Monitoring and evaluation

The purpose of this monitoring and evaluation is to develop educational programmes, study environments and operations in general. Students and doctoral students have an important role in quality enhancement work in that they provide their opinions, put forward issues they wish to change etc.

Monitoring and evaluation are used in the follow up phase of the enhancement wheel. It is important that the results of monitoring and evaluation are analysed, that necessary action is identified and taken and that feedback on both results and actions is given to those who have contributed their opinions and to others who are affected. For example, the results provide a basis for the next time a course is to be planned and performed.

The figure below shows the activities we perform to collect information, as well as how often we do this. This monitoring and evaluation is common to the whole of SKH. There may also be similar activities that are performed in each department or subject unit.

The monitoring and evaluation activities that are common to the whole of SKH are:

• Course evaluation
• Operational dialogues
• Monitoring of key figures
• Monitoring of key processes
• Study environment surveys
• Employee surveys
• Education assessment with external review
• Annual quality reports to the University Board

Course evaluation

When a course is concluded, students and doctoral students are given the opportunity to present their opinions anonymously in written form. The Board of Education and Research (NUF) has produced guidelines for this (see under Governing and support documents). According to NUF’s guidelines, course evaluations must include six mandatory questions. Teaching staff or departments may choose to supplement these with additional questions. Course evaluations are performed as each course ends and the timing of course evaluation is indicated in the schedule.

The guidelines also state that at the start of each course, the course coordinating teacher must report the results of the evaluation of the most recently finished course and of other similar courses.

The course coordinating teacher must also write a course report on the results of the course evaluation and proposals for action. These course reports are available electronically and are archived.

Heads of subject for third-cycle studies must compile course evaluations for each academic year at a general level and present these to the NUF (see template under Governing and support documents). This compilation must show what action has been taken or is planned, as well as the head of subject’s reflections and matters for further discussion by the NUF. In consultation with the heads of subject for third-cycle studies, the board then decides on what joint action needs to be taken or whether more detailed monitoring is needed in any area.

Operational dialogues

Operational dialogues are held between the vice-chancellor and each head of department.

Operational dialogues are a forum for dialogue on the department’s ongoing and planned activities, including systematic quality enhancement work, based on the department’s operational plans. Operational dialogues also include a follow-up on the previous semester’s dialogue. The results of the dialogues form the basis for developing operations and are part of the quality system.

Monitoring of key figures

SKH annually monitors developments in different areas over the course of time. Among other things, the following key figures are monitored:

• the number of applicants and admissions to education at first, second and third cycle levels
• number of full-year students
• performance level
• number of degrees
• average study time for doctoral degrees
• staff
• what artistic (and academic) research is published
• external and internal funding
• collaboration

SKH monitors the development of key figures over the course of time. Analyses are further developed by means of discussions in operational dialogues, in management groups and through monitoring of application figures in relation to the planned number of places in independent courses, among other things.

Monitoring of key processes

SKH’s key processes are an important part of working systematically in accordance with clear processes and procedures.

Key processes are the processes that have been judged to be important for maintaining high quality in education, research and activities as a whole. These key processes are:

• education planning
• admission of students and doctoral students
• preparation of course syllabuses
• performance of course evaluation
• establishment of individual study plans in third-cycle education
• monitoring of research
• the operational plan process
• the budget process
• provision of expertise
• recruitment of teaching staff
• systematic work environment activities
• provision of premises
• information security

The processes have been clarified through a common template, which also indicates how the specific process is to be monitored, who is responsible for action being taken to develop the process and how feedback is to be given to those affected. The process descriptions for the key processes can be found under Governing and support documents.

Study environment surveys

As well as questionnaires to students that focus on the students’ courses, a survey is also performed that has a greater focus on the study environment. This includes both the physical environment and the psychosocial environment. The survey also contains questions on equal treatment, discrimination and harassment. The study environment survey is performed every other year. Study environment surveys may be found under Results of evaluations and reviews (in Swedish).

Employee surveys

The employee survey is an important basis for taking stock of the work environment at SKH. It measures how employees perceive the conditions for being able to perform well at work. It also measures health indicators and the prevalence of undesirable behaviour, such as harassment, sexual harassment and abusive treatment.

Education assessment with external review

Education assessments with external review also form part of SKH’s quality system. The purpose of the assessments is to generate regular and systematic knowledge that is needed to assure and develop the quality of the university’s education. An education assessment consists of four steps: start-up, self-assessment, peer review and adopting measures. All programmes at first, second and third cycle levels that lead to a degree must be assessed. Programmes must be assessed in a six-year cycle, which means that each programme is assessed every six years. Timetable for educational evaluations.pdf

Governing and support documents for education assessment may be found under Governing and support documents.

Results from the education assessments may be found under Results of evaluations and reviews.

Annual quality reports to the University Board

The University Board is informed every year about quality enhancement work that has been performed within the framework of the quality system and the action that has been taken or is planned to develop systematic quality enhancement work. The purpose of the quality reports is to monitor and develop systematic quality enhancement work. See the Swedish website.