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Development quality in study and teaching

Cycle

Cycle

Own representation

The four steps of the cycle are carried out on different occasions: for example, by the proposal of a new specialization that responds to the current needs of a subject; by the results of teaching evaluations that can be used as impetus by students; or by the requirements of an accreditation process that can lead to a review of the current situation in the group of professors and to changes in the degree program.

Steps of the cycle

  1. Visualize subject-related proposals and goals: What helps students reflect on their own skills profile and make targeted progress in their learning? How can new support services and options be developed in a degree program? These examples of questions can be the starting point for an examination of professional and personal requirements, study conditions, and a discussion of the goals that faculty would like to achieve (also together with their students). Venues are important: Meetings of the degree program working group and the departmental groups, the involvement of semester representatives, and retreats, for example. Experiences and information for these discussions are systematically made available through various instruments, such as a teaching evaluation in the form of the teaching analysis poll (TAP) or a facilitated Quality Analysis Dialog Forum with the faculty and students of a degree program.
     
  2. Define the profile of undertakings and activities: The enhancement of degree programs is not a purely formal process, but depends on the inclusion of the different perspectives of those involved. It is therefore important to give space to motivations, experiences, desires, and interests, as well as competences. They ensure a focused understanding of the understanding and collaborative planning with which people can identify. Such coordination is often based on information from the Academic Success Monitor, for example, but also on discussions with students, among faculty, and with practice partners. The Quality Analysis Dialog Forum provides a structured framework for focusing, opening up exchange, and identifying development steps with their possibilities and limitations.
     
  3. Create conditions and safeguard undertakings: To initiate change and quality development in a degree program on the basis of the first steps, exchange between the responsible bodies and the degree programs is of utmost importance. The Academic Success Monitor and automated academic development data from internal statistics are used for regular reporting on the degree programs: Together with the Dean’s Office and its areas of activity, points of reference for enhancement are discussed, dialog is initiated, and action plans are drawn up. The faculty’s committees (especially the study commission and faculty council) also deal with this issue on a regular basis. In this way, the overarching conditions and those necessary for individual undertakings in the degree programs are examined at an early stage in order to improve quality.
     
  4. Act effectively and establish change: The previous steps result in undertakings that are implemented, tested, and regularly collaboratively evaluated. At the faculty, these steps and instruments form a cycle of regular enhancement.