university of rijeka faculty of civil engineering

Monitoring of Quality of Studying and Study Success at the Faculty of Civil Engineering University of Rijeka

GFUniversity of RijekaUniversity of Rijeka

Faculty of Civil Engineering Faculty of Civil Engineering

CROATIAN ACADEMY OF ENGINEERINGCROATIAN ACADEMY OF ENGINEERINGEngineering Education – The Bologna process “3 Years later”Engineering Education – The Bologna process “3 Years later”

CONFERENCE CONFERENCE Zagreb, 8-9 November 2007Zagreb, 8-9 November 2007

Nevenka OžanićNevenka OžanićAleksandra Deluka-TibljašAleksandra Deluka-Tibljaš

Barbara KarleušaBarbara Karleuša

http://www.gradri.hr/galerija/main.php?g2_itemId=2348






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University of RijekaUniversity of RijekaFaculty of Civil Engineering Faculty of Civil Engineering CROATIAN ACADEMY OF ENGINEERINGCROATIAN ACADEMY OF ENGINEERING

Engineering Education – The Bologna process “3 Years later”Engineering Education – The Bologna process “3 Years later”CONFERENCE CONFERENCE

Zagreb, 8-9 November 2007Zagreb, 8-9 November 2007

ContentContent Faculty in numbersFaculty in numbers Study programmesStudy programmes Who is responsible for QA of studies?Who is responsible for QA of studies? Student input dataStudent input data Output data Output data Monitoring of study processMonitoring of study process Improvement of study processImprovement of study process Future development and open questionsFuture development and open questions





Faculty of Civil Engineering Rijeka in numbers…

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Engineering Education – The Bologna process “3 Years later”Engineering Education – The Bologna process “3 Years later”CONFERENCECONFERENCE

Zagreb, 8Zagreb, 8--99 NovemberNovember 2007 2007

College of Civil Engineering (College of Civil Engineering (Viša tehnička građevinska Viša tehnička građevinska školaškola) was established in ) was established in 1969.1969. Professional study programme in civil engineering started within this institution.within this institution.

College of Civil Engineering was integrated with Faculty of College of Civil Engineering was integrated with Faculty of engineering Rijeka inengineering Rijeka in 1974.1974.

The Faculty of Civil Engineering in Rijeka was established The Faculty of Civil Engineering in Rijeka was established in year in year 19761976..

TodayToday:: 45 teachers; 45 teachers; 831831 students; 5 students; 5 study programmesstudy programmes





Faculty of Civil Engineering Rijeka - 55 study programmesstudy programmes accredited during 2005. accredited during 2005.

UNIVERSITY PROGRAMMESUNIVERSITY PROGRAMMES VOCATIONAL PROGRAMMESVOCATIONAL PROGRAMMES

UNDERGRADUATE PROGRAMME IN CIVIL ENGINEERING

180 ECTS creditsUniversity bachelor in civil engineering

(BSc)

GRADUATE PROGRAMME IN CIVIL ENGINEERING

120 ECTS creditsMaster in Civil Engineering (MSc)

POSTGRADUATE PROGRAMME IN CIVIL ENGINEERING

180 ECTS creditsDoctor in Civil Engineering (PhD)

PROFESSIONAL STUDY PROGRAMME IN CIVIL ENG.

180 ECTS creditsProfessional Bachelor in Civil

Engineering (BEng)

SPECIALISATION GRADUATE PROGRAMME-90 ECTS credits

Specialist in Civil Engineering

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Graduate study programme in civil engineering

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I semester II semester III semestar IV semester

COMMON PART OF PROGRAMME - 4 compulsory courses - 2 optional courses

COMPULSORY AND OPTIONAL COURSES OF 1. MODULE

COMPULSORY AND OPTIONAL COURSES OF 2. MODULE

GRADUATE THESIS(15-30 ECTS)FIELD EDUCATION(0-15 ECTS)

30 ECTS 30 ECTS 30 ECTS 30 ECTS





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Who is responsible for monitoring and Who is responsible for monitoring and improvement of quality of studying?improvement of quality of studying?

University level

Administrative support

QA BOARD QA CENTER

QA BOARDQA BOARD

OFFICE FOR THE STUDENT OFFICE FOR THE STUDENT AFFAIRSAFFAIRS

OFFICE FOR OFFICE FOR MONITORING AND MONITORING AND IMPROVEMENTIMPROVEMENT OF QUALITY OF OF QUALITY OF

STUDYINGSTUDYING

Faculty Faculty levellevel

University level

Administrative support

QA BOARD QA CENTER

QA BOARDQA BOARD

OFFICE FOR THE STUDENT OFFICE FOR THE STUDENT AFFAIRSAFFAIRS

OFFICE FOR OFFICE FOR MONITORING AND MONITORING AND IMPROVEMENTIMPROVEMENT OF QUALITY OF OF QUALITY OF

STUDYINGSTUDYING

Faculty Faculty levellevel

• Dean• Vice-deans (for teaching and students, for post-graduate studies)

• Faculty QA organisation





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Percentage of excellent students (entered in first students year)

2001./02.2001./02. 2002./03.2002./03. 2003./04.2003./04. 2004./05.2004./05. 2005./06.2005./06. 2006./07.2006./07. Average for Average for 6 years6 years

35%35% 38%38% 36%36% 51%51% 41%41% 37%37% 39,7%39,7%

Relationship between number of cheching-in and entered students in first students year


50%50% 49%49% 74%74% 70%70% 58%58% 58%58% 52,352,3%%

Percentage of students outside of Primorsko – goranska County (entered in first students year)


44%44% 46%46% 40%40% 40%40% 37%37% 48%48% 42,5%42,5%

Student Student input input data data





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Average time of studying

Percentage of graduated students per generation


21%21% 31%31% 42%42% 41%41% 69%69% 70%70% 46%46%


6,6 god.6,6 god. 6,9 god.6,9 god. 6,7 god.6,7 god. 7,3 god.7,3 god. 6,6 god.6,6 god. 7,6 god.7,6 god. 7 years7 years

OutputOutput data data





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Results of employers/alumni questionnaires about the preparedness of students graduated at the FCE UNI Rijeka for the working market

4,144,143,753,75Motivation for Motivation for furtherfurther educationeducation ((seminarsseminars, , coursescourses, , ……))

3,343,55AVERAGEAVERAGE

3,473,473,833,83Motivation for work Motivation for work

3,473,473,673,67AbilityAbility forfor teamteam--workwork

2,672,672,832,83AbilityAbility forfor solvingsolving practicalpractical problemsproblems in in thethe civil civil engineeringengineering domaindomain

3,383,382,922,92AutonomyAutonomy in in workwork

3,573,574,274,27UseUse of of computercomputer packagespackages –– softwaresoftware (Word, ACAD, (Word, ACAD, ……))

3,483,484,094,09UseUse of of computercomputer

2,522,523,003,00PracticalPractical knowledgeknowledge and and skillsskills

Characteristics

4,144,143,753,75Motivation for Motivation for furtherfurther educationeducation ((seminarsseminars, , coursescourses, , ……))

3,343,55AVERAGEAVERAGE

3,473,473,833,83Motivation for work Motivation for work

3,473,473,673,67AbilityAbility forfor teamteam--workwork

2,672,672,832,83AbilityAbility forfor solvingsolving practicalpractical problemsproblems in in thethe civil civil engineeringengineering domaindomain

3,383,382,922,92AutonomyAutonomy in in workwork

3,573,574,274,27UseUse of of computercomputer packagespackages –– softwaresoftware (Word, ACAD, (Word, ACAD, ……))

3,483,484,094,09UseUse of of computercomputer

2,522,523,003,00PracticalPractical knowledgeknowledge and and skillsskills

Characteristics AlumniEmployers

(Grades from 1 – very bad to 5 – excellent)(Grades from 1 – very bad to 5 – excellent)

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Monitoring Monitoring of the study processof the study process

Monitoring of the success Monitoring of the success atat the exams the exams

Monitoring of the passing rateMonitoring of the passing rate

Students evaluation of teaching processStudents evaluation of teaching process

Students’ evaluation of ECTSStudents’ evaluation of ECTS

Evaluation of students’ experience Evaluation of students’ experience

(“Bologna” vs. (“Bologna” vs. ““traditional studiestraditional studies””))





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Monitoring of the success of the examsMonitoring of the success of the exams



Evaluation of students loading – ECTSEvaluation of students loading – ECTS

Evaluation of the students’ experience Evaluation of the students’ experience

(“Bologna” vs. (“Bologna” vs. ““traditional studiestraditional studies””))





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The results of students’ evaluation of teaching process showed…

Availability of the information about study Regularity in course delivery Availability of teachers Regular assessment during semester Teachers treat students with respect

…positive aspects:

Not enough examples for illustration of theories Clarity of the presentations in classes Encouraging the independence in work and active participation of students during classes/lectures

…negative aspects:





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Students’Students’ Evaluation of ECTSEvaluation of ECTS

Evaluation of students’ expEvaluation of students’ expeerience rience

(“Bologna” vs (“Bologna” vs ““traditional studiestraditional studies””))





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Students’ evaluation of ECTS (undergraduate study programme)

First and second years students evaluated hours that they spent in evaluated hours that they spent in different activitiesdifferent activities connected with particular course (e.g. preparation e.g. preparation for classes, preparation for partial exams, project work etc.)for classes, preparation for partial exams, project work etc.)

The results showed: students of the first year are overloaded in the 1st semester (students estimation of ECTS: 34 ECTS) and they don’t spend enough working hours in 2nd semester (students estimation of ECTS: 27 ECTS)

evaluation of the ECTS in the second year showed equilibrium between students estimation and study programme ECTS





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Evaluation of students loading – ECTSEvaluation of students loading – ECTS

Evaluation of students’ experience Evaluation of students’ experience

(“Bologna” vs “traditional studies”)(“Bologna” vs “traditional studies”)





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Evaluation of students’ experience “Bologna” vs “traditional studies”(undergraduate and vocational study programmes)

The experience of the students of the first year of the reformed studies were compared with the experience of the students of the second year (”traditional” studies). The research was done on the university level and the results were compared between studies of different disciplines at the University of Rijeka.

Estimated positive aspects of the CE studies :

Estimated negative aspects of the CE studies :• complexity of study programmes• difficulty in acquiring knowledge• more space is needed (classrooms, laboratories, …)

• teachers’ support in learning• no obligation to memorise facts• field classes • preparedness for team work• no unemployed CEng at the working market• active student organisation





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Improvement Improvement of the study processof the study process

Education and workshops for of teaching and Education and workshops for of teaching and

administrative staffadministrative staff

Motivation of students and organisation of learning Motivation of students and organisation of learning

supportsupport





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Improvement Improvement of the study process (i)of the study process (i)




supportsupport





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Improvement Improvement of the study process (ii)of the study process (ii)




supportsupport





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Motivation of students and organisation of learning support

student participation in faculty activities (e.g. connected with monitoring and improvement of studies);

financing students’ support in learning;

organisation of excursions to different construction sites;

organisation of meetings/collaboration between students and stakeholders (e.g. firms, public institutions…);

inclusions of students in different projects based on real civil engineering problems.





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FutureFuture

Reform of study programmes on the basis of the results of QA monitoring and with full introduction of learning outcomes (during 2007./08)

First year of the graduate studies (2008./09.)

Definition of the interdisciplinary post-graduate specialist studies as an elaborate solution for life-long-learning





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Open questionsOpen questions

Future of the engineering vocational studies(e.g. Definition of learning outcomes for vocational study in comparison with undergraduate academic study!)

Mobility of the engineering students in Croatia (e.g. Is student who has finished undergraduate study in civil engineering able to attend, for example, graduate study in geodesy or mechanical engineering or? Are we open to this kind of mobility?)

Cooperation with professional chambers (e.g. Definition of licences for different CE studies)





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Thank you for the attention!!!Thank you for the attention!!!

Nevenka OžanićNevenka OžanićAleksandra Deluka-TibljašAleksandra Deluka-Tibljaš




university of rijeka faculty of civil engineering

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