The key aim of quality management and development at Lappeenranta University of Technology is to incorporate quality management into the normal activity of the university, with the underlying idea of continuous improvement. The university’s quality management system covers the entire range of education provided by the university (undergraduate education, postgraduate education, continuing education and open university education), research, societal and regional interaction, and support services. The quality management system is descriped in the main quality manual and the subordinate quality manuals of faculties and other organisational units. The quality manuals are available in the University intranet. (Enclosure 22.)
Quality goals of education given in the Faculty of Technology are the same as those given in the University’s quality manual. These goals are:
• The education provided by Lappeenranta University of Technology is competitive and of a high standard, and yields results
• Large study opportunities
• Students at the university will obtain high-level academic know-how, including: how to utilize and apply their skills in both further studies and the world of work, and how to adapt to the changing needs of the labor market and react to them appropriately and how to operate in an international environment.
• The university’s students and employers of LUT graduates are satisfied with the contents and implementation of the studies. The teaching staff is satisfied with the conditions provided by the University for teaching.
Education in the Faculty of Technology includes also the following principles:
• Education is based on the basic principles of natural sciences
• Education meets the needs of industry.
6.1 Evaluation during the degree programme
During their studies students complete several questionnaires with which they give feedback and opinions concerning the their studies and the study conditions in the university. At the beginning of their studies students are asked to fill in a questionnaire concerning the progress of their studies and tutoring.
A feedback questionnaire to students and peer tutors helps to evaluate whether the start of university studies and initial study guidance have been successful. The feedback survey is carried out annually by the Student Affairs Office. The feedback combined with practical experiences will be used to develop study guidance for new students and tutor training.
The Student Union surveys the state of well-being of students every other year. The results of the questionnaire are communicated to the university personnel.
A study plan is an important tool to evaluate the progress of studies of an individual student. All LUT students prepare a study plan (HOPS) at the beginning of their studies. All individual study plans are evaluated and confirmed in accordance with faculty or department procedures. In the programme of Chemical Engineering, the Head of the degree programme approves the study plans.
The progress of studies and the accumulation of credits is monitored by the Student Affairs Office. The results are reported to the degree programmes, and the follow-up reports are available on the LUT intranet. The accumulation of credits is also examined annually to confirm students’ eligibility for student financial aid from the Social Insurance Institution of Finland (KELA). Statistics on ECTU accumulated are compiled annually for each faculty, and the number of completed credits is one of the grounds for resource allocation to departments.
Module evaluations are carried out in each module on a yearly basis. The evaluations are carried out as web-enquiries (see Enclosure 14). Standard questions for all enquiries concern the appropriateness of teaching and the general impression of the study module. In addition, teachers are able to add their own questions to the enquiries if they wish. Module-specific evaluations are given to the teachers responsible for the modules. The results are also delivered to the directors of the degree programmes and the Vice Rector responsible for education once in a semester. If an individual module receives a low average score (less than 2.5 on a scale 1-5, with 5 being the highest score), the Vice Rector discusses about the problem with the Dean and/or the Head of the degree programme. Module evaluations are also discussed in the result and development negotiations between the University and the Faculty.
6.2 Evaluation of the success of the degree programme
The university management, faculty management, heads of departments and heads of degree programmes are responsible for ensuring that the education provided by the university is efficient and of a high standard. The success of the degree programme is evaluated in many ways (results can be seen from Enclosure 12 and sections 5.4-5.7):
• Skills and knowledge are demonstrated in a final thesis, which is prepared by all Bachelor’s and Master’s level students. Skills in the student’s native language are demonstrated in a maturity test at the end of the Bachelor´s degree studies.
• Information about the number of graduates as well as their empoyments describes the quantitative results of the degree programme.
• Student mobility is monitored by International Services (section 4.2.2).
• Satisfaction with the education given is surveyed at the time of graduation and five years after graduation.
• Employer feedback is collected e.g. through an extended teaching council which includes employer representatives.
• Satisfaction of employers/supervisors is followed up by with evaluation of the outcome of thesis projects and in the skills of the students as they transition into the world of work.
6.3 Further development of the degree programme – ongoing improvement
The Department of Chemical Engineering has its own advisory group for teaching. The role of this group is to help the Head of the Programme in developing of teaching in the degree programmes. The group has e.g. developed the common module feedback system and evaluated systemically the feedback students have given. Once a year the group meets the representatives from industry and deals with e.g.
the qualifications needed in working life.
The University is actively involved in a number of different national and international development projects for teaching. The vice-rector in charge of education decides on development projects which LUT engages in and starts to promote. The Department of Chemical Technology has participated e.g. in the Virtual University project and developed several web-based modules. The department also participated in a project that focused on promoting the completion of Master´s degree in five years. The pilot project of the department was to evaluate the workload of the curriculum in point of view of certain modules.
The results of this projects have influenced for instance teaching methods and guidance given to students.
The university has granded quality bonuses for the development of education since 2006. The quality bonus is a reward for development measures taken and an incentive for further development of education and teaching. The Department of Chemical Technology has got the bonus for the years 2006-2007, 2008 and 2010.
The pay system of the University provides an incentive for teachers to develop their teaching and pedagogical skills. The job classification of the teaching staff is based on scientific qualifications and their development, the development of teaching skills and the variety of teaching duties, and responsibility for one’s field of science and its development.
The personnel of the Department of Chemical Engineering participates actively in training and education offered by the University and other organizations. The University annually offers its teaching staff a study module in university pedagogy (worth 25 ECTU, see also 4.3.3.) and in the use of information and communication technology in instruction. Professors are also obliged to participate in management training.
For teaching positions, the university recruits professionals with not only strong scientific expertise in the field in question, but with pedagogical skills, as well. To this end, applicants for teaching positions must also submit a teaching portfolio or another report on their teaching qualifications. Instructions for compiling a teaching portfolio are available on the intranet. In addition, the appointment of professors requires a demonstration lecture from the applicant.