wp1 current and desired level of knowledge/skills in

ERASMUS+ PROJECT NETCHEM ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education

WP1 Current and Desired Level of Knowledge/Skills in Technology Enhanced

Learning in EFSC Task 1.2 Report on PC practice in using OER

and Instrumental Analysis

April 2017


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Project acronym: NETCHEM

Project full title: ICT Networking for Overcoming Technical and Social Barriers in

Instrumental Analytical Chemistry Education

Project No: 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP

Number of grant contracts 2016-2586/001-001

Web address of project www.netchem.ac.rs

Funding Scheme: Erasmus+

Coordinator Institution: University of Niš

Coordinator: Prof. dr. Tatjana Anđelković

Project duration: 15.10.2016 – 14.10.2019.

Work package: WP1 – Current and Desired level of Knowledge/skills in

Technology Enhanced Learning in EFSC

Lead organization of WP1: University of Greenwich (UoG), UK

Task 1.2 Analysis of PC partners Knowledge/Skills/Practice in using

OER/WARIAL in EFSC

Task leader: University of Novi Sad (UNS), Serbia

Version of the document: V.01

Date: 19/04/2017

Status: Draft

Responsible partner: UNS

Dissemination level: External

Review was performed by Professor Dr Ivan Gržetić, University of Belgrade

Acknowledgment We thanks to all the participants that were active in this survey and provided their

answers.

Note: It is likely that both false negatives and false positives are existing since not majority of the

targeted population was responded by the survey in both countries in all categories. However, still

significant number of answers was collected to be able to perform the survey for the purpose of the

project. The authors can not be held responsible for any other use or interpretation of the information

provided here than for purposes of NETCHEM project realisation.


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List of abbreviations

EFSC = Environmental and Food Safety Control

OER = Open Education Resources

WARIAL = Web Accessed Remote Instrumental Analytical Laboratory (WARIAL) – acr. for

network in the Project

PC = Partner Country: Serbia, Albania

ICT = Information & computer technology

SQL = Structured Query Language (Database program)

HEI = High Education Institution

CPD = Continuing professional development (CPD) courses

LLP = Life Long Learning (LLL) Programme

UT= University of Tirana

AUT= Agricultural University of Tirana

NI= Niš

KG=Kragujevac

BG= Belgrade

NS= Novi Sad

SR=Serbia

GC/MS= Gas chromatography with mass spectrometry

GC/ECD= Gas chromatography with electron capture detetction

GC/FID = Gas chromatography with flame ionisation detection

GC/MS/ECD/FID = Gas chromatography with one or more of detection methods among mass

spectromety, eletron capture detection, flame ionisation detection

HPLC/ UV=high performance liquid chromatography with UV/VIS absorbance detection

AAS= Atomic Absorption Spectrometry

FTIR= Fourier Transform Infrared spectroscopy

UV/VIS= Ultraviolet/Visible absorption spectroscopy

ICP-MS= Inductively Coupled Plasma–Mass Spectrometry

LC-MS/MS= Liquid Chromatography Tandem Mass spectrometry

IC= Ion Chromatography

TOC= Total organic carbon

NMR= Nuclear Magnetic Resonance

ERASMUS+ PROJECT NETCHEM

ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education

NETCHEM

Authors of the Report

(In alphabetical order)

Adamov Jasna University of Novi Sad

Andjelkovic Darko University of Nis

Andjelkovic Tatjana University of Nis

Andrejic Nenad Analysis

Antic Dragan University of Nis

Bogdanovic Sara Zlatiborac

Brahollari Albiona Agricultural University of Tirana

Cendic Marina University of Kragujevac

Dimitrijevic Stana Enological Station Vrsac

Djekic Sanja Analysis

Djukic Maja University of Kragujevac

Gajica Gordana University of Belgrade

Hasaillu Rozeta Agricultural University of Tirana

Ilijevic Konstantin University of Belgrade

Ivancev Tumbas Ivana University of Novi Sad

Ivanovic Milos University of Kragujevac

Jeremic Marija University of Kragujevac

Jevtic Stojanovic Marija Zlatiborac

Joksimovic Zorica Zlatiborac

Jovancicevic Branimir University of Belgrade

Kika Alda University of Tirana

Kodra Mariola Agricultural University of Tirana

Kongoli Renata Agricultural University of Tirana

Kostic Ivana University of Nis

Leovac Macerak Anita University of Novi Sad

Loha Ilir Agricultural University of Tirana

Lopicic Vesna University of Nis

Ljubojevic Vesovic Natasa Zlatiborac

Matovic Zoran University of Kragujevac

Mihajlovic Ivana University of Novi Sad

Morina Ariola Agricultural University of Tirana

Mrkalic Emina University of Kragujevac

Musabelliu Bari Agricultural University of Tirana

Petrovic Biljana University of Kragujevac

Petrovic Evica University of Nis

ERASMUS+ PROJECT NETCHEM

ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education

NETCHEM

Popov Saša Enological Station Vrsac

Radonic Jelena University of Novi Sad

Sorgic Sasa Enological Station Vrsac

Stanic Zorka University of Kragujevac

Trifunovic Srecko University of Kragujevac

Turk Sekilic Maja University of Novi Sad

Vasjari Majlinda University of Tirana

Vukovic Nenad University of Kragujevac

Zarubica Aleksandra University of Nis


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Organization of survey and data collection was performed by

(In alphabetical order)

Professor Dr Adamov Jasna, University of Novi Sad

Dr Anđelković Darko, University of Niš

Professor Dr Anđelković Tanja, University of Niš

Brahollari Albiona, Agricultural University of Tirana

Dr Ćendić Marina University of Kragujevac

Đukić Maja, University of Kragujevac

Gajica Gordana, University of Belgrade

Dr Hasalliu Roseta, associate professor Agricultural University of Tirana

Dr Ilijević Konstantin University of Belgrade

Professor Dr Ivančev-Tumbas Ivana, University of Novi Sad

Dr Ivanović Miloš, vanredni profesor University of Kragujevac

Professor Dr Jovančićević Branimir, University of Belgrade

Dr Kika Alda, associate professor University of Tirana

Professor Dr Kongoli Renata, Agricultural University of Tirana

Dr Kostić Ivana, University of Niš

Professor Dr Matović Zoran, University of Kragujevac

Dr Radonić Jelena, associate professor University of Novi Sad

Dr Turk-Sekulić Maja, associate professor University of Novi Sad

Professor Dr Vasjari Majlinda, University of Tirana

Professor Dr Zarubica Aleksandra, University of Niš


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Table of Contents

1. Purpose of the survey 9

2. Results of questionnaires related to Albanian Knowledge/Skills/Practice in using

OER/WARIAL in EFSC

10

2.1 Target group of teachers 10

2.2 Target group of students 16

2.3 Target group of heads of HEIs 19

2.4 Target group of analysts 21

2.5 Target group of heads of laboratories 23

2.6 Target group of equipment distributers 25

2.7 Summary of the findings and future recommendations for Albania 27

3. Results of questionnaires related to Serbian Knowledge/Skills/Practice in using

OER/WARIAL in EFSC

28

3.1 Target group of teachers 29

3.2 Target group of students 36

3.3 Target group of heads of HEIs 41

3.4 Target group of analysts 43

3.5 Target group of heads of laboratories 47

3.6 Target group of equipment distributers 51

3.7 Summary of the findings and future recommendations for Serbia 55

4. Conclusions on PC practice in OER and Instrumental Analysis 59

5. Annex I Examples of questionnaires 62


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1. Purpose of the survey

NETCHEM Project aims at strengthening the capacities for international cooperation in Serbian

and Albanian higher education institutions (HEIs) and enterprises in order to increase their education

level and technical capacities regarding analytical instrumentation usage for Environmental & Food

Safety Control (EFSC) through Technology Enhanced Learning and to increase benefits in health,

environment, tourism and economy in Serbia and Albania toward their EU pre-accession development.

The Project objectives corresponds to 2 of 7 priorities in the strategies of scientific development in both

Serbia and Albania: (i) Environmental protection and (ii) Food security that meets the needs of

consumers in terms of quality and security; as well as 2 Regional priorities for WB: (i) environmental

protection and (ii) learning and teaching tools, methodologies and pedagogical approaches including

outcomes and ICT-based practices. One of the project goals is to modernize MSc and PhD courses by

usage of open education resources (OER) and to develop web accessed remote instrumental analytical

laboratories (WARIAL). Additionally, the goal is to develop and enhance the courses for continuous

professional development (CPD) at each of participating Universities as a way to increase instrumental

analytical techniques application in solving EFSC problems within laboratories. Development of OER

platform will provide the possibility of constant availability for consultation and exchange of experience,

knowledge and information.

In order to achieve such an objective of the project one of the tasks of Work package 1 was to

perform the survey related to the state of the art in knowledge, skills and practice as well as technical IT

and analytical support related to development of OER in Partner Countries (PC), Albania and Serbia (Task

1.2). The task was performed via collecting the answers of different target groups on specifically tailored

questionnaires for teachers, students, heads of Higher Education Institutions (HEIs), analysts that work

in various laboratories, heads of various types of laboratories and distributers of instrumental analytical

equipment. All the questionnaires are presented in Annex 1. In this way it was possible to make deep

survey on opinions of actors that participate in both process of education and process of work at the

market, either as providers of equipment, or as users of equipment (both of them potential employers

of graduates that coming out from the university). Based on the findings it is possible to see the

available resources that can be of use in developing OER, WARIAL and CPDs in both countries, to define

the needs related to content that is necessary to deliver in PC countries at each partner, at national or

regional level and to define the best available teaching tool for delivering needed contents. This should

provide conditions to implement work on the tasks within other relevant work packages efficiently and

to contribute to both university and continual professional education in the field of instrumental

analysis.


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2. Results of questionnaires related to Albanian

knowledge/skills/practice in using OER/WARIAL in EFSC

Albanian partners, University of Tirana (UT) and Agricultural University in Tirana (AUT) collected

in total 90 completed questionnaires (out of 114 sent): 21 for teachers, 23 for students, 21 for analysts,

9 for heads of laboratories, 12 for heads of HEIs and 4 for distributers of equipment for instrumental

analysis. The participants were staff and students of the universities (AUT and UT), and also persons

(analysts and heads of Laboratories), that actually work in private company laboratories or public

laboratories in the field of environmental analyses and food control. Detail presentation of the results is

given in following chapters related to different target groups.

2.1 Target group of teachers

Teacher participated in this survey are 81 % female. 47% have a work experience within higher

educational institution varying from 10-20 years (Figure 2.1).

Figure 2.1. Gender (A) and years of experience in HEIs (B), of targeted teachers: a) less than 1; b) 1-5; c)

5-10; d) 10-20; e) 20-30

Problems teachers encounter in teaching

Challenges that teachers encounter during teaching are presented in Figure 2.2. From issues

that teachers may encounter in their teaching, most of them gave the lowest (4) priority to lack of

professional literature and lack of students motivation, and the highest priority (1) to lack of financial

resources for purchase of new didactic tools. Other issues such as the lack of time, lack of space, too few

analytical instruments, lack of resources for purchase of consumables and lack of resources for


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equipment maintenance are considered with higher priority (2). They gave an average priority (3) to

lack of students’ theoretical knowledge need for their courses.

Fig. 2.2 Challenges that teachers encounter during teaching (1 – the highest priority, 5 – the lowest

priority)

Computer skills

Teachers have excellent knowledge/skills on Office package and average knowledge/skills on

LMS, and statistical data analysis software. Most of them have undeveloped knowledge/skills on remote

Desktop Control and Web-conferencing Software (Figure 2.3).

Teachers mostly use interactive online or offline theoretical classes, online or offline resources

for learning about instruments functioning and web-conferences as e-learning tools. They rather use

Moodle platform (or equivalent) and they have not used software for simulation/conducting practical

work (Figure 2.4).


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Fig 2.3 Teachers’ knowledge and skills in using computer software

Fig. 2.4 Fraction of teachers who use e-learning tools

Application of OERs

All the teachers agree that the quality of their lectures will be better if they use OER during classes or

exercises.


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Fig 2.5. Purpose of OERs application in Albanian universities

-

31% of teachers use OER as additional recommended literature for students, 28% of them use OER

during self-preparation for lectures, and 22% of them use OER during preparation of tests for students,

13% of them during lectures and the remaining 6% as obligatory literature for students (Figure 2.5).

Fig 2.6 Frequency of some OERs using during teaching in UT and AUT

; ; .

During teaching, more that 60% of teachers, often, use scientific papers, printed publications (books,

journals), databases and e-books/e-textbooks. They occasionally use pictures/animations, simulations of

phenomena and processes, simulations of instrument functioning, other electronic textual material

(brochures, presentations, and promotional materials), web conferences and forums and other forms of


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online communications. Most of them do never use movies, webinars and online courses at internet (as

shown in Figure 2.6)

Usage of WARIAL

Most of the teachers have never worked in analytical laboratories with remote web access to

instruments (WARIAL). They all would like to use WARIAL in their teaching. The obstacle might be the

possibility to harmonize lecture schedules with infrastructural capacities.

Most of the teachers (87%) think that the application of WARIAL is appropriate for students’

preparation and training for handling analytical instruments; the remaining 13% think that WARAL

application can be only as an addition to the real work with instruments. They all think that computer

simulations can be an appropriate addition to practical work with instruments.

Use of analytical instruments in university courses

90% of targeted teachers use practical exercises on analytical instruments in their courses. In

their practical exercises, teachers use the following instruments GC/MS/ECD/FID, HPLC/UV, AAS, UV/VIS

and electrochemical devices.

Most of the exercises at above-mentioned instruments are organized in groups 4-5 students

(65%), and few of them work individually with the help of a teaching assistant (10%) and as

demonstration (25%) (Figure 2.7). However in this point there are some differences between two

universities; In University of Tirana practical exercises on analytical instruments in small groups are

organized in 55% and demonstrations 45% and in no case the students work without the help of a

teaching assistant. On the other side, in Agricultural University of Tirana in a few cases students work

without the help of teaching assistant (11%) while most of the students work with instruments in small

groups (78%) and as demonstration in 11% .

Fig. 2.7 Use of analytical instruments in students 'practical work in Albanian universities


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Teachers’ and students’ competencies for working with analytical instruments

When asked to assess the knowledge and skills of their students at the beginning of master/PhD studies,

teachers were more satisfied with the knowledge and skills of their PhD than master-students (Figure

2.8).

Fig. 2.8 Teachers’ average assessment of students’ knowledge and skills

upon enrollment in MSc or PhD studies in Albanian universities

The most common way teacher assess students’ practical knowledge in handling analytical instruments

is checking only their theoretical knowledge (57%) and by assessment of precision and accuracy of the

experimental results (43%).

Teachers and CPD courses

All teachers think that they need training courses for working on analytical instruments because

most of them have never been part of a CPD course related to working on analytical instruments. They

need additionally training for developing skills in finding information from primary and secondary

sources, including online computer search, for implementing contemporary education methods and for

acquiring knowledge and skills for using new didactic tools.

.


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All of them would like to participate in organization and implementation of CPD courses at their

institution for professionals that work in EFSC. Most of them feel that are competent to educate the

professionals in the field of EFSC instrumental analysis; 67% of them think so, because they regularly

keep track on development of instruments; 22% of them because they regularly keep track on the

development of analytical methods; Only 11% of them think they are not competent because due to

modest material resources, they do not have access to new analytical instruments and they can’t follow

changes in development of analytical methods and techniques.

2.2 Target group of students

The students’ sample comprised of 23 students, 26% males and 74% females. The number of

MSc and PhD students was respectively 68% and 32%.

Students 'competencies and computer skills

Students were asked to assess (from 1 - insufficient knowledge, to 10 – excellent knowledge),

the levels of their knowledge that they have got during their studies. Most of the students think they

have got a medium level of fundamental chemical knowledge, and give to their fundamental chemical

knowledge an evaluation from 5-9. The students evaluate positively their theoretical knowledge in the

field of EFSC and on analytical technique from 5 to 8. Their evaluation regarding their practical skills at

analytical instruments and their skills for solving complex analytical problems was in a wide range from 3

to 10. (Figure 2.9)

Fig. 2.9 Students assessment (from 1 - insufficient knowledge, to 10 – excellent knowledge), of their

knowledge that they have got during their studies.


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Self assessment of students in Albanian universities relating their knowledge and skills in

working with computer software resulted in similar answers. They are most familiar with programs from

Office package (Figure 2.10) – 70% and 90% respectively to UT and AUT. They also find their skills in

using statistical data analysis and software average (around 30%), but they have limited experience in

using programs for web conferencing and LMS.

50% of the students said that they do use an IT classroom at their department and also they can

use computers at their department library.

Fig 2.10 Students’ knowledge and skills in using computer software

Use of OERs

The situation of OERs used by students is different in Albanian universities (Figure 2.10).

Although the rate of OERs using is higher in AUT, students in both universities have used often the

scientific papers (open access), printed publications (books, journals) and e-books/e-textbooks. Other

OERs are used occasionally such as pictures/animation, simulations of the phenomena and processes,

simulations of instrument functioning, forums and online communications, webinars, web-conferences,

databases. Also some differences are evidenced relating the usage of OERs in lectures by their teachers. In AUT Moddle platform are used up to 80% which is around 3 times more than in UT. Other OERs are

used more in UT than in AUT from 2 times up to 7 times as it is shown in figure 2.12.


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Fig 2.11 Frequency (%), of some OERs using by students during teaching in UT and AUT

Fig. 2.12 E-learning tools used by teachers (%), in AUT and UT (students’ estimation)

However, the students (more than 90 %) think that their learning would be better and of higher quality

if teachers use OER during lectures or practical laboratory work, and they also agree that their learning


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would be better and of higher quality if they use OER (recommended by teachers or those you found

yourself) during study.

Application of WARIAL

Most of the students have never worked with analytical laboratories with remote web access to

instruments (WARIAL) and most of them (80%), would like to use WARIAL if given a chance.

Experience with analytical instruments

The students sample is not familiar with most of analytical techniques listed such as

GC/MS/ECD/FID HPLC/ UV , FTIR, ICP-MS, etc, they have theoretical knowledge only. Students in AUT

and UT have practical experience with UV/VIS technique and handling this instrument working in small

groups during exercises. Also electrochemical techniques such potentiometry is very familiar ones for

the students, they have practical experience with it and handling the instrument. Moreover students in

UT know the AAS technique and voltametry techniques; they have seen how the instrument functions

through some demonstrations done by the teachers. The students listed the following techniques of

qualitative and quantitative analysis:

• volumetric and gravimetric methods

• sampling and separation techniques,

• cyclic voltametry,

• potentiomety,

• NMR,

• UV-VIS,

• IR,

• FTIR,

• AAS.

2.3 Target group of heads of HEI

The number of participants in this target group who filled the questionnaire was 12 (out of 12).

57% of Head of HEI questionnaires have been compiled from Head of Departments, followed by Vice

Dean (29%) and Dean (14%).

Sophisticated analytical instruments in AUT and UT are used both for education and scientific

work. In particularly in AUT the sophisticated instruments are used also for services (42%), and

Environment Laboratories (29%).

The most important source of financing for purchase the equipment in Albanian universities are

Ministry of Education (through national project) and international projects followed by own institutional

resources. The same situation is in both universities (Table 2.1). The maintenance of devices is done

mainly through the own institution funds.


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67% of this target group are ready to support engagement of the human and equipment

resources for establishing common WARIAL courses with other higher education institutions (HEI) and

they would support the necessary changes of the schedule (1-3 exercises in semester) conditioned on

the harmonization at the beginning of the semester. Most of them (75%) think that there exists the

need for application of software simulating work of analytical instruments during experimental work.

The rest consider application of software simulating work as an addition to the real experimental work.

Surprisingly 7% think that there is not such a need!

Table 2.1 Rank of different sources of funding for the purchase of equipment in AUT and UT (1 being the

most important source)

Source of financing the equipment AUT UT

Ministry of education, science and

technological development or equivalent 1 1

resources from international projects 2 2

own institutional resources 3 3

donations 4 4

75% of subjects think that their employers have partially insufficient knowledge in working with

analytical instruments and only 25% think they have no knowledge in working with analytical

instruments. That is why all of them (100%) think that their employers and students need training for

using Web conferences software and for using remote computer control software.

Only in AUT (57%) are expressed that their organization/unit does organize CPD courses and

these courses have different topic each time. Most of these courses (75%) are not accredited, only 25%

of them are accredited. They mostly gave issue certificates to participants of the courses without any

testing (50%), 33% of them give the certificate after testing their participant’s knowledge and skills and

only 17% of them expressed that they do not issue certification. 50% of them evaluate the knowledge of

participants after the training is finished and 50% of them does not evaluate their knowledge after

training. 67% of Heads of HEI think that these CPD courses should be organized as a service that their

institution provide in cooperation with professional societies and 33% of them think that these courses

should be organized independently as a service that their institution provides.

Regarding the CPD courses the situation is different in UT because CPD courses are not

organized in UT. It is important to emphasize that they would like to support the organization of CPD

courses.

All of them (100%) from both universities would like to support the organization of CPD courses

for professionals in the field of EFSC, implemented by their employees.


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2.4 Target group of analysts

Number of collected questionnaires from analysts in Albania was 21. The participants in this

target group work in analytical laboratories within universities (AUT and UT) and also in other public and

private laboratories in the field of environmental protection and food control. Most of them (93%)

have PhD education and only 7 % are with BSc/MSc diploma.

The instrumental techniques that are used in their laboratories are chromatography, optical

methods (AAS, UV-VIS) and Electrochemistry (potentiometry) (Figure 2.13).

Fig 2.13 Frequency of using instrumental techniques for analyse of: I –water; II-food; III-air; IV-

soil; V- sediment and VI object and material.

For environmental analyses are used mostly AAS and UV-VIS and potentiometry and for analyses

of food samples are used GC/MS and HPLC.

The results on level of knowledge and skills that analysts have for the instrumental techniques

that they use are presented in Figure 2.14.

The analysts have very good level of knowledge and skills related to UV-VIS techniques. The

analyst have relatively good knowledge and skills on the software and usage of the possibilities offered

by the software of the all techniques that they use (except ICP/MS). The lack of knowledge exist relating

to the hardware and especially relating the development and validation of the method.


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Fig. 2.14 Average level of knowledge and skills in Albanian analysts (where 1 represents excelent

knowledge and skills, while 5 denotes serious lack of knowledge and skills) I - related to hardware, II -

full usage of the possibilities offered by the software, III - knowledge of the software, IV - knowledge of

the development and validation of the method, V - knowledge of the processes that happen in the

instrument itself during the analysis

All the analysts have serious lack of knowledge and skills about all of the issues for, ICP-MS, IC,

and TOC because probably they do not use those techniques in their labs.

Continual professional development and teaching/learning tools

In total 44% of analysts have not been parts of CPD courses, 31% of them have participated in

these CPD courses at the beginning of their carrier and 25% of them participate regularly. Most of the

analyst (75%) participated in these CPD courses because they wanted to develop themselves

professionally and the others (25%) because they needed certificates for their jobs.

71% of the analysts, participants in CPD courses are not satisfied with the quality of CPD courses

offered in their country. To make courses better, 34% of them would like independent work on

instruments during course, 29% thinks of developing skills for independent analytical problem solving,

19% of them would like to change theoretical knowledge on analytical methods and techniques and 18%

of them would like to change knowledge testing as a prerequisite for certificates.


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Most of the analysts think that the language barrier is not a serious issue in their professional

development (Figure 2.15). On the other side, serious issues are trials to find the reliable info, lack of

courses in native language, courses that are not at appropriate level and lack of experience in handling

instruments.

Fig 2.15 Barriers during professional development of analysts (1 – not the issue for me at all, 5 – very

serious issue)

The OERs used often by analysts are scientific papers, printed publications, e-book, electronic

materials, forums and online communications in foreign language (English 94%). Most of them

occasionally use the other OERs, and the most unused OER is web-conferences. 87% of them think that

it would be easier if they have education materials in their native language.

2.5 Target groups of heads of the laboratories The answers from 9 heads of the laboratories are: 60% of them are person in charge of an

instrument in laboratory and 40% are head of an accredited laboratory. The field of work is for 50% of

them research, 30% in education and 20% in environmental and food quality control.

In 60% of the cases there are up to 3 analysts working with instruments and in 40% there are 5

to 10 people working with the instruments. 80% of the interviewed are partially satisfied with the

knowledge of the novice employees.

Lack of skills and abilities to a very high extent for the novice employees in the laboratory are

mostly at practical work on instruments, project writing and knowledge on relevant regulations. They

have no lack of knowledge and skills in verbal communication, and more normal knowledge and skills in

written communication and data analysis and reporting (Figure 2.16).


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Fig. 2.16 Gaps in knowledge of novice employees in analytical laboratories (1- lacking to small extent; 5-

lacking to very high extent)

All the Heads of Labs does invest on their employer’s professional development; 40% only in the

beginning of their carrier and 60% continually throughout their carrier.

Most of the heads of laboratories think that their employers need more training on the

techniques that they have and use daily. They think that their employers need to develop more their

knowledge and skills in environmental regulation as well as on development and validation of methods

(Figure 2.17).

Fig 2.17 Needs on further professional training for employees in analytical laboratories


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43% of the interviewers would like to be trained in WARIAL courses and the rest of the

interviewers support the participation of their human and equipment resources in WARIAL courses with

partners from NETCHEM project.

2.6 Target group of equipment distributers The number of the questionnaires filled by equipment distributers in Albania was 4.

Level of knowledge and skills of the customers

According to the opinion of the distributers of analytical devices the customers have lack of

knowledge and skills of GC/MS/ECD/FID instruments, related to hardware (70%) and about

development and validation of the method (70%) and also on full usage of the possibilities offered by

the software and knowledge of the software (30%). But they have average knowledge about the

processes that happen in the instrument itself during the analysis (Figure 2.18)

Fig 2.18 The gaps in customers 'knowledge and skills related to usage of individual instrumental

techniques (1 – just to the small extent; 5 - serious lack of knowledge and skills) I-Related to hardware;

II- full usage of the possibilities offered by the software; III- knowledge of the software; IV- knowledge of

development and validation of the method; V- knowledge of the processes that happen in the

instrument itself during the analysis.

Regarding the UV-VIS instrument the distributer’s customers have good knowledge related to

hardware (67%), about the software (100%), about full usage of the possibilities offered by the software

(67%) and average knowledge about the processes that happen in the instrument itself during the

analysis (67%). However they have lack of knowledge about development and validation of the method

67%).


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ICP/MS is considered by distributors the analytical technique to which the customers have

completely lack of knowledge and skills.

The gap in knowledge of development and validation of the method resulted as most important

from distributer's point of view.

Continual professional development and teaching tools from the point of view of distributers

50% of the distributers deliver training to their customers for handling analytical instruments on

regular bases on their company premises (different topics, several times per year).

All of Equipment Distributors deliver CPD courses that are organized on different topics. All

these CPD courses are not accredited. All of them do issue certificates for participants of CPD courses

upon successfully finished training. Also all of them do evaluate the knowledge of participants after the

training is finished. The training they deliver organizes in form of: demonstration (38%), lectures (37%)

and independent work of users (25%).

Application of OER

Distributors used different OERs during customer’s training as it is shown in figure 2.19.

Fig 2.19 Frequencies of OERs using during customer’s training


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They never use simulation of phenomena and processes, webinars, online courses in internet

and web conferences. They occasionally use e-books, simulation of instruments functioning, scientific

papers and picture/animation. They often use printed publications and other electronic textual

materials.

67% of equipment distributers are ready to place their materials free use for students,

professors and professionals in different companies via NETCHEM platform that is planned to be

organized during the NETCHEM project but 33% of them expressed that they would not.

All would like to introduce OERs in training activities for their customers and the language used

should be in English (75%), only 25% would like to be in native language.

Usage of WARIAL

100% of the distributers said they will not use WARIAL in their training courses. But 50% are

willing to introduce WARIAL in training activities for the customers and it should be in foreign language

(English, 100%).

2.7 Summary of findings and future recommendations for Albania

Purpose of this survey was to determine the level of skills and knowledge exist among students

and analysts, which are the issues that teachers encounter during their teaching, do they use OER

elements in their work and in what extent. Also the survey is aimed to gather the opinion relating the

introduction of WARIAL and how this could improve teaching methodology in instrumental methods of

analyses.

Skills in practical work with instruments and skills in solving complex analytical problems are

identified from students and confirmed by teachers, as the most important issues that need

improvement in the future. These can be done by using in more extend the elements of OERs. In HEI’s of

Albania there is some experience in using some forms of OER during teaching, experimental work and

equipment delivery. OERs forms mostly used are printed publication, scientific papers, e-books and

electronic materials. Frequency of using some OERs by teachers as a recommended literature is around

31%. It is very important to notice that 45% to 80 % of students use the recommended OERs from

teachers. It is confirmed by all target groups that using of all forms of OER will improve the quality of

teaching, learning and laboratory work.

In HEI’s of Albania there is no experience on WARIAL application, but it is positively evaluated

the introduction of WARIAL as supported tools in teaching process. Most of students (80%) and teachers

(87%) would like to use during teaching. Heads of laboratories and analysts also agree with the

introduction of WARIAL as a tool to overcome the lack of some skills relating instruments applications by

establishing connections with universities and other experts. Through WARIAL application, the transfer

of knowledge and experience, method development and validation can be realized.

The above mentioned findings can be supported by the level of knowledge and skills that

students have in using computer software especially office package. But to introduce WARIAL as


Page 28 of 89

supported tools some improvements should be done in knowledge and skills relating statistical data

analyses software, web conferencing software, Remote desktop control software and LMS.

The survey has provided specific information about experience that students have with

analytical instrumental techniques, they are not familiar with most of analytical techniques such as

GC/MS/ECD/FID HPLC/ UV, FTIR, ICP-MS, etc. They have theoretical knowledge only. This is a problem

that teachers underlined in the survey and this is due to insufficient motivation of the students and the

organization of the laboratory exercises in large groups, with little or no-practical work with the

instruments. Use of WARIAL can successfully overcome those problems.

Another interesting observation is that analysts do not possess equal level of expertise for

certain analytical techniques. This can be changed by using WARIAL and certain OER. There were no

opportunities for most of them to improve their knowledge by following special courses in their

interested field. Even if CPD courses are occasionally organized by AUT, with different topic each time

most of the teachers and analyst have never attended such courses. Those who attended such courses

are not satisfied with the quality of CPD courses. However it is expressed from all target group the need

for more training and learning through CPD courses to develop their professional work.

The application of WARIAL will be appropriate for students’ preparation and training for

handling analytical instruments. Heads of laboratories are ready to be trained in WARIAL courses and to

support the participation of their human and equipment resources in WARIAL courses with partners

from NETCHEM project. Heads of HEI are also ready to support engagement of the human and

equipment resources for establishing common WARIAL courses with other higher education institutions

(HEI).

In order to improve students’ preparation (Master and PhD) and training for handling analytical

instruments in the field of EFSC, we recommend the organization of WARIAL and OER courses. To

implement those new education methodology in our universities we need equipping of the instrumental

laboratories with all the necessary instruments that would be use for educational purposes (OER

&WARRIAL), like computers, analytical instruments and software related to them.

3. Results of questionnaires related to Serbian

knowledge/skills/practice in using OER/WARIAL in EFSC

The questionnaires were sent at the territory of Republic of Serbia to 213 teachers, 219

students, 14 heads of HEIs, 129 analysts, 37 Heads of laboratories and 12 distributers of analytical

instruments. Response was 28% for teachers (60), 41% for students (90), 64% of Heads of HEIs (9), 47%

of analysts (60), 68% of head of laboratories (25) and 92% of distributers (11). Response from all

targeted population except for distributers was collected by four Serbian Universities in their

corresponding regions. University of Novi Sad additionally covered distributers of analytical equipment

for the whole country. Therefore in some graphs where we found that is relevant, this regional

distribution was presented: NI- Niš, KG-Kragujevac, BG-Belgrad, NS- Novi Sad, SR- Serbian average. It has

to be pointed out that in data analysis values are given as average for each university target population.


Page 29 of 89

The Serbian average was calculated by taking into account number of processed questionnaires per

university.

3.1 Target group of teachers

The number of teachers who filled in the questionnaire was 60 (20 teachers from the University

of Novi Sad, 11 teachers from University of Belgrade, 6 teachers from the University of Kragujevac and

23 teachers from the University of Niš). A sample contained more females than males (74% and 26%,

respectively) and most teachers had 10-20 years of work experience in education (Figure 3.1).

Figure 3.1. Work experience of 60 Serbian teachers (in years)

Problems teachers encounter in teaching

In Figure 3.2 one can see the grading of different challenges that teacher face during their work.

Figure 3.2. Problems teachers encounter in teaching


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The most serious problems teachers face in their teaching, expressed by teachers from all four

Serbian universities, are: lack of students’ motivation, independence in practical work and their practical

skills and skills in data processing. They are also experiencing lack of funds for purchase of consumables,

and the fact that there are too few analytical instruments for students to work within their institutions.

There are also other problems, such as short time for conducting practical work, too few work places for

students, difficulties in getting access to professional literature and enough funding in general.

Computer skills

When asked to assess their knowledge and skills in working with computer software, teachers of

all four universities had similar answers (Fig. 3.3). They are most familiar with programs from Office

package– they consider their knowledge “excellent”. They also find their skills in using statistical data

analysis software average, but they have very limited experience in using programs for web

conferencing and remote desktop control. They are also unfamiliar with using learning management

systems, such as Moodle.

Application of different following e-learning tools varies significantly among teachers from four

universities (Table 3.1). For example, Moodle platform is used by 65% of Novi Sad teachers, while

teachers from Belgrade, Niš and Kragujevac do not use them at all. Most teachers never use online or

offline resources to teach about functioning of analytical instruments).

Figure 3.3. Teachers’ knowledge and skills in using computer software


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Table 3.1. Fraction of teachers who use e-learning tools (%)

Tool

University

Average1

NS

BG

KG

NI

Moodle platform (or equivalent) 65 0 0 0 21.7

Interactive online or offline theoretical classes 20 9 33 18 18.5

Online or offline resources for learning about instruments

functioning 35 46 0 18 27.0

Software for simulation/conducting practical work 55 30 50 30 40.3

web-conferences 0 9 0 0 1.7

1 average value for RS is obtained by taking into account both average value of each university and number of

collected responses for each of them.

Application of OERs

OERs are usually used for self-preparation of teachers (in 91.7% of cases) and as additional

recommended literature for students (68.3%) (Figure 3.4).

Figure 3.4. Purpose of OERs application in Serbian universities (on the average)

Only half of the teachers use them during lectures, and they are rarely used as obligatory literature for

students or during design of tests. However, this distribution is uneven in four Serbian universities.

Teachers of the Belgrade university use OERs almost twice as often during lectures than other three

universities. In Niš, OERs are more frequently used as obligatory literature than the average, and in Novi

Sad during test preparation.


Page 32 of 89

Figure 3.5. Purpose of OERs application in Serbian universities (by the university)

When asked how often they use given OERs during teaching, results slightly differed from

university to university (Fig. 3.6). Most teachers often use scientific papers and other printed

publications, including open access books and journals, but also electronic books, textbooks and other

electronic textual material (brochures, presentations, promotional materials). Almost all teachers from

Belgrade university use them very often, and they also frequently use databases. Application of

databases in teaching in other three universities was assessed as “occasional” (Fig. 3.7). Teachers don’t

often use webinars, web-conferences and online internet courses, which is in accordance of their

estimate of skills in using these technologies.

Figure 3.6. Frequency of some OERs in Serbian universities (by the university)


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Figure 3.7. Frequency of some OERs in Serbian universities (on the average)

Most teachers (96.6%) believe that the quality of their lectures improves with application of

OERs (Figure 3.8).

Figure 3.8. Teachers’ opinion on contribution of OERs to their quality of teaching

Usage of WARIAL

Very small percentage of teachers had a chance to work with analytical laboratories with remote

web access to instruments (4-17%, 6.5% on the average). Most teachers (Table 2) expressed the desire

to use WARIAL in teaching.


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Table 3.2. Percentage of teachers who would like to use WARIAL

University

Average1 NS BG KG NI

70% 82% 67% 83% 76.9% 1 average value for RS is obtained by taking into account both average value of each univeristy and number of


Furthermore, most teachers (∼90%) are willing to adjust their lectures schedule to the common

schedule of online classes (agreed in advance) in all higher education institutions that participate in

WARIAL, but most of them under condition that their institution has the possibilities to harmonize

lecture schedules with infrastructural capacities (61.8% of all teachers).

Most teachers believe that application of WARIAL is appropriate for students’ preparation and

training for handling analytical instruments, but only as an addition to the real work with instruments

(69%). Some teachers (7%) would use them as a replacement of real instruments, and 21% consider

WARIAL inappropriate for students’ preparation and training. However, 48% teachers believe that

simulations can be an appropriate addition to practical work with instruments, either fully or to some

extent.

Use of analytical instruments in university courses

61.7% of all teachers who filled in the questionnaire stated that they use analytical instruments

in their courses (for students’ practical work). The use of different instruments (average for all four

universities) is different for different instrumental techniques, Fig. 3.9. The technique which is used

most is UV/VIS (almost 80%), followed by HPLC/UV and GC/MS. TOC is not used at any of the four

universities, and other five techniques are used in less than 20% of the cases. However, usage of

analytical instruments differs significantly from university to university (table 3.3).

Figure 3.9. Overall percentage of teachers who use different analytical instruments in students‘

practical work in Serbian universities


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Table 3.3. Percentage of teachers who use different analytical instruments in students‘ practical

work in Serbian universities (by university)

ANALYTICAL TECHNIQUE NS BG KG NI SR

GC/MS 46.7 88.9 16.7 14.3 39.0

HPLC/ UV 60 44.4 33.3 50.0 50.6

AAS 26.7 44.4 33.3 28.6 31.3

FTIR 6.7 22.2 16.7 14.3 13.5

UV/VIS 73.3 66.7 66.7 92.9 78.9

ICP-MS 0.0 33.3 0.0 0.0 6.1

LC-MS/MS 33.3 22.2 0.0 0.0 15.2

IC 6.7 22.2 16.7 0.0 8.0

TOC 0.0 0.0 0.0 0.0 0.0

NMR 13.3 11.1 16.7 14.3 13.6

Laboratory work of students in mostly conducted as demonstrations (42.6%) or students work in

groups (54.4%). Students practically never work individually, and only rarely they have the chance to

work with the help of teaching assistants (1:1). Students’ practical knowledge in handling analytical

instruments is mostly assessed in the field of theoretical knowledge (73%). Some teachers (34%) also

evaluate them by assessing precision and accuracy of their experimental results, and in 26% cases,

students’ knowledge is not evaluated at all.

Teachers’ and students’ competencies for working with analytical instruments

Most teachers (75%) expressed the need for a training course for working on analytical

instruments of the new generation. Also, most of them believe that they need additional training for

acquiring knowledge and skills for using new didactic tools (60% of teachers) and for implementing

contemporary education methods. Around 30% of teachers also need training in developing skills in

finding information from primary and secondary sources, including online computer search and in

techniques for assessing students’ knowledge (e.g. design of tests).

Figure 3.10. Teachers’ average assessment of students’ knowledge and skills

upon enrollment in MSc or PhD studies


Page 36 of 89

When asked to assess knowledge and skills of their students at the beginning of

master/PhD studies, teachers were more satisfied with the knowledge and skills of their

doctorands than master-students (Fig. 3.10). However, the criteria for assessment differed

among universities. Teachers from Novi Sad were most strict in their evaluation of students’

knowledge and skills (Table 3.4).

Table 3.4. Teachers’ assessment of students’ knowledge and skills

upon enrollment in MSc or PhD studies (by the university)

NS BG KG NI SR

knowledge/skill

MSc

Ph

D

MSc

Ph

D

MSc

Ph

D

MSc

Ph

D

MSc

Ph

D

fundamental chem. knowledge 5.6 3.1 6.1 6.9 6.0 8.0 6.8 7.6 6.2 6.0

theoretical knowledge in EFSC 3.8 2.9 5.6 6.1 4.0 5.3 6.1 7.1 5.0 5.3

theoretical knowledge on analytical methods 2.6 5.1 5.3 6.1 5.5 8.0 6.7 7.6 5.0 6.5

skills in practical work with instruments 6.4 3.6 4.0 4.9 5.3 7.5 5.4 6.5 5.5 5.3

skills in solving complex analytical problems 4.4 3.4 4.3 5.6 4.3 7.3 5.1 6.6 4.6 5.4

foreign languages (professional terminology) 3.5 6.1 6.0 6.8 5.3 8.3 6.4 7.6 5.2 7.0

Teachers and CPD courses

On average, 40% of teachers in Serbia (in Kragujevac only 16.7%) have participated in CPD

courses related to working on analytical instruments. 4% of them already participate in organization and

implementation of CPD courses at their institution for professionals that work in EFSC; 66.7% would like

to participate and approximately one third of all teachers said disagreed with this. The reason is

probably the fact that almost 50% of all teachers feel incompetent to deliver such courses. Other half

thinks they are ready to educate professionals in the field of EFSC instrumental analysis because:

• they regularly keep track on the development of analytical methods (55.5%)

• they regularly keep track on development of instruments (30.3%)

• they regularly keep track on regulations concerning EFSC (18.3%)

3.2 Target group of students

The students’ sample comprised of 90 students, 21.5% males and 78.5% females. The number of

MSc and PhD students was almost the same: 51% MSc students and 49% PhD students.

Students‘competencies and computer skills

When commenting on the level of knowledge they have acquired during their studies, students

expressed satisfaction with their fundamental chemical knowledge and the theoretical knowledge on

the analytical techniques they apply (on the scale 1-10 they gave themselves grades 8.3 and 7.9,

respectively) (Fig 3.11).


Page 37 of 89

Figure 3.11. Estimate of students’ knowledge in different categories

(1 - insufficient knowledge, 10 – excellent knowledge)

They were less satisfied with the theoretical knowledge in the environmental and food safety

control (7.2), and they were only partly satisfied with their knowledge of foreign language terminology,

skills for solving complex analytical problems and practical skills at analytical instruments (Fig.3.11).

When asked to assess their knowledge and skills in working with computer software, students of

all four universities had similar answers. They are most familiar with programs from Office package (Fig.

3.12) – they consider their knowledge “excellent”. They also find their skills in using statistical data

analysis software average, but they have very limited experience in using programs for web

conferencing and remote desktop control. They are also unfamiliar with using learning management

systems, such as Moodle, with the exception of the students from the Novi Sad university, who use

Moodle platform to the very high extent and consider their knowledge of LMS average.

Figure 3.12. Students’ knowledge and skills in using computer software


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About 75% of all students use IT classrooms in their Department, and 63% of them have access

to computers in their department libraries.

Use of OERs

Most students like the application of different OERs by their teachers and they think that their

learning is better and of higher quality when teachers use OER during lectures or practical laboratory

work (92% students). They also feel that the level of their usage in lectures is insufficient. 60% of all

students would prefer if their teachers used them more, 38% think that their usage is adequate and only

2% feel that their teachers use OERs too much.

Students also use OERs by themselves during study and 95% of them feel that their learning is

better and of higher quality when they use OER (recommended by teachers or those you found

yourself). When asked how often they you use given OERs during studying, results were similar for all

four universities and are shown in Fig. 3.13. Most students often use scientific papers and other printed

publications, including open access books and journals, but also electronic books, textbooks and other

electronic textual material (brochures, presentations, promotional materials). Students also use

pictures, animations and databases to the significant degree. Movies and simulations are used only

occasionally, and online forms of communication, such as forums, webinars, online courses and web-

conferences are used very rarely.

Figure 3.13. Frequency of OER usage by students

Most students consider the credibility of OERs they use: 68.7% of them use the materials from

reliable sources only, and 13.4% use resources recommended by their teachers. Only 15.6% students

never think about credibility of OERs they use.

The level of application of different e-learning tools, estimated by students, differs in four

Serbian universities (Fig. 3.14).


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Figure 3.14. Frequency of some OERs in Serbian universities (students’ estimation)

Moodle platform is used often in Novi Sad university, and it is never used in Kragujevac. Offline

or online resources for learning about instruments functioning are used mostly by teachers from Niš.

Web conferences are practically never used.

Application of WARIAL

Only 1.1% of all students had a chance to work with laboratories with remote web access to

instruments (WARIAL) – it was one student from Novi Sad. Almost all students (94.5%) expressed the

wish to work with WARIAL.

Experience with analytical instruments

Almost half of the student sample never had practical exercises on analytical instruments during

their academic studies. Of those students who had, most had seen the work of the instruments as

demonstrations (42.4%) or have worked in groups of 5-6 students on average (37.9%). Only small

percentage had a chance to work individually on the instruments, independently (17.6%) or with the

help of a teaching assistant (12%).

The students listed the following qualitative and quantitative techniques as used in their

practical work:

• EPR/ESR,

• XRF,

• Raman spectrometry,

• volumetric and gravimetric methods

• sampling and separation techniques,

• cyclic voltametry,

• potentiomety,

• C13 NMR, H1 NMR,

• UV-VIS,


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• IR,

• TLC

• FTIR,

• AAS.

When asked to which extent they are familiar with the listed analytical techniques and using

instruments, the answers were uniform throughout the sample for every analytical technique and are

shown in Fig. 3.15. Most analytical techniques are familiar to the students, but only in theory. They have

theoretical knowledge on an analytical technique, but haven’t had the opportunity to see how the

instrument works. They are more familiar with working on AAS because they have seen it function, but,

on average, students have had no real practical experience on analytical instruments.

Figure 3.15. Students‘ level of experience with analytical instruments

When performing quantitative analysis using the mentioned analytical techniques, students

indicated different levels of independent work (Table 3.5).

Table 3. 5. Level of independent work of students on analytical instruments

level % students

just calibration 61.9

calibration, precission, accuracy 13.4

calibration, precision, accuracy, detection and

quantisation limit 24.7


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3.3 Target group of heads of HEI

Response was collected from 5 deans, 3 Vice deans and 1 Head of a Department. University of

Kragujevac did not get any responses from heads of HEI although three questionnaires were distributed.

In Novi Sad, Head of the Department stated that sophisticated analytical instruments in his

institution were used for education, scientific work and services for customers to the same extent. In

Belgrade, the equipment is used both for education and scientific work, while in Niš instruments are

used mainly in scientific research.

When ranking the source of financing the purchase of equipment and financing the

maintenance of the equipment, the heads of HEI gave different answers. The overall results are shown

in Tables 3.6. and 3.7 respectively (1 being the most important source). In both estimates, funding

coming from the Ministry of education, science and technological development is the most important,

and the donations are the least important source.

Table 3.6. Rank of different sources of funding for the purchase of equipment

Source NS BG NI OVERALL RANK

Ministry of education, science

and technological

development or equivalent

1 1 1 1

Own institutional resources 2 3 2 2

Resources from international

projects

3 2 4 3

Donations 4 4 3 4

Table 3.7. Rank of different sources of funding the maintenance of equipment

Source NS BG NI OVERALL RANK

Ministry of education, science

and technological

development or equivalent

1 2 2 1

Own institutional resources 2 1 3 2 Resources from international

projects 3 3 1 3

Donations 4 4 4 4

Heads of HEI don’t agree on supporting engagement of the human and equipment resources of

the institution for establishing common WARIAL courses with other higher education institutions (HEI),

such as online practical work using WARIAL. While deans and vice deans from Niš supported this notion

completely and were ready to adjust the class schedule with other participants to perform online real-

time exercises with the simultaneous engagement of the students in all participating institution,

University of Belgrade was more inclined to support it under condition that there is reciprocity coming

from other institutions (66.7%). Head of the Chemistry Department in Novi Sad disposed of the idea to


Page 42 of 89

support the engagement the human and equipment resources of this institution for establishing

common WARIAL courses. However, most heads of HEI (88.9%) agreed that they would support the

changes in class schedule if if such harmonization could be done at the beginning of the semester with

planned schedule of WARIAL exercises.

Most of the participants (66.7%) agreed that that in experimental work there exists the need for

application of software simulating work of analytical instruments (e.g. during students’ preparation for

handling instruments or as a surrogate for experimental work), while 33.3% believe that simulation

software should be use only as an addition to the real experimental work.

When asked to assess the knowledge of their employees in working with analytical instruments,

Department Head from Novi Sad believes that his staff is fully capable of handling analytical equipment.

The opinion of the Belgrade University is that knowledge of their employees in insufficient to some

extent (33.3%). Most of the participants (80%) from the University of Niš is that the staff handling

analytical instruments has insufficient knowledge, while 20% of them agree with this only partly (Table

3.8). On the whole, most of the heads of HEI think that their staff should take some training courses

(Table 3.9). The exception is Head of the Chemistry Department in Novi Sad, who sees no need for his

employees to take training courses either for using web conference software or remote computer

control software. Other HEI heads feel that courses for using such computer software should be

organized for their employees.

Table 3.8. Answers given by the heads of HEI on the question: “Do you think that your employees have

insufficient knowledge in working with analytical instruments?”

Responses NS BG NI SR1

yes 0 0 80 44.4

partly 0 33.3 20 22.2

no 100 66.7 0 33.3 1 average value for RS is obtained by taking into account both average value of each univeristy and number of


Table 3.9. Estimate of the need for university employees to take courses for professional development

in the area of web conferencing and application of remote control software

Do you think that your

employees and students

need training for using:

University [%] Average for

Serbia1 NS BG NI

Web conferences

software 0 66.7 100 77.8

Remote computer

control software 0 33.3 80 55.5

1 average value for RS is obtained by taking into account both average value of each univeristy and number of



Page 43 of 89

Courses for the professional development are organized at some of HEI at universities of Novi

Sad, Belgrade and Niš (Table 3.10). They are accredited in 66.7% on the average (100% in Niš and 33.3%

in Belgrade). Accreditation of CPDs organized at University of Niš is done by Institute for the

Advancement of Education - Belgrade and Center for the Promotion of Science - Belgrade. Only in Niš

the knowledge of the participants is evaluated after the training is finished (as stated by 75% of the HEI

heads from Niš). On the whole, participants obtain their certificates upon completion of the training

mostly without any testing (58.3%), and in 13.9% cases their knowledge and skills obtained during

training is tested. In 27.8% cases participants are not issued certificates.

Table 3.10. Organization of CPDs at three Serbian universities (in %)

CPD courses are: NS BG NI

not organized 0 33.3 0

organized with the same topic 0 33.3 50

organized with different topics 100 33.3 50

All three universities (100%) would support the organization of CPD courses for professionals in

the field of EFSC , implemented by their employees. They think such courses should be organized:

• Independently, as a service that my institution provides (33.3%)

• As a service that my institution provides in cooperation with professional societies (66.7%)

• On the premises of interested participants, based on their request (11.1%)

3.4 Target group of analysts

Number of collected questionnaires from analysts in Serbia was 62. It was collected 31 answers

from Novi Sad, 11 answers from Belgrade, 10 from Kragujevac and 9 from Niš. On average, 64% of them

have BSc/MSc diploma (20-80%, depending on the region targeted), while 36% on average have PhD

degree (33-80% depending on the targeted region). Chance to improve knowledge by getting education

abroad got on average 43% of the participants.

Overview of the field of work of targeted population is given in Figure 3.16. On average 35% of

the participants work in field of water analysis, 20% of them in field of food, less than 10% in field of air,

near 5% work with sediments and 15% with objects and different materials.


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Figure 3.16. Overview of the field of work of targeted population of analysts.

In assessing the gaps in knowledge and skills that were missing related to usage of instrumental

techniques, different results were obtained related to both techniques and regions. Results on level of

the knowledge that exists for different instrumental techniques are presented in Figure 3.17.

In Fig. 3.17 only results for 9 techniques are presented and they comprise those analytical

techniques that are performed in all four cities, so that they can be compared. Some laboratories listed

some other analytical instruments, but they were not presented in this report for the reason stated. One

can conclude that ion chromatography and advanced LC combined with tandem mass spectrometry are

less known. Furthermore, knowledge on ICP in general would be needed to improve to have at least the

level as for well established gas chromatography and atomic absorption spectroscopy. When it comes to

the type of knowledge that is missing, one can conclude that for well established techniques (GC, HPLC,

AAS, FTIR and UV/VIS the need exists for knowledge transfer on development and validation of the

methods and than for better knowledge on the instrument software, while for less known techniques it

is different: for ICP-MS, IC and TOC it is method development while for LC/MS/MS it is software

knowledge.


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Figure 3.17. Average level of existing knowledge and skills in analysts from Belgrade, Novi Sad, Niš and

Kragujevac (where 0 represents complete lack of knowledge and skills, while 5 denotes fully developed

knowledge and skills) I - related to hardware, II - full usage of the possibilities offered by the software, III

- knowledge of the software, IV - knowledge of the development and validation of the method, V -

knowledge of the processes that happen in the instrument itself during the analysis.

Continual professional development and teaching/learning tools

Only near 10 % of analysts have never participated in courses for continual professional

development. Around 30% did that at the beginning of the carrier, while 60% participate regularly.

Results for each region are presented in Figure 3.18. When looking into the results one should take into

account that targeted population in Novi Sad was mainly BSc and MSc level, while for Belgrade it was

55% BSc level and in Niš 67% was BSc/MSc level. In Kragujevac 80% of the population has PhD level

education. Main motivation (on average 86%) was personal wish for professional development, while

only 26% did that because they need the certificates related to their jobs.


Page 46 of 89

Figure 3.18. Participation in CPD courses.

On average 36% analysts was satisfied with continual professional development courses offered

in Serbia. The lowest satisfaction was reported in Niš (11%) while the highest was reported in Belgrade

(36%).

When it comes to the barriers during professional development, among offered language

barriers, finding sources of information, lack of courses in native language, unavailable courses of good

quality and lack of experience in handling the instrument, most serious was that courses could not be

found at the appropriate level. Scoring was done from 0 (not an issue) to 4 (very serious issue). None of

the above mentioned reasons were assessed above 1.7 so no specific reason exists that could not be

overcame.

The suggestions of analysts related to changes that should be introduced to make CPD courses

better are presented in Fig. 3.19. One can conclude that the highest need exists in real trainings with

instruments and development on real skills for independent analytical problem solving. Two analysts

gave their own suggestions concerning making of a database of all analysts in Serbia and the region,

centralized informing on all novelties in this area (e.g. through the website of the Serbian Chemical

Society), and some other comments dealing with data management issues (e.g related to mass balance

for assessment of wastewater quality, efficiency of treatments and all requested data related to national

regulation) and expressed the wish for more free courses.


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Figure 3.19. Indication where to go with courses development.

When it comes to teaching/learning tools, open education resources are used in professional

education. Their usage is presented on the scale 0-2 (where 2 represents the most often usage) for the

whole country in Figure 3.20.

Different types of materials are used, mostly scientific papers printed publications and other

electronic textual materials. Web-conferences and on-line courses to smallest extent.

The answer to the question "Why don't you use the OER?" was " I do not know" (in 58% of the

cases). 28.8% of analysts said that the education provided by the institution was enough while the

smallest number (13.2%) thought that they might not be useful. 60% of them claim that would use OER

if they had a chance. On average, 52% uses OER in native language. 64% uses them in English, and only

1.5% of the targeted analysts use it in German or French language.

High percentage of targeted population answered that it would be easier for them if the

education materials were in native language (on average 75%).

Related to WARIAL, only in Vojvodina region it was mentioned as used, in English. Question

related to the wish to try it was highly positively answered with 92% of people who would try to use it.


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Figure 3.20. Means of OER usage in Serbia

3.5 Target group of heads of laboratories

Questionnaires were obtained from 25 persons either working as a heads of laboratories, or are

in charge for the instruments in their departments, chairs, etc. 60% of them were heads of accredited

laboratories, while 40% were persons in charge of an instrument in the laboratory. Most of the labs are

average size and they employ 5-10 analysts (Fig. 3.21)

Figure 3.21. % of the laborotories with certain number of employees


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Most of the labs were engaged in environmental quality control (64%) and in food quality

control (48%). Some of the labs are also engaged in research (36%) and education (24 %).

Instruments in those laboratories are mostly applied in analysis of water (31%), food (19%) and

sediment (17%) - Figure 3.22. Other matrices are not analyzed so frequently.

Figure 3.22. Matrices that are most often analyzed

In Table 3.11. it is presented the total number of analytical instruments (for the each analytical

technique) that are available for analysis in participating laboratories in Serbia.

Table 3.12. Number of analytical instruments (by the technique) engaged in analysis of different

environmental matrices

ANALYTICAL TECHNIQUE NS BG KG NI TOTAL

(in Serbia)

1. GC/MS/ECD/FID 22 33 2 1 58

4. HPLC/ UV 9 11 2 1 23

5. AAS 8 13 2 3 26

6. FTIR 2 6 1 0 9

7. UV/VIS 9 17 2 2 30 8. ICP-MS 4 6 0 0 10

9. LC-MS/MS 1 6 0 0 7

10. IC 5 20 1 0 26

11. TOC 4 8 1 0 13

Belgrade laboratories have the largest number of instrument at their disposal, followed by Novi

Sad. In total, the most frequent are gas chromatographs, UV/VIS and atomic absorption spectrometers.


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All 23 laboratories whose bosses were questioned have only 7 instruments for LC-MS/MS and 10 for ICP-

MS, none of which are in Kragujevac or Niš. Niš also doesn’t possess a FTIR.

In Fig. 3.23 it is presented the number of skilled analysts who handle analytical instruments in

analysis of given environmental matrices, by the analytical technique and by the city.

Figure 3.23. Number of analysts who work on the given analytical instruments in analysis of: 1 –

water, 2 - food, 3 – air, 4 – soil, 5 – sediment, and 6 – objects and materials.

From this graph it can be seen that the largest number of analysts work with UV/VIS in analysis

of every matrix. Employees in the participating laboratories also frequently use AAS, HPLC/UV and GC.

Smaller number of analysts uses other analytical instruments, mostly in Novi Sad and Belgrade.

Most of heads of the laboratories and persons in charge of instruments are only partly satisfied

with the knowledge of novice employees (84%). 84% of heads of laboratories claim that continually

invest in the professional development of employees. Gaps in the skills of novice employees are similar

for all four cities and the average values are presented in Figure 3.23 (on scale 0-4, where 4 denotes the

biggest issue).

Figure 3.23. Gaps in knowledge of novice employees.


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Knowledge on project writing, practical work with instruments and on relevant regulation is

missing. When it comes to the most frequent mistakes that novices make, listed are:

• Calibration of instruments and their optimization

• Low precision of measurements

• Not proper maintenance

All those topics are therefore relevant for preparation of CPD courses and for content

improvement in MSc and PhD studie’s programmes.

Heads of labs expressed their need for training of their employees in various instrumental

techniques (Fig. 3.24) and other necessary skills and knowledge (Fig. 3.25). The needs differ significantly

from region to region, but, on average, the most needed training in instrumental techniques is for gas

chromatography, HPLC/UV, ICP/MS and LC-MS/MS. That means that even for the techniques that are

better known as GC and HPLC/UV in accordance to analyst’s point of view, needs for training exists from

the point of view of persons in charge.

Related to the other skills similarly persons in charge recognize the neds in development and

validation of methods, but also in sample preparation and almost all other fields that was offered in

questionary including work with remote control software and web-conferencing software. Up to 60%

found needed knowledge in environmental and food reglations, both national and EU.

Head of the laborotories would support participation of human and equipment recources in

WARIAL courses with partners from NETCHEM project to certain extent (Figure 3.26). The most of them

expressed interest to be trained using this tool.

Figure 3.24. Assessment of instrumental training needs.


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Figure 3.25 . Assessment of other skills needs

Figure 3.26 . Potential for cooperation with laborotories.

3.6 Target group of equipment distributers

The total number of the questionnaires filled by equipment distributers in Serbia was 11. They

assessed the level of knowledge and skills of customers and were asked to give opinion about the

trainings they provide or would like to provide in future to their customers.


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Level of knowledge and skills of the customers

The gaps in customers’ knowledge and skills according to the distributer opinions are presented

in Figure 3.27. The most needed is the knowledge on the software which is contradictory to finding that

the full usage of possibilities offered by software is good. However, not significant differences between

answers offered were found.

Figure 3.27. The gaps in customers’knowledge and skills related to usage of instrumental techniques(1 –

just to the small extent, 5 - serious lack of knowledge and skills)

For each individual analytical technique, distributers assessed that the customers lack in

knowledge and skills to the smallest extent when use TGA and DSC techniques, while the lowest level of

knowledge they have in working with IC, LC-MS/MS and ICP-MS. This is also in accordance with survey of

analyst's opinion (Figure 3.28).

Figure 3.28. The gaps in customers’ knowledge and skills related to usage of individual instrumental

techniques (1 – just to the small extent, 5 - serious lack of knowledge and skills)


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Continual professional development and teaching tools from the point of view of

distributers

Extent to which distributers deliver trainings in Serbia is presented in Figure 3.29.

Figure 3.29. The frequency and topics of the trainings

63.6% of the distributers deliver their trainings for handling analytical instruments just once,

upon the equipment is purchased. 40% of them deliver trainings several times per year on different

topics in the customer premises and 9.1% in their company premises. 27.3% of distributers deliver

trainings several times per year on one topic in the customer premises and 9.1% in the company

premises. So, one can conclude that distributers are quite active in delivering the education in the field

of instrumental analysis.

When it comes to organization of CPD courses, 81.8% of the distributers organize them, and

each course has different topic. 11.1% of those CPD courses are accredited, as distributers explained in

central companies abroad by relevant accreditation bodies. All the distributers who organize CPD

courses, issue certificates for participants upon successfully finished training, but only 44.4% evaluate

the knowledge of participants after the training is finished.

The trainings organized by distributers are mainly in the form of lectures and demonstrations

(90.9%) (Figure 3.30). However, independent work of users at instruments at different skill levels is

performed in 69.6%.


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Figure 3.30. The way of delivering the trainings

Distributers use OER in delivering their trainings. The frequency of usage following OERs during

customers’ training is presented in Figure 3.31 Scientific papers (open access), printed publications -

books, journals (open access), e-books/e-textbooks, simulations of phenomena and processes,

simulations of instrument functioning, movies, forums and other forms of online communications,

online courses at internet, web-conferences and databases are occasionally used while

pictures/animations, other electronic textual material (brochures, presentations, promotional materials)

and webinars are often used.

Figure 3.31 The frequency of usage of some OERs (on the average)


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All the distributers deliver OERs to their customers personally, in printed form or on CD, during

the trainings. 45.5% of distributers send OERs to the customers in digital form by e-mail and 27.3% of

them enable the access to the materials via Internet at their platform. 18.2% of distributers send the

OERs via mail, based on customer requirements (Figure 3.32).

Figure 3.32. The way of delivering the OERs to the customers

The most of the examinees (90%) would be ready to place their materials for free use for

students, professors and professionals in different companies via NETCHEM platform that is planned to

be organized during the NETCHEM project.

70% of distributers that don’t use OERs would be willing to introduce them in training activities

for their customers. Only 36.4% of the distributers use OERs in native language, but all of them use

materials in foreign language (100%). The materials in foreign language are mainly in English (90.9%) and

the rest are in German.

When it comes to WARIAL, none of the distributers use it but 88.9% of them would be willing to

introduce it in the training activities for their customers.

3.7 Summary of the findings and future recommendations for Serbia

Answers from the groups which were covered in this survey (students, teachers, analysts, heads

of laboratories and HEI, distributers) should be analyzed in appropriate context, which assumes that

they are all connected by the learning process. Teachers are transferring their knowledge to the

students, who improve it furthermore as they eventually became analysts. Heads of HEI are in the

control of one end of this process, while on the other end heads of laboratories control demand for the

analyst workforce in their laboratories. They also determine desirable level and the type of the skills and

expertise which their analysts should possess. Distributers are potential employers of the students as

well. By default they are at the source of information, very often ahead of educational institutions and

they deliver special kind of education to their customers which are both universities and different kinds


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of laboratories. Therefore they very often offer complementary education to the one obtained in HEIs

which is very important in professional development.

Purpose of this survey was to determine which types of skills and knowledge are in the highest

demand among students and analysts, what are main obstacles which teachers encounter, can they be

surpassed if the abundance of OER is increased in the learning process, or by introduction of WARIAL?

Which types of OER are already present and could increased use of the other OER types be beneficial?

Results of the survey show that students self evaluated their knowledge slightly higher than

their professors did. Knowledge of PhD students is the most often evaluated with higher marks than

MSc students’, but difference is not large. All Universities have had the same trends. Both groups

(teachers and students) estimated that fundamental knowledge of the students is quite high, and that

there should be no significant language barriers for the implementation of the OER.

Skills in practical work with instruments and skills in solving complex analytical problems are

identified as the areas where student knowledge needs the most improvement. These results are

important because they indicate that introduction of WARIAL can be of great benefit to Serbian students

and professors. WARIAL can provide them the access to the analytical equipment and experts with great

experience. OER which simulate work of the instruments and various processes and phenomena can

also be very helpful in increasing knowledge levels in these areas. However, one should not neglect the

expressed need for hands-on training with real instrument and included problem based learning in

development and validation of analytical methods.

Heads of laboratories supported in their answers the findings from the previous paragraph. They

stated that newly employed analysts do well in the fields of verbal and written communication, but

practical work on instruments, project writing and knowledge of relevant regulations are evaluated as

unsatisfied. WARIAL could be used to overcome the lack of some instruments by establishing

connections with universities which possess the missing instruments, and even more to connect experts

from the industries with the students and teachers. They can transfer their knowledge and experience,

especially from the fields of practical work with the instruments, method validation and accreditation.

OERs can be divided into 3 groups based on their nature, but also based on their use. First group

is composed from conventional OER: scientific papers, e-books, printed publications and other text

materials. Members of all 3 surveyed categories (teachers, students and analysts) use OER from this

group often in their work. Second group of OER can be classified as multimedia (image / animation,

movies, simulations of phenomena and work of instruments). It is used only occasionally (or not at all

by significant number of examinees) with the exception of images and animations. Third group consists

of OER which are related to the IT: forums, chats, webinars, online courses, web conferencing, and

databases. Most of the surveyed teachers, analysts and students have never used it or they use it only

sometimes. Only exception in this group are databases, which are used more often. Reason for this

exception is that databases are necessary for successful use of certain analytical techniques (e.g. search

for MS spectra during GC-MS analyses).

OER are very positively perceived both by teachers (97%) and students (95%), but use of many

of the listed OER is very limited. Even more important is that the role of OER is supplementary; they are

not often used during lectures, as obligatory literature or during preparation of the tests. E-learning

tools are poorly used. Simulations have the highest frequency of use, but it doesn’t surpass 40%, while

Moodle is used only by every fifth examinee and use web-conferences is almost nonexistent.


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It can be concluded that attitude toward OER is very positive, but their use is very conservative.

In order to be widely used and accepted, OER must be proved to be useful, they must be available and

users must be trained to use them. This is the reason why OER from the third group are the least

present. Their use is limited by technical requirements (computers, IT classrooms), content is not as

easily available as in the case of conventional OER, teachers and students are not familiar with their use.

Special skills are needed for their development and that requires lot of time which teacher has to invest.

Without clear requirements in education process that is left to enthusiasm and self initiative. In order to

intensify OER use, all this factors must be considered. NETCHEM project will provide IT classrooms, but it

also must provide or direct teachers to the OER sources of the best quality. Teachers should also be

provided with proper training (e.g. for use of Moodle and web-conferences) and they should receive

strong incentive from the heads of HEI to enhance use of OER. During previous MCHEM Tempus project

Moodle was introduced as a learning system, but the results of the survey show that the use of Moodle

is low or even nonexistent at some universities, depending on the university or faculty policy. At some

universities other systems are used. The use of Moodle is modest, even at the Faculty of Sciences in

Novi Sad where it is being used the most. A slow progress among teachers who are working in the field

of instrumental analysis is noticed. It is obvious that positive aspects of application of it should be more

promoted among teachers who should find more time to develop such teaching tools. It is important to

find way to stimulate the development of teaching/learning tools both among teachers and among

heads of HEIs. This might become especially important regarding introduction of WARIAL, because they

are much more demanding and complex mean of education. Both institutional support and personal

attitudes of professors in charge will be important in this process.

The situation with WARIAL is similar with OER, but even more extreme. Almost none of the

teachers, students and analysts have had any experience with WARIAL. More than 4/5 of them are

interested to use it in a future. The idea to introduce WARIAL is also supported by heads of HEI, but it

can be seen that support for WARIAL is rarely unconditional. Since the use of WARIAL is much more

complex and sophisticated than the use of e.g. Moodle, introduction to the universities and analytical

laboratories must be much more careful, systematic, followed by strong IT support and incentives for

the teachers to accept it and introduce it to their curriculum. One of the prominent problems which

teachers underlined in the survey was insufficient motivation of the students and the organization of the

lab. exercises in large groups, with little or none of the practical work with the instruments. Use of

WARIAL can successfully overcome all of these problems.

The survey has provided a lot of specific information about instrumental techniques which are

the most often used in laboratories, as well as the level of expertise which surveyed analysts and

students possess. Heads of laboratories marked the most often (more than 50%) GC-MS/ECD/FID, HPLC-

UV and ICP-MS as the techniques in which their employees need further professional training. They are

chosen because they are the most often used (more often than e.g. TOC or IC), but also the most

complicated and demanding (AAS and UV-VIS are also very often present, but they are much simpler

techniques).

Very small percent of the students has practical experience with analytical instruments, and

almost none of them ever worked independently or 1 on 1 with the help of the teacher. Most of the

time lab. exercises which contain analytical instruments are only demonstrative. Very large percent of

the students is totally unfamiliar with listed analytical techniques, even with the ones which are in


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highest demand such as: GC-MS UV-HPLC and ICP-MS. WARIAL and OER focused on simulations of

analytical instruments have great potential to solve this problem.

Another interesting observation is that analysts from different cities do not possess equal level

of expertise for certain analytical techniques (e.g. IC), which can be changed by use of WARIAL and

certain OER. More than half of them do not have chance to improve their knowledge by getting

education abroad, and only one third of them is satisfied with CPD courses which are offered in their

country. Around 80% of the analysts would improve CPD courses so that they are more focused on

development of skills for independent analytical problem solving (development of new or adaptation of

existing methods in accordance to user’s needs) and they would increase amount of independent work

on instruments during course. These answers are corroborated by the answers from other surveyed

groups (heads of laboratories, teachers, and students) who also recognized skills for independent

analytical problem solving and lack of independent work on instruments as the weak points.

Need for CPD Courses

According to the results of the survey, there is a pronounced need for organizing courses for

continuous professional development, both for analysts employed by analytical laboratories and for

teachers who teach courses related to application of analytical techniques in environmental and food

safety control.

Most of these teachers (75%) would like to be trained to work with analytical instruments of the

new generation. Also, all teachers who took part in the survey, including those whose courses do not

concern analytical methods, feel that they need to develop their knowledge and skills in using new

didactic tools and in implementing contemporary education methods.

Analysts are very motivated for acquiring new knowledge – 85% of them attend CPD courses not

only because they are required to, but also because they would like to invest into their own professional

development.

Heads of the analytical labs are only partly (84%) satisfied with the knowledge their employees

having after graduation. It was assessed that graduates have no difficulties with verbal communication,

but their written communication, data analysis and handling contemporary analytical equipment are

average or below average. Their skills in project preparation and knowledge of relevant regulations were

estimated to be at a very low level. This shows the direction how to shape modernisation of MSc and

Phd courses and how to develop CPD courses, both for analysts and teachers at the university.

Heads of the analytical labs think that the employees should attend CPD courses for handling

instruments related to MS and HPLC, while their interest in learning more common techniques in

routine application (such as GC/FID, AAS, UV/VIS) is much smaller. Their employees’ knowledge of

software and hardware of the instruments is satisfactory, but their bosses would prefer greater level of

knowledge related to development and validation of methods and the processes that happen in the

instrument itself during the analysis.

Most important fields for professional development of employees in analytical laboratories are:

method validation (88% of participants) and courses dealing with sample preparation (72%). Also there

is a pronounced need for courses that enable the analysts to work with web-conference and remote

access computer control software. Heads of the labs would also like their employees to have more


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knowledge on regulations in the field of environmental and food safety control. There is more interest

for knowledge of European than national regulations.

To conclude, there is need to organize CPD courses primarily in the field of analytical

instrumentation: GC/MS and HPLC - development and validation of methods and sample preparation;

real work with instruments and hands on training are most preferred methods of learning. Need for

courses in sample preparation and method development and validation of high importance. In general

potential trainees would like problem based learning. When it comes to the employees in laboratories

who have very different levels of knowledge (sometimes even higher in some specialization than what

university can offer) it seems most reasonable to offer CPD courses for new employees in accordance

with recognised needs of heads of laboratories. Introduction of CPD courses at different levels can be

introduced having in mind potential for cooperation with distributers of the equipment in the field.

Interest exists in learning of application of web-conference and remote access computer control

software; skills in project preparation, knowledge of relevant regulations in the field of environmental

and food safety control. Last but not least, teacher’s educational skills should also be improved by using

new didactic tools and in implementing contemporary education methods that is possible within this

project to offer.

4. Conclusions on PC practice on OER and Instrumental Analysis

Analysis of collected data in two partner countries, Albania and Serbia, showed that practice in

use of OER is similar. OER is used to small extent, mainly as conservative tool. It is important to say that

it was found that wide acceptance of various types of OERs exists in region by both students and

teachers and impression is that both of them would like to use it more and at higher level. Related to

this, very diverse practice among universities in usage of Moodle platform or equivalent platforms is

found. In both countries there are universities that use it more frequently and those that do not use it at

all, neither any other equivalent platform. So, further promotion of such tools is needed.

WARIAL, as one of not only new teaching tools but also need in modern instrumental analysis

which is used by professionals, is interesting for participants of the survey in both countries. Very

modest experience exists, but clear conclusion related to openness for introduction of it into classroom

(confirmed by all interviewed target groups) is present which is good.

Such a positive attitude toward both tools promoted by the NETCHEM project opens the

possibility for significant impact on knowledge level by using new teaching/learning tools. Planned

stimulation of introduction of multimedia and E-learning tools to wider extent to teachers, students and

professionals should give positive example of good practice that eventually can be followed by the

others and thus fulfil the project goals. To be successful as much as possible in achievement of project

goals, specific needs are highlighted in responses of different target groups. They should be followed in

further phases of the project, especially taken into account when MSc, PhD and CPD courses are

designed. Findings can be summarized as follow:


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• Teachers in the region need training in using of remote desktop software and web conferencing software as well as Moodle platform or LMS. Those are areas where they

reported undeveloped skills in both countries. They are mostly positive towards introduction of

new e-learning tools in the teaching practice. Majority of them who responded in interviews use

analytical instruments in the teaching. However, teaching is organised mostly in groups and as

demonstration. In that way it contributes to theoretical knowledge more than technical skills.

Difference between two countries is observed in anticipation of most important issues in

interaction with students- in Serbia beside material resources based issues, lack of student

motivation and independence in work as well as skills for data processing are reported. In

Albania, the recognised highest challenge is only the lack of resources. Average satisfaction with

own students knowledge range between 5-7 in Serbia and 6-8 in Albania. When it comes to CPD

courses, in both countries teachers expressed the interest to participate in them either as

trainee or trainers. In between 50-70% of interviewed teachers in region feel competent to

deliver CPD courses for professionals that work in EFSC that is very good as a potential to use for

achievements of knowledge growth. Teachers in both countries are aware of own needs in

knowledge and skills improvement. The training on analytical instruments of new generation is highly positioned in both countries in that respect. Further specific interests per countries are expressed.

• Student responses in the region show that the area where improvements should be made are in developing practical skills for work with analytical instruments and skills for solving complex analytical problems. It is the same conclusion although in Serbia half of participating

students where MSc and half PhD, while in Albania near 70% was MSc, and the rest PhD.

Related to computer software needs, findings were similar to those of their teachers. Topics of statistical data analysis, remote desktop control software application, web-conferencing and LMS are highlighted as those where lack of skills exists. 50-70% students in the region can

use IT classrooms and computers in their department libraries. Student responses related to

their experience with work on analytical instruments was in agreement with data provided from

their teachers - they mostly have theoretical knowledge. There are specificities for each

university related to available type of techniques.

• Heads of HEIs provided information on main source of funding the purchase and maintenance of

equipment. That is Ministry in charge. Majority of Heads in both countries would support engagement of the human and equipment resources for establishing common WARIAL courses with other HEIs having in mind necessity to adopt the schedule and resources. Almost all heads in region recognise that further improvement of knowledge of their employees related to instrumental analysis, web-conferencing and application of remote control software are needed. The same is with organisation of CPD courses for professionals which

would be supported by universities. In majority of the universities they are already organised in

some form.

• Analyst's population who works already and that responded to interviews was different in

Serbia and Albania. In Serbia mainly BSc/MSc holders replied while in Albania mainly PhD

holders replied. Field of work in Serbia was mostly water related and then food related, while in

Albania mostly food, than water and soils related. Professionals indicated mostly more than

average assessment of existing knowledge and skills in GC/MS/ECD/FID, HPLC/UV, AAS, FTIR and


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UV/VIS techniques. Less level is assessed for ICP-MS, TOC in both countries which is most probably consequence of low number of those instruments. Differences exists in LC-MS/MS

technique where in Serbia it is assessed as technique where lower level of knowledge exists

while in Albania it is not so. Reason for difference might be the different population who

responded to interviews and number of present instruments. Certain specificities exist in each

country. Analysts for Albania think that they need mostly knowledge and skills related to hardware and method development and validation, while in Serbia, no specific needs among offered types of knowledge that might be needed are especially highlighted. Main motivation of professionals in the region (75-86%) is to participate in CPD courses is their own wish to develop themselves professionally which is good base to develop more structured way of

delivering such courses. They suggest that CPD courses should be organised in a way to provide real trainings with instruments and development of skills for independent problem solving regardless of the country of origin.

• Heads of analytical laboratories confirmed that the investment is made in education of

employees. They are just partially satisfied with the knowledge of novice graduate students who

are coming from the universities. In both countries most missing is "project writing" skill, than in Serbia practical work with instruments and in Albania knowledge on relevant regulations

and on the third place is vice versa for both countries. Heads of laboratories see the need for training of their employees in instrumental techniques they use. Furthermore, they reported the need for development and validation of methods in both countries as most pronounced that was not so anticipated by the Serbian analysts. Furthermore, specific needs for each

country are observed.

• Distributers of analytical equipment observe the lack of knowledge in the region on ICP/MS

technique. Needs in other techniques are specific for each country. 40-50% of distributers

deliver trainings to their customers on regular basis in different forms, but with small number of

accredited courses. Type of training is mostly demonstration in both countries, but independent

work of users at different skill levels is also present in both countries. Different kinds of OERs are

utilized during their courses. Very high %, 70-90% of distributers would be ready to place their materials for free use for students, professors and professionals in different companies via future NETCHEM platform which is an opportunity that the project should take into account for benefit of all participants.


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5. Annex I - Examples of questionarries

QUESTIONNAIRE FOR MASTER/PhD STUDENTS

We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire

which is aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the

field of environmental and food safety control. Results of the questionnaire will be used in improving

instrumental analysis education by implementation of new instructional tools within erasmus+ project

"ICT Networking for Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry

Education" 573885-EPP-1-2016-1-RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!

Glossary:

OER – Open Educational Resources – instructional materials with free licence

WARIAL - Web Accessed Remote Instrumental Analytical Laboratories - analytical laboratories which

can be accessed online from distant locations using appropriate software.

LMS – Learning Management Systems – platforms for supporting and management of e-learning systems

(e.g. Moodle or an equivalent platform).

Remote Desktop Control software –software that allows you to remotely control a computer you are

connected to from another computer

Web conference – collaborative service / videoconferencing session organized to interact with other

participants using a web application.

CPD – Continual Professional Development – courses for lifelong education of employees.

Gender: M F

You are: a) master student b) PhD student

1. Assess your knowledge and skills in work with the following software .

software knowledge/skills

none undeveloped average excellent

Office package (Word,

Excel, PowerPoint)

LMS

Web-conferencing

software

Remote Desktop

Control software

statistical data analysis


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software

2. Do you use an IT classroom at your Department?

a) yes b) no

3. Can students use computers in the Department library?

a) yes b) no

4. How often do you use the following OERs during teaching?

OER never occasionaly often

scientific papers (open access)

printed publications (books, journals) (open

access)

e-books/e-textbooks

other electronic textual material (brochures,

presentations, promotional materials)

pictures/animations

simulations of phenomena and processess

simulations of instrument functioning

movies

forums and other forms of online

communications

webinars

online courses at internet

web-conferences

databases

5. You feel that the usage of OER in lectures by your teachers is :

a) insufficient – you would like that OERs were used more frequently

b) adequate

c) excessive

6. Do you think that your learning is better and of higher quality when teachers use OER during lectures or

practical laboratory work ?

a) yes b) no

7. Do you think that your learning is better and of higher quality when you use OER (recommended by

teachers or those you found yourself) during your study ?

a) yes b) no

8. Do you ever consider the credibility of OERs you use?

a) I never think about it

b) I use the materials from reliable sources only (scientific papers or materials from analytical companies

with high reputation )

c) I use resources recommended by my teachers


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9. Do your teachers use some of the following e-learning tools?

YES NO

Moodle platform (or equivalent)

interactive online or offline theoretical classes

online or offline resources for learning about instruments functioning

software for simulation/conducting practical work

web-conferences

10. Have you ever worked with analytical laborotories with remote web assess to instruments (WARIAL)?

YES, please list _________________________________________________________

a) NO

11. Would you use WARIAL if given a chance?

a) yes b) no

12. To which extent are you familiar with the listed analytical techniques and using instruments ? Please

tick the appropriate fields in the table on the scale 1-4, where:

1 –totally unfamiliar

2 – I have only theoretial knowledge on analytical techniques, but I haven’t had the opportunity to see

how the instrument works

3 – I know the technique and I saw how the instrument functions, but I but I haven’t had the opportunity

to work on it.

4 – I have practical experience with analytical techniques and handling the instrument

ANALITYCAL TECHNIQUE 1 2 3 4

GC/MS � � � �

GC/ECD � � � �

GC/FID � � � �

HPLC/ UV � � � �

AAS � � � �

FTIR � � � �

UV/VIS � � � �

ICP-MS � � � �

LC-MS/MS � � � �

IC � � � �

TOC � � � �

NMR � � � �

� � � �

� � � �


Page 66 of 89

13. In which way was the practical work orgaNišed on the listed analytical instruments? Please tick the field

in each row of the table given below (if needed, please add more analytical techniqies).

ANALYTICAL

TECHNIQUE no practical

work

just as

demonstration

in

groups individually, with halp of a

teaching assistant (1:1) individually without

any help

GC/MS � � � � �

GC/ECD � � � � �

GC/FID � � � � �

HPLC/ UV � � � � �

AAS � � � � �

FTIR � � � � �

UV/VIS � � � � �

ICP-MS � � � � �

LC-MS/MS � � � � �

IC � � � � �

TOC � � � � �

NMR � � � � �

� � � � �

� � � � �

14. List the techniques of qualitative analysis you have used in your practical work.

_____________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

15. If you performed quantitative analysis using the listed analytical techniques, please indicate to which

level your work was independant. (Tick the corresponding fields in the table).

ANALYTICAL

TECHNIQUE

level of independent work

just

calibration

calibration, precission,

accuracy calibration, precission, accuracy,

detection and quantitation limit

GC/MS � � �

GC/ECD � � �

GC/FID � � �

HPLC/ UV � � �

AAS � � �

FTIR � � �

UV/VIS � � �

ICP-MS � � �

LC-MS/MS � � �

IC � � �

TOC � � �

� � �

� � �


Page 67 of 89

16. Do you think you got adequate level of knowlede during your studies? On scale 1-10 (1 – insufficient

knowledge, 10 – excellent knowledge) assess the levels of your knowledge and skills in the following

categories:

a) fundamental chemical knowledge

1 2 3 4 5 6 7 8 9 10

b) theoretical knowledge in the field of EFSC

1 2 3 4 5 6 7 8 9 10

c) theoretical knowledge on analytical techniques you apply

1 2 3 4 5 6 7 8 9 10

d) practical skills at analytical instruments

1 2 3 4 5 6 7 8 9 10

e) skills for solving complex analytical problems

1 2 3 4 5 6 7 8 9 10

f) knowledge of foreign languages (professional terminology ) needed for the use of OER

1 2 3 4 5 6 7 8 9 10

QUESTIONNAIRE FOR TEACHERS







Glossary:








Web conference – videoconferencing session organized to interact with other participants using a web

application.



Page 68 of 89

Gender :M F

How many years of work experience within higher educational institution have you got?

a) less than 1

b) 1-5

c) 5-10

d) 10-20

e) 20-30

f) more than 30

1. Assess your knowledge and skills in work with the following software:

software knowledge/skills

none undeveloped average excellent

Office package (Word, Excel, PowerPoint)

LMS

Web-conferencing software

Remote Desktop Control software

statistical data analysis software

2. How often do you use the following OERs during teaching?




access)

e-books/e-textbooks



pictures/animations



movies


communications

webinars


web-conferences

databases

3. I use OER: (mark all that is appropriate)

a) during self-preparation for lectures (to get information related to my field of work)

b) during lectures (OER included in lectures/excercises)

c) during preparation of tests for students


Page 69 of 89

d) as obligatory literature for students

e) as additional recommended literature for students

4. Is the quality of your lectures better when you use OER during classess or excercises?

a) yes b) no

5. Do you use some of the following e-learning tools?

Yes NO

Moodle platform (or equivalent)

interactive online or offline theoretical classes

online or offline resources for learning about instruments functioning

software for simulation/conducting practical work

web-conferences

6. Have you ever worked with analytical laborotories with remote web assess to instruments (WARIAL)?

b) YES, please list _________________________________________________________

c) NO

7. Would you use WARIAL in your teaching ?

a) yes b) no

8. Would you be ready to adjust your lectures schedule to the common schedule of online classes (agreed in

advance) in all higher education institutions that participate in WARIAL?

a) yes

b) no

c) yes, but it depends on the possibility to harmonize lecture schedules with infrastructural capacities

9. Are there any practical excercises on analytical instruments in your course?

a) da b) ne

If YES, please answer questions 10-21.

10. Which instruments do you use in practical excercises ?

ANALYTICAL TECHNIQUE YES NO

GC/MS � �

GC/ECD � �

GC/FID � �

HPLC/ UV � �

AAS � �

FTIR � �

UV/VIS � �

ICP-MS � �

LC-MS/MS � �

IC � �

TOC � �


Page 70 of 89

NMR � �

� �

11. Excercises at above mentioned instruments are organised:

a) as demonstrations

b) in groups (how many students are there in a group? _________)

d) student perform the excercies individually with the help of a teaching assistant (1:1)

e) individually, without any help.

12. Do you feel you need a training course for working on analytical instruments of the new generation?

a) yes b) no

13. Have you ever participated in CPD courses related to working on analytical instruments?

a) YES →→→→ Who was the organizer/trainer in the course?

____________________________________

→→→→ What was the duration of the course?

________________________________________________________

b) NO

14. Please assess (on scale 1-10) knowledge and skills of your students at the beginning of their

master/PhD studies (10 – excellent):

knowledge/skill master students PhD students

fundamental chemical knowledge 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

theoretical knowledge in EFSC field 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

theoretical knowledge on analytical methods 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

skills in practical work with instruments 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

skills in solving complex analytical problems 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

foreign languages (professional terminology)

needed for use of OER 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

15. On scale 1-5 assess the issues you encounter in your teaching (1 – the highest priority, 5 – the lowest

priority)

ISSUES 1 2 3 4 5

lack of professional literature � � � � �

lack of time for practical excercises � � � � �

lack of space for practical excercises (lack of working places) � � � � �

too few analytical instruments � � � � �

lack of financial resources for purchase of new didactic tools (IT equipment and software for

simulating processes and data analyses)

� � � � �

lack of resources for purchase of consumables � � � � �

lack of resources for equipment maintenance � � � � �

lack of students’ theoretical knowledge needed for your course � � � � �

lack of students’ practical skills in lab work � � � � �

lack of students’ skills for data acquisition, data analysis and reporting on experimental results � � � � �

lack of students’ independence in practical work � � � � �

lack of students’ motivation � � � � �


Page 71 of 89

16. How do you assess students’ practical knowledge in handling analytical instruments ? (mark all that

applies)

a) I don’t

b) I check only their theoretical knowledge

c) by asessment of precision and accuracy of the experimental results

17. Do you think that the application of WARIAL is appropriate for students’ preparation and training for

handling analytical instruments?

a) yes b) no c) only as an addition to the real work with instruments

18. Do you think that computer simulations can be an appropriate addition to practical work with

instruments?

a) yes b) to a lesser extent c) no

19. Do you agree with the following statements?

I need additional training: I

disagree

I agree only

partially

I

agree

for developing skills in finding information from primary and

secondary sources, including online computer search � � �

for implementing contemporary education methods � � �

for acquiring knowledge and skills for using new didactic tools � � �

in techniques for assessing students’ knowledge (e.g. design of

tests) � � �

20. Would you be willing to participate in orgaNišation and implementation of CPD courses at your

institution for professionals that work in EFSC?

a) I already participate b) I would like to c) No

21. Do you feel you are competent to educate the professionals in the field of EFSC instrumental analysis?

a) YES, because: � I regularly keep track on the development of analytical methods

� I regularly keep track on development of instruments

� I regularly keep track on regulations concerning EFSC

b) NO, because due to modest material resources I do not have access to new analytical instruments

and I can’t follow changes in development of analytical methods and techniques.


Page 72 of 89

QUESTIONNAIRE FOR HEADS OF HIGHER EDUCATION INSTITUTIONS

Name of your institution: _______________________________________







Glossary:











You are: a) Dean b) Vice Dean c) Head of the Department

1. Sophisticated analytical instruments in your institution are used:

a) mainly in education

b) mainly for scientific work

c) mainly for services for different customers

d) both for education and scientific work

e) to the same extent for education, scientific work and services for customers

2. Using numbers 1-4 rank the sources of financing the equipment purchase (1- the most important

source):

Ministry of education, science and technological development or equivalent

own institutional resources

resources from international projects

donations


Page 73 of 89

3. Using numbers 1-4 rank the sources for financing the maintenance of the equipment in your institution

(1- the most important source):

Ministry of education, science and technological development or equivalent

own institutional resources

resources from international projects

donations

4. Do you support engagement of the human and equipment resources of your institution for establishing

common WARIAL courses with other higher education institutions (HEI) - e.g. online practical work using

WARIAL?

a) yes

b) no

c) with reciprocity only, if similar excercises in the other HEIs can be orgaNišed for our students at

instruments that we don’t possess

5. In some cases usage of WARIAL would require harmoNišation of class schedule with other HEIs -

participants of NETCHEM project in order to perform online real-time excercises with the simultaneous

engagement of the students in all participating institutions. Would you support the necessary changes of

the schedule?

a) no

b) yes, to the smaller extent (1-3 excercises in semester)

c) yes, if such harmonization could be done at the beginning of the semester with exact schedule of

WARIAL excercises

6. Do you think that in experimental work there exists the need for application of software simulating

work of analytical instruments (e.g. during students’ preparation for handling instruments or as a surrogate

for experimental work?

a) yes

b) yes, but only as an addition to the real experimental work

c) no

7. Do you think that your employees have insufficient knowledge in working with analytical instruments ?

a) yes b) partially c) no

8. Do you think that your employees and students need training for using Web conferences software?

a) yes b) no

9. Do you think that your employees and students need training for using remote computer control

software?

a) yes b) no


Page 74 of 89

10. Are CPD courses organized in your institution/unit?

a) yes, please list: ____________________________________________________________

____________________________________________________________

____________________________________________________________

b) no

11. If CPD courses are organized in your institution, they have:

a) the same topic each time

b) different topic each time

12. Are those CPD courses accredited?

a) Yes, by : ____________________________________________________

b) No

13. Do you issue certificates to participants of the courses upon succesfully fiNišhed training ?

a) Yes, without any testing

b) Yes, after testing their knowledge and skills obtained during training

c) No

14. Do you evaluate the knowledge of participants after the training is fiNišhed?

a) yes

b) no

15. Would you support the orgaNišation of CPD courses for professionals in the field of EFSC , implemented

by your employees?

a) da b) ne

16. How should these CPD courses be organized (if adequate remuneration is assumed) ?

a) Independently, as a service that my institution provides

b) As a service that my institution provides in cooperation with professional societies

c) On the premises of interested participants , based on their request

d) your suggestion:

___________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Page 75 of 89

QUESTIONNAIRE FOR ANALYSTS

We would appreciate if you could spare 15 minutes of your time to fill in this questionnaire which is

aimed at collecting data on knowledge, skills and practice in instrumental analysis applied in the field of

environmental and food safety control. Results of the questionnaire will be used in improving instrumental

analysis education by implementation of new instructional tools within erasmus+ project "ICT Networking for

Overcoming Technical and Social Barriers in Instrumental Analytical Chemistry Education" 573885-EPP-1-2016-1-

RS-EPPKA2-CBHE-JP, NETCHEM. Thank you!

Glossary:








Web conference – videoconferencing session organized to interact with other participants using a web

application.


1. What is your level of education?

a) secondary school b) BSc/ MSc diploma c) PhD

2. Have you ever participated in CPD courses?

a) No, I haven’t.

b) Yes, at the beginning of my carrier

c) I participate regularly

3. If you have participated in CPD courses, tell us about your motivation (please tick one or both possibilities)

a) I wish to develop myself professionally

b) I need certificates for my job

4. Please assess (on scale 1-5, where: 1 – not the issue for me at all, 5 – very serious issue) the barriers you meet

during your professional development.


Page 76 of 89

BARRIERS

language barriers while looking for information � 1 �2 �3 �4 �5

i don’t know where to find reliable info � 1 �2 �3 �4 �5

lack of courses in my native language � 1 �2 �3 �4 �5

courses that i can find are not at appropriate level � 1 �2 �3 �4 �5

lack of experience in handling instruments � 1 �2 �3 �4 �5

5. Please assess (on scale 1-5, where: 1 – my knowledge is excellent, 5 - serious lack of knowledge and skills)

which knowledge and skills you miss related to usage of instrumental techniques? Please give answers only

for the techniques you use in your work.

analytical technique knowledge and skills

GC/MS/ECD/FID

related to hardware � 1 �2 �3 �4 �5

full usage of the possibilities offered by the software � 1 �2 �3 �4 �5

knowledge of the software � 1 �2 �3 �4 �5

knowledge of development and validation of the method � 1 �2 �3 �4 �5

knowledge of the processess that happen in the instrument

itself during the analysis � 1 �2 �3 �4 �5

HPLC/ UV







AAS







FTIR








Page 77 of 89

UV/VIS







ICP-MS







LC-MS/MS







IC







TOC







if needed, add additional techniques below
















Page 78 of 89





6. In which field do you apply instrumental analysis?

Analysis of:

water food air soil sediment

objects and

materials

GC/MS/ECD/FID � � � � � �

HPLC/ UV � � � � � �

AAS � � � � � �

FTIR � � � � � �

UV/VIS � � � � � �

ICP-MS � � � � � �

LC-MS/MS � � � � � �

IC � � � � � �

TOC � � � � � �

If needed, add additional techniques below

� � � � � �

� � � � � �

� � � � � �

7. How often do you use different OERs in your professional education?



printed publications (books, journals) (open access)

e-books/e-textbooks

other electronic textual material (brochures, presentations, promotional

materials)

pictures/animations



movies

forums and other forms of online communication

webinars


web-conferences

databases

8. If you do not use OER, please state the reason:

a) I don‘t know how

b) I don’t think that it might be useful


Page 79 of 89

c) education provided by my institution is enough

9. Would you use OER if you had a chance?

a) yes b) no

10. If you use OER, tell us which language they are in? (please mark one or both answers)

a) native language

b) foreign language:

__________________________________________________________________________

11. Do you use WARIAL?

a) yes

b) no

12. If yes, in which language?

a) native language

b) foreign language: _______________________

13. If you do not use WARIAL, would you try doing it?

a) yes b) no

14. Would it be easier for you if you had education materials in your native language?

a) yes b) no

15. Do you have the chance to improve your knowledge by getting education abroad?

a) yes b) no

16. Are you satisfied with the quality of CPD courses offered in your country?

a) yes b) no

17. What would you change in order to make courses better? (please mark all answers that apply)

a) theoretical knowledge on analytical methods and techniques

b) development of skills for independent analytical problem solving (development of new or adaptation of

existing methods in accordance to user’s needs)

c) independent work on instruments during course

d) knowledge testing as a prerequisite for certificates

e) something else: ________________________________________________________________________


Page 80 of 89

QUESTIONNAIRE FOR HEADS OF LABORATORIES

Name of your institution/laboratory:

______________________________________________________________________







Glossary:











You are:

a) head of the accredited laborotory

b) person in charge of an instrument in laborotory/chair holder at Higher Education Institution or leader of

the unit that is in charge of an instrument

1. Your field of work is:

a) education

b) research


Page 81 of 89

c) food quality control

d) environmental quality control

2. How many analysts working with instruments is active in your lab/company?

a) up to 3

b) 5 to 10

c) more than 10

3. Are you satisfied with the knowledge that your novice employees got upon graduation from university?

a) yes b) no c) partially

4. On scale 1-5 assess the skills and abilities that novices in your laboratory lack.

(1 – lacking to small extent, 5 – lacking to very high extent)

verbal communication � 1 � 2 � 3 � 4 � 5

written communication � 1 � 2 � 3 � 4 � 5

data analysis and reporting � 1 � 2 � 3 � 4 � 5

practical work on instruments � 1 � 2 � 3 � 4 � 5

project writing � 1 � 2 � 3 � 4 � 5

knowledge on relevant regulations � 1 � 2 � 3 � 4 � 5

5. Do you invest in their professional development?

a) yes: € only in the beginning of their carrier

€ continually throughout their carier

b) no

6. How many of the following instruments have you got in your laborotory?

ANALYTICAL TECHNIQUE NUMBER OF

INSTRUMENTS BRENDS OF

EQUIPMENT

GC/MS �

GC/ECD �

GC/FID �

HPLC/ UV �

AAS �

FTIR �

UV/VIS �

ICP-MS �

LC-MS/MS �

IC �

TOC �

�

�


Page 82 of 89

7. In which field do you apply instrumental analysis? How many analysts handle the instruments? Please

thick the appropriate box for techniques you apply in your lab.

ANALYTICAL TECHNIQUE

IN ANALYSIS OF:

water food air soil sediment objects and

materials

GC/MS/ECD/FID � � � � � �

number of analysts

HPLC/ UV � � � � � �

number of analysts

AAS � � � � � �

number of analysts

FTIR � � � � � �

number of analysts

UV/VIS � � � � � �

number of analysts

ICP-MS � � � � � �

number of analysts

LC-MS/MS � � � � � �

number of analysts

IC � � � � � �

number of analysts

TOC � � � � � �

number of analysts

If needed please list other techniques

� � � � � �

number of analysts

� � � � � �

number of analysts

� � � � � �

number of analysts

8. Please indicate in which techniques your employees need further professional training .

ANALYTICAL TECHNIQUE

GC/MS € yes € no

GC/ECD € yes € no

GC/FID € yes € no

HPLC/ UV € yes € no

AAS € yes € no

FTIR € yes € no

UV/VIS € yes € no

ICP-MS € yes € no

LC-MS/MS € yes € no


Page 83 of 89

IC € yes € no

TOC € yes € no

OTHER KNOWLEDGE AND SKILLS

sample preparation € yes € no

development and validation of

methods € yes € no

environmental regulations € yes € no

if YES € European

€ national

regulations related to food € yes € no

if YES € European

€ national

work with Web conferencing software € yes € no

work with remote control software € yes € no

9. List the most frequent mistakes made by your employees in handling analytical instruments.

______________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________________________________

10. Would you support participation of your human and equipment resources in WARIAL courses with

partners from NETCHEM project?

a) yes, we would like to participate in delivery of such courses to students together with higher

education institutions

b) yes, we would like to be trained in this way

c) we would like both to deliver such courses and to be trained this way

d) no


Page 84 of 89

QUESTIONNAIRE FOR EQUIPMENT DISTRIBUTERS

Name of your organization: ________________________________________







Glossary:











1. Please assess (on scale 1-5, where: 1 – just to the small extent, 5 - serious lack of knowledge and skills)

which knowledge and skills your customers lack related to the use of instrumental techniques?

analytical technique knowledge and skills

GC/MS/ECD/FID






Page 85 of 89



HPLC/ UV







AAS







FTIR







UV/VIS







ICP-MS







LC-MS/MS







IC





Page 86 of 89




TOC







if needed, add additional techniques below



















2. How often do you use the listed OERs in your customers’ training?




access)

e-books/e-textbooks



pictures/animations



movies


communications

webinars


Page 87 of 89


web-conferences

databases

3. How do you deliver OERs to yours customers during training ?

€ personally, in printed form or on CD

€ via mail, based on customer requirements

€ in digital form by e-mail

€ customers can assess the materials via internet at our platform

4. Would you be ready to place your materials for free use for students, professors and professionals in different companies via NETCHEM platform that is planned to be organized during the NETCHEM project?

a) yes b) no

5. If you do not use OERs, would you be willing to introduce them in training activities for your customers?

€ yes b) no

6. If you use them, in which language are the materials? c) native

d) foreign: _______________________

7. Do you use WARIAL in your training courses? a) yes, in form of ______________________________________________________

b) no

8. If you do not use it, would you be willing to introduce it in training activities for your customers?

a) yes b) no

9. If you use it, in which language is it? a) native

b) foreign: _______________________

10. How often do you deliver training to your customers for handling analytical instruments? a) just once, upon equipment purchase

b) regularly on our company premises, € different topics, several times per year

€ one topic several times per year

c) on customer's premises € different topics, several times per year

€ one topic several times per year

11. If you deliver CPD courses, they are orgaNišed:

c) each time with the same topic

d) each course has different topic

12. Are those CPD courses accredited?

c) yes, accredited by : ____________________________________________________

d) no


Page 88 of 89

13. Do you issue certificates for participants of CPD courses upon succesfully fiNišhed training?

a) yes

b) no

14. Do you evaluate the knowledge of participants after the training is fiNišhed ?

a) yes

b) no

15. The training you deliver is orgaNišed in form of: (mark all that is appropriate)

a) lectures

b) demonstrations

c) independent work of users at instruments at different skill levels (e.g. for beginners, advanced users.

etc.)


Page 89 of 89

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

wp1 current and desired level of knowledge/skills in

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