow-up plan
[Insert name of programme]
Year / Problems and objectivesWhat is the problem?
What are the objectives? / Actions
What needs to be done to achieve the objectives, or to analyse the problem?
Expected resource needs / Results
What will indicate that the objectives have been achieved? / Timetable
By when must the objectives be achieved?
What milestones have been set along the way? / Responsibility
Who is responsible for the work involved?
Who will follow up on the timetable and results?
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