STANDARDS AND CRITERIA OF STUDY PROGRAMS - ESABIH

Criterion 1. Educational objectives

Indicator 1.1 Level and orientation

Educational objectives are focused on enabling students to acquire general and specific
competences foreseen to be gained within study programmes in a given area. Graduates
should possess basic knowledge, skills and attitudes that are defined and planned through
educational objectives. The students must possess the understanding of the basic
scientific/artistic and disciplinary knowledge specific to a particular scientific/artistic field;
they must posses a systematic knowledge of the core elements of a discipline including the
coherent and detailed knowledge which has partly been inspired by the latest developments
in a given area of study (scientific field), as well as the knowledge of the structure of the
given scientific/artistic field and its association with other scientific/artistic fields (areas).

Educational objectives are focused on preparing students for mastering of the general
competences such as:
 Obtaining, processing and presenting information;
 Ability of critical reflection and creativity;
 Ability to perform leadership tasks;
 Ability to communicate information, ideas, problems and solutions.
Furthermore, the educational objectives are focused on enabling the students to master general
scientific/artistic or academic competences and practical knowledge, such as:

 Attitude of study and research;

 Knowledge and application of research methods and techniques;
 Ability to collect and process relevant data that can influence the development
of critical thinking; the judgment of various social, scientific/artistic and
ethical questions;
 Ability to appreciate the doubtful and ambiguous results and assumptions;
 Knowledge of the scientific research limits achieved in a given scientific area
and the ability to initiate further research to order to solve problems.

Educational objectives are focused on enabling the students to master the domain specific
competences and the scientific/artistic field of the study programme.

Indicator 1.2 Domain specific demands

The educational objectives (which are defined by final qualifications obtained by students)
are harmonized with specific demands in particular domain/field (field of study/discipline
and/or professional practice), based on the experience of international partners and the
requirements of the labour market, economy, industry and society, or a certain line of work.
They are in line with the regulations and the defined qualifications. The final qualifications
for the 1st and 2nd cycle are derived from the scientific/artistic disciplines, international
research and courses considered to transform the research into practice in the relevant
professional field.

Items can be used in the self-evaluation to prove the criteria:

 General study programme objectives (desired final qualifications of the
graduates at study programme level) and their development;
 Alignment of the objectives with the competencies that correspond to the 1st
and 2nd cycle of the studies and the European Qualification Framework;
 The study programme objectives pay attention to the international dimension;
 The objectives are focused on the development of academic/professional/
artistic skills;
 Attending students and the staff involved in a specific study programme
implementation are introduced to its objectives;
 Profiling the study programme with regard to educational objectives as well as
to other domestic and/or foreign study programmes in order to harmonise it
with the set study programme objectives (including recent and imminent
developments) and in relation to its own vision of the demands and needs of
the given profession/discipline;
 Alignment of the educational objectives with the professional
regulations/legislation, if applicable;
 Alignment of the objectives with the needs and demands of the given field of
work /profession (vocation).

Criterion 2. Curriculum

Indicator 2.1 Correspondence between objectives and study programme content

A curriculum is a prerequisite for an adequate achievement of educational objectives, in
terms of level, orientation and demands specific to a given domain. The final qualifications
are adequately translated into learning objectives i.e. parts of the study programme. The
curriculum content enables students to achieve the final qualifications.

Items can be used in the self-evaluation to prove the criteria:

 Translation of the objectives into curriculum;

 Level (1st or 2nd cycle) and content of particular components of the study
programme;
 Presence of inter-disciplinary elements;
 International dimension of the study programme/internationalisation of the
curriculum (policy, participation rate, forms of cooperation, international
contacts, etc.) – valid for both 1st and 2nd cycle;
  Degree to which the recent progress/development in a given field at home and
abroad were incorporated in the curriculum;
 Procedures for the curriculum development, revision and innovation;
 Participation of relevant stakeholders in the curriculum development, revision
and innovation.

Indicator 2.2 Alignment of professional and academic requirements

Students develop and improve their knowledge in contexts where there is an interaction
between education and scientific research within the relevant disciplines. The curriculum is
in line with developments in the relevant scientific/artistic field/fields through demonstrable
connections with relevant scientific/artistic theories. The curriculum guarantees the
development of scientific research skills. Within particular courses it is possible to
demonstrate a connection with the practice that is thematically linked to the relevant
professions (vocations).

Items can be used in the self-evaluation to prove the criteria:

 In the curriculum, attention paid to knowledge development;

 In the curriculum, attention paid to skills that support professional functioning,
i.e. working in given profession;
 In the curriculum, attention given to the experience in the field of work:
interaction with professional practice, attitude, content, level and guidance of
practical training in the course of the 1st and 2nd cycle final project (paper)
preparation – if the final project is foreseen, etc;
 Alignment of professional and academic requirements with the most recent
(international) developments in the given field/discipline and professional
practice;
 Harmonization of study programmes with scientific research: among other
things, the results/feedback of (the higher education institution own) research
related to the study programme, active involvement of students in research
within the study programme (1st and 2nd cycle);
 In the curriculum, attention given to importance of the research skills
development–conveying the research attitudes. Link and interaction between
the study programme and social/academic services.

Indicator 2.3 Curriculum Coherence

Students are attending a study programme whose content is coherent with the demands of
the economy, society, international trends and labour market needs.

Items can be used in the self-evaluation to prove the criteria:

  Sequential structure and coherence of the curriculum are in accordance with
standard procedures of curriculum development;
 Harmonization of the curriculum in cooperation with other university
departments and institutions, when deemed necessary or advisable.

Indicator 2.4 Workload

The actual period of study per academic year is verified and reaches the standard of 60
ECTC credits.

Items can be used in the self-evaluation to prove the criteria:

 The study programme fulfils the formal requirements regarding the scope of
curriculum for the 1st and 2nd cycle studies;
 Factors hindering the learning process are being eliminated to the highest
possible extent, and it is possible to follow the programme efficiently;
 Measuring and monitoring the study time;
 Alignment between anticipated and actual study time;
 Distribution of the anticipated study time within the study programme;
 Presence of factors obstructing or promoting studying, and measures taken in
accordance with the given circumstances.
Indicator 2.5 Coherence between the learning process organization and curriculum
content

The curriculum structure and content are coherent and in line with modern didactic
approaches (modern teaching methodologies, innovations in teaching process etc.);
educational resources are of high quality and there is an alignment of the learning
resources with the didactic concept and objectives (at the study programme level).

Items can be used in the self-evaluation to prove the criteria:

 The didactic concept is in line with the educational objectives;

 The work methods are aligned with the didactic concept. Work methods used
are as follows: lectures, practical lessons as a form of teaching, working
groups, project work, practical work, self-study, workshops, etc;
 Are the latest achievements in the field of education at home and abroad being
taken into account when it comes to the didactic concept and its development;
 Alignment of the learning resources (laboratory equipment, syllabi, guides,
teaching and learning aids, etc.) with the didactic concept, the objectives (at the
level of the entire study programme, as well as at the level of its individual
components) and the requirements for student intake.
Indicator 2.6 Final project (paper) at the 1st and 2nd cycle studies

Through the final project, the students have to demonstrate their analytic and synthetic
capability i.e. an independent problem solving capability at the academic level, or their
artistic capabilities.

Items can be used in the self-evaluation to prove the criteria:

 Place/relative weight of the final project within the study programme; content
and concept of the final project;
 Existence/adequacy of preparation for the final project;
 Guidance/mentoring during the final project preparation;
 Cooperation between students and researchers during the final project
preparation;
 Cooperation between students and relevant professional institutions, industry,
etc.;
 Reference of the final project to the current academic/professional context;
 Final project assessment.

Criterion 3. Human resources

Indicator 3.1 Quality of teaching staff

Teaching staff is qualified for the achievement of the educational objectives and
organizational implementation of the programme, as well as for ensuring its quality and
up-to-date content.

Items can be used in the self-evaluation to prove the criteria:

 The existence of human resource management policy (including recruitment,

definition of duties and responsibilities, appointments, promotions, assessment
procedures, advisory and decision-making bodies);
 Impact of relevant, educational and didactic qualities in the recruitment and
promotion, assessment and monitoring of the teaching staff performance;
 Factors obstructing the implementation of a good human resource management
policy;
 Professionalisation of the staff (life-long learning approach);
 Expertise and qualifications of the teaching/academic staff (relevant,
educational and didactic);
 Further professional training of the staff; workload of the teaching/academic
staff, their involvement in different projects;
  Technical, administrative and organisational skills of the staff.

Indicator 3.2 Alignment of professional and academic demands

With regards to efforts on the professional and academic improvement of the teaching staff,
the course meets the following criteria: For some courses it is necessary that a sufficient
number of teaching staff members possess knowledge and insight in the practical aspects of
the profession in question.

Items can be used in the self-evaluation to prove the criteria:

 Staff performing tasks and duties in the field of education (teaching and
administrative staff) possess professional experience and knowledge of the
professional practice;
 Research expertise and research activity in practice, and the development of
arts;
 Level of specialisations among the teaching staff engaged in research;
 Contribution from the professional field and international contacts of the
teaching staff with regard to their participation in the implementation of study
programmes i.e. participation in international networks and partnerships with
domestic and foreign partner institutions.

Indicator 3.3 Number of teaching staff

A sufficient number of teaching staff is involved in the organization of the course in order
to achieve the desired quality of the course. Human resource management policy is well
and properly organized. Recruitment policy is based on a selection of high quality- and
qualified teaching staff.

Items can be used in the self-evaluation to prove the criteria:

 Size of the workforce;

 Size of the workforce/teaching staff in proportion to the number of students;
 Ratios between the various categories of staff;
 Number and percentage of visiting professors;
 Age structure;
 Share of the various teaching staff categories participating in education process
and scientific research.
Criterion 4. Students

Indicator 4.1 Assessment and testing

By means of tests and exams, the students are adequately assessed and learning assessment
is carried out in accordance with the set learning objectives of the programme (or some
parts of the programme).

Items can be used in the self-evaluation to prove the criteria:

 Student guidance during the teaching process and exam preparations;

 Organisation of tests and examinations;
 Various assessment methods taking into account the objectives of individual
components of a study programme as well as the objectives of the study
programme as a whole: the concept and orientation of the assessment to the
(integrated) tests of knowledge, insight, skills and attitudes;
 Criterion and method of the assessment by the examiners;
 Criterion and method of the assessment by the examination committee;
 Transparency of the assessment: Familiarity of students with the requirements
connected to the examination;
 Familiarity of students and staff with the assessment procedures;
 Quality Assurance of the whole examination process.

Indicator 4.2 Practical training

Practical training enables students to acquire practical experience. Students develop

professional skills and attitudes required for the independent work under guidance, as well
as for the increasing independence in their work. The results of this type of teaching
(training) reflect the reasoning capacity of students, their ability for information
processing, critical thinking, as well as the competence of applying problem solving
strategies in their professional practice in given situations.

Items can be used in the self-evaluation to prove the criteria:

 Place/relative weight of the practical training/thesis in the study programme;

 Contents and concept of the practical training implementation;
 Adequate preparation for the practical training;
 Guidance during the practical training;
 Assessment of the practical training.
Indicator 4.3 Conditions for admission of students to the study programme

Content of the programme corresponds to the qualifications of the students who applied.
Admission procedures and requirements are clear and transparent.

Items can be used in the self-evaluation to prove the criteria:

 Internal procedures for admission of students;

 Requirements for admission of students and related policies;
 The curriculum is in line with the prior education and training/previously
acquired knowledge;
 Specific activities with regard to the alignment of the prior education and
training/previously acquired knowledge and the study programme.

Indicator 4.4 Student involvement in the teaching/learning process improvement

A higher education institution evaluates the curriculum and the teaching process by
introducing student surveys and satisfaction questionnaires. Student representatives are
involved in decision-making processes and in the management structures.

Items can be used in the self-evaluation to prove the criteria:

 Processing the questionnaire results;

 Participation of students in the curriculum development;
 Participation of students in different university/faculty decision making bodies
and their impact on managerial structures.

Indicator 4.5 Measures for promoting mobility, including the mutual recognition of
credits

The existence of bilateral and multilateral student exchange agreements with domestic and
foreign higher education institutions. Participation of the higher education institution and
students in different exchange programmes. The existence of ECTS and/or internal credit
system.

Items can be used in the self-evaluation to prove the criteria:

 Existence of bilateral and multilateral agreements on cooperation between the

universities/colleges in the country and abroad;
 Existence of student exchange programmes;
 Recognition of credits generated during the exchange programmes;
 Existence of ECTS or other credit systems.
Indicator 4.6 Coaching of students and consultations

Coaching system of students is introduced. The coaching and provision of information are
in line with the students’ needs.

Items can be used in the self-evaluation to prove the criteria:

 Existence of the coaching system and the possibility of regular consultations

with teaching staff;
 Student coaching method.

Indicator 4.7 System of information and complaints

The system of information and complaints is introduced and it is in line with the needs of
students.

Items can be used in the self-evaluation to prove the criteria:

 The procedure for processing students’ complaints;

 Measures implemented to support students;
 During the study programme, services responsible for the study programme
administration provide students with information and advice;
 Information on educational objectives and regulations governing the process of
education and examinations;
 Organisation and management of international student exchange (including
activities related to guidance and integration of foreign students).

Criterion 5. Physical resources

Indicator 5.1 Material aspects

A higher education institution provides the premises and facilities adequate for the
programme implementation. Financial allocations for the teaching are in line with the
needs for introduction of new teaching methodologies and innovations in the teaching
process.

Items can be used in the self-evaluation to prove the criteria:

 Policy governing all matters related to physical resources of higher education

institution;
  Size and quality of lecture halls/classrooms (= degree to which they comply
with the objectives of the study programme);
 Rooms/facilities for practical training and laboratories;
 Library resources (library facilities; books and periodicals);
 Reading rooms;
 Rooms with adequate IT equipment (for example computers) that facilitate
high-quality teaching;
 Study programme-related research infrastructure;
 Student and teaching staff facilities;
 Accessibility of the physical resources;
 Amount of available financial resources.

Criterion 6. Internal quality assurance

Indicator 6.1 Assessment results

The course is being evaluated periodically through usage of different testable

targets/elements. Systematic measures for monitoring of the teaching process are
introduced. Quality assurance structures are established and quality of teaching at the
study programme is continuously monitored.

Items can be used in the self-evaluation to prove the criteria:

 Description of the quality assurance policy and the applied internal quality
assurance approach;
 Existence of quality assurance structures;
 Objectivity of the study programme assessment summary;
 Dynamics of the implementation of the assessment process;
 Usage of results obtained during the assessment process.

Indicator 6.2 Study programme improvement measures

Assessment results are the starting point for establishment of strategic and operational
approaches in introduction, improvement and development of demonstrable measures
necessary for the achievement of the learning objectives. Improvement measures are based
on the plan to eliminate all the obstacles and deficiencies noticed during the assessment
process.

Items can be used in the self-evaluation to prove the criteria:

  Degree to which the past targets have been achieved;
 Degree to which the targets for the future period are well founded;
 Steps for the study programme improvement: allocation of resources,
distribution of responsibilities and powers, planning and monitoring of the
overall management activities in the implementation of the study programme;
 Special attention is given to the activities undertaken in response to the
findings and recommendations of the previous assessment visit and the results
of student assessments.

Indicator 6.3 Involving co-workers/colleagues, students, alumni and labour

market/profession

Co-workers/colleagues, students, alumni and the labour market/professional associations

are being involved in the internal quality assurance processes.

Items can be used in the self-evaluation to prove the criteria:

 Operation of the boards and performance of assessment committees involved

in the internal quality assurance (including the student participation);
 Involvement of the teaching staff in decision-making process and assessments
as a part of the internal quality assurance;
 Involvement of students in decision-making process and assessments as a part
of the internal quality assurance;
 Involvement of graduates and the labour market/profession in assessment of
the education and training and introduction of innovations in the curriculum;
 Making and maintaining contacts between the graduates/profession and the
higher education institution.

Criterion 7. Results achieved

Indicator 7.1 Accomplished level

The obtained final qualifications are in accordance with the planned acquirement of
competences with regard to the level, orientation and specific demands in the
scientific/artistic field.

Items can be used in the self-evaluation to prove the criteria:

 Degree to which objectives are achieved;

 Quality of the final project/paper;
 Quality of the practical training;
  Achieved results in terms of internationalisation of the education/international
cooperation;
 Participation of students (number and percentage of students, ratio of incoming
and outgoing students) and staff in international exchange programmes;
 Preparation of the graduates for entry into the labour market;
 Content of the programme and level of employment;
 Satisfaction of the graduates with their obtained employment;
 Appreciation of the graduates by the profession;
 Satisfaction of the graduates with the study programme.

Indicator 7.2 Educational output

Target figures are being set for the overall educational outcomes in comparison with the
outcomes of other relevant courses. The learning outcomes meet the planned targets.
Items can be used in the self-evaluation to prove the criteria:

 Policy regulating the study programme with respect to the study progress;
 Used target figures and the results obtained by their comparison with other
relevant study programmes;
 Pass rates and analysis of assessment results;
 Analysis of student advancement;
 Average study duration and assessment;
 Results of the regular/periodical study on the study programme omissions and
shortcomings and on the drop outs (students who have given up on their
further education).