About the system

kvalitetssystemet@umb.no

The Norwegian University of Life Sciences` (UMB`s ) system for quality assurance of its educational activities is the university’s own tool for systemising information and feedback from all stakeholders in educational activities. In a predictable, structured way, this information shall benefit UMB in its efforts to develop into one of Norway’s leading educational institutions.

These educational stakeholders include students, teachers and supportive staff at both UMB and the University Foundation for Student Life (SiÅs), i.e., all those involved in providing good tuition, well-qualified graduates and an excellent study and research environment.

Like all other universities and colleges in Norway, UMB is required to develop a quality assurance system within 31 December 2003. At UMB , we have given this work increased priority in connection with our application for university status. The application for university status will not be processed before a quality assurance system has been developed and approved.

The Ministry for Education and Research (Utdannings- og forskningsdepartementet, UFD) has assigned the assessment of quality assurance systems in institutes of higher education to the Norwegian Agency for Quality Assurance in Education (NOKUT). The requirements are defined in regulations issued by the Ministry for Education and Research and in supplementary criteria established by NOKUT in agreement with the educational sector. In order to maintain its status as an institution of higher education, UMB must be accredited by NOKUT. A quality assurance system for its educational activities is a prerequisite for such an accreditation.

The guidelines for quality assurance systems in education are issued by the Ministry for Education and Research. The regulations on accreditation, assessment and approval in accordance with the University and College Act and the Private College Act were laid down by the Ministry for Education and Research on 02 March 2003. The regulations have a separate chapter on quality assurance, including the following issues:

· A quality assurance system shall sufficiently document quality assurance work
· A quality assurance system shall uncover poor quality
· A quality assurance system shall include all processes of importance for educational quality
· The institutions shall have routines enabling the continuous improvement of the system.



Visions and objectives for quality assurance efforts at UMB
The quality assurance system at UMB shall be credible and contribute to realising the institution’s vision for its educational activities:

The Norwegian University of Life Sciences provides socially relevant, up-to-date and accredited educational programmes..

UMB`s highest governing body, the University Board, has confirmed that

…the quality assurance system shall guarantee that students spend their time at UMB effectively and receive an education of high academic quality.

With this in mind, the quality assurance system for UMB’s educational activities is based on the following intermediate objectives:

· Securing that UMB’s education maintains the desired quality
· Enhancing quality development throughout the entire institution
· Documenting quality assurance work and uncovering quality failures



Effects of a functional quality assurance system at UMB
UMB aims to realise the intentions of the Quality Reform (in higher education), i.e., providing and assuring excellent tuition and a good learning environment. The quality assurance system describes which systematic measures have been implemented in order to achieve these goals. The system shall encourage the continuous improvement of educational services through transition and development via a constant dialogue between students and university staff.

The quality assurance system is expected to give the following benefits:

· Increased efficiency within UMB as a whole. The quality assurance system shall contribute to enabling a more effective information flow and promote the implementation of measures at all organisational levels.

· Responsibility in management at all levels will help to specify their work tasks and clarify responsibilities. This also forms the basis for strategic priorities within educational activities.

· The teaching staff’s tasks and responsibilities with regard to developing educational services and the learning environment will be clarified. The basis for joint development of learning objectives between students and teachers will be improved.

· Students will participate actively in the development of their own learning environment, and are assured that action plans and changes are implemented.

Through active participation in system design, effective use of information and communication technology and goal-oriented management in the years ahead, the quality assurance work will contribute to the realisation of UMB’s vision for its educational services.



Developing UMB’s quality assurance system
In the initial phase, UMB has defined 13 (14) areas considered critical for the students’ learning achievements. The selection of these initial 13 (14) areas is based on experience made by UMB through systematic focus on quality in recent years. The goals for each of these areas have been described, and generally responsible committees or persons specified. The system is dynamic, so that the number and scope of the various areas can vary over time.

For each of UMB’s 13 (14) ”quality areas”, one or more key elements have been chosen, for which specified quality requirements must be met. These key elements are named, and the requirements and specific activities described. The detailed description of these quality areas, the key elements and activities comprise the functional part of the quality assurance system.

UMB ’s 13 ”quality areas” are the following:

1. Educational programmes offered
Objective(s): UMB’s study programmes shall be scientifically-based, maintain a high level of academic and pedagogical quality and prepare students for later services to society within UMB`s area of expertise.
Generally responsible: Education Committee

2. Academic guidance
Objective(s): Students shall have access to relevant, reliable and correctly-timed academic guidance, presented in such a manner ensuring that the students feel welcome at UMB and in their respective academic environments.
Generally responsible: Education Committee

3. Master’s degree theses
Objective(s): A Master’s degree thesis at UMB shall deal with a relevant issue, use acknowledged scientific methods and be completed within a specified (normed) period of time.
Generally responsible: Education Committee

4. Doctorate theses
Objective(s): Doctorate degree training at UMB shall be conducted according to international standards. A Doctorate degree thesis at UMB shall deal with a relevant issue, use acknowledged scientific methods and be completed within a specified (normed) period of time. Research results should be publishable in international, peer-reviewed journals.
Generally responsible: Research Committee, Education Committee

5. Educational resources
Objective(s): Both at UMB and UMB ’s partner institutions, students shall have access to educational resources of high scientific and pedagogical standing.
Generally responsible: Rector

6. Credit transfer
Objective(s): Credits from other institutions included in the diploma issued by UMB must derive from courses that have (at least) equivalent quality as the tuition offered by UMB.
Generally responsible: Education Committee

7. Physical learning environment
Objective(s): The physical learning environment shall meet generally accepted standards, and in no way be dangerous to the students’ health.
Generally responsible: Committee for the Learning Environment

8. Information, library and ICT
Objective(s): Information, library services and information and communication technologies (ICT) shall be adapted to the students’ needs.
Generally responsible: UMB ’s managing director

9. Student administration
Objective(s): UMB shall have a professional and user-oriented student administration.
Generally responsible: UMB`s managing director

10. Universal accessibility for physically disabled persons
Objective(s): UMB shall be physically accessible for everyone
Generally responsible: Committee for the Learning Environment

11. Socio-psychological learning environment
Objective(s): UMB shall promote well-being and non-discrimination among students.
Generally responsible: Committee for the Learning Environment

12. Student welfare
Objective(s): The welfare services provided by UMB shall be in accordance with the students’ needs, and contribute to maintaining supportive and unique social and learning environments.
Generally responsible: Committee for the Learning Environment

13. Management quality
Objective(s): UMB’s planning and management system shall employ targeted measures in order to assure academic excellence and effectively assure the quality of educational services.
Generally responsible: UMB’s managing director.

14. Internationalization
Objective(s): UMB`s educational activity shall become more and more international and the academic programmes. learning environment and student culture shall have an international dimention.
Generally responsible: Rector and Education Committee



Collecting data for quality assurance
At all management levels of UMB ’s organisation, data are generated which are used in the day-to-day management of the institution. Some of these data are also directly or indirectly necessary for the assurance and improvement of educational quality. In order to systemise this work, we have defined three main types of data/information collection.

Dialogue-based data collection
Students and teaching staff interact on numerous arenas, on which important information for quality assurance in education is presented. Such arenas include the weekly meetings between the Director of Academic Affairs and the student board chairman, the monthly meetings of the student board, the University Foundation for Student Life, the board of the Student Union, the bi-annual student festival committee and the university administration, as well as student participation in various university bodies and user-groups. Positive and negative feedback is recorded in the minutes or memos of these meetings. Responsibility for following up various measures is assigned, and their implementation is controlled at later meetings.

Systematic data collection
quality assurance requires the collection of information which is specifically designed for this purpose. Such information is called systematic quality information, and can be collected either continuously or periodically.

a. Periodic, systematic data collection includes regular surveys among students and staff (user surveys), analysis of internal and external databases describing UMB’s activities and specific studies conducted by working groups appointed by the Education Committee, the University Board or other bodies.

b. Continuous, systematic data collection implies frequent, targeted and systematic collection of data on goal achievements, e.g., via logbooks, checklists or other forms, frequent user feedback, etc. The achievement of various success criteria and the implementation of improvement measures are regularly assessed. Such systematic control is used for physical parameters that can be measured, or in areas covered by rules and regulations (e.g., fire safety regulations), where defects can have significant consequences for students or the university, or even present a threat to human health and life.

Data collection via non-UMB institutions which have partial responsibility for the learning environment of UMB students
The University Foundation for Student Life and the municipality of Ås contribute vital services, which form an integrated part of the students’ total learning situation. Such services typically include student housing, bookstore, sports activities and health services. The evaluation of these services is an important aspect of assuring the quality of student welfare services.

In developing quality assurance systems, data from other sources are also used, including FS (the national student administration system) and other national databases (e.g., DBH and ForskDok). FS generates reports on the number of students, exams, student progression, etc. for each study programme.



Student participation
Together, students and staff make up UMB ’s ”academic citizenry”. The university’s students have traditionally actively participated in all forms of activities at UMB. Student participation is assured through formal and informal bodies, and can be classified as academic, political and social participation. This participation enables mutual feedback between the student body and UMB, thus helping to improve the quality of education.

Academic participation
Students give feedback through daily contacts with the teaching staff and other employees at UMB. Students are represented on academic committees, e.g., in connection with the revision of study programmes, following up individual cases and in more extensive academic changes. Students are expected to give formal feedback regarding their own learning situation through course and programme evaluations and questionnaires.

Political participation
Political student participation is secured through the University and College Act §19: ”Student representatives shall comprise at least 20 per cent, and never fewer than two, of the members of all collegiate bodies with decision-making authority, as long as the delegating body does not unanimously decide otherwise.” By including students in all formal bodies, NLH students are given de facto participation. UMB also aims to include student representatives in informal form.
UMB has its own student network to look after student interests and to further student issues in all of UMB`s governing bodies. The highest student body is the general assembly (Allmøtet). Between these assemblies, the Student Parliament (Studentinget) is the functional authority, with the Student Board managing day-to-day operations. The Student Parliament is body entitled to comment, and is responsible for the election of student representatives. The UMB student democracy is organised at both institutional and departmental level. Students at UMB are member of the Norwegian Student Union, the interest group for students at Norwegian universities and scientific colleges.

UMB encourages and supports student democracy, helping it to function effectively. In cooperation with the University Foundation for Student Life (SiÅs), students are assured access to separate office space for their activities. In certain bodies, student representatives receive some pay, either from UMB or SiÅs, depending on their affiliation. The conditions for this are laid down in formal agreements. Students have a two-hour period each week without classes, intended to allow them to participate in various student activities. Several joint projects are being carried out by UMB and various student bodies.

Social participation
The students’ social welfare is an important aspect of the overall learning environment. At UMB, the Student Union is the natural arena for social activities. The cooperation between the Student Union, the University Foundation for Student Life (SiÅs), student political activities and UMB creates an excellent foundation for the students’ social activities and their general welfare. Cooperation between UMB and SiÅs is regulated by formal agreements.



The ”management loop” and division of responsibilities for the quality assurance system
The ”management loop” is the most important tool for the development of education, research and knowledge dissemination at UMB. This loop describes UMB ’s allocation of resources and development of annual action plans for the institution. The management loop is also systematically used in quality assurance work. The loop is based on a cycle of activities which include information collection, analysis, implementation and follow-up. The status regarding the various areas of quality assurance is also reported via this cycle.

The quality assurance system in education at UMB is integrated within management groups at all levels. In 2003, the organisational structure at UMB was changed: the number of departments was reduced from 12 to 7, and heads of departments were appointed for fixed terms. The rector’s academic and administrative leadership was strengthened through the establishment of an informal management team consisting of rector, prorector, department heads, managing director and the chairman of the student parliament.

In accordance with the Quality Reform, a separate Committee for the Learning Environment was established in 2003. The committee’s mandate is to participate in the design of measures that affect the students’ learning environment. It shall also submit an annual report to the UMB Board, as part of the general annual report on the quality in education. The documentation of the work aimed at improving the learning quality is part of UMB ’s quality assurance system for its educational activities.


As of 2003, the division of responsibilities for the various stakeholders in the quality assurance system in education (QASE) at UMB is as follows:

· The University Board is overall responsible for QASE. Each year, the Board discusses an educational quality report, which also includes the status for the quality assurance efforts. Academic, financial and administrative resources for quality assurance are allocated in UMB`s annual plan in accordance with existing evaluations, reports and action plans.

· The rector is overall responsible for making sure that QASE functions as intended and is developed according to the guidelines annually established by the University Board. At the general level, the rector is the main coordinator for the development of the quality assurance system.

· The University Board’s committee for educational issues, the Education Committee, publishes an annual report on UMB’s educational activities. The report by the learning environment committee on the physical learning environment is part of the annual report on quality in education. In addition, the Committee for the Learning Environment also proposes and ranks measures within the field of its mandate, and submits these to the University Board in connection with the discussion of UMB’s annual plan and budget. These proposals are also assessed by the Education Committee.

· The department heads are responsible for the operation of QASE at the department level, in accordance with the system’s division of responsibilities. Among other things, the departments are responsible for teaching and student guidance, student assessment (examinations) and improvement of student progression. The rector is regularly informed of the status of educational quality in the departments through the rector’s management team. The systematic follow-up of the departments’ QASE work is secured via the instruments of the management loop: annual plan, management dialogues and annual report.

· The university administration facilitates the implementation of QASE, collects data and coordinates the departments’ planning and reporting work. The academic administration is responsible for administrative support services described in ”quality area” 9. The responsibilities of the other administrative units (e.g., personnel, service and maintenance) are also specified. The university administration demands annual reports from SiÅs regarding student welfare services, and is responsible for information, knowledge transfer and guidance of new and already enrolled students via the Student’s ”Information Market”. The managing director is responsible for the operation, maintenance and quality assurance of QASE at UMB.



Putting UMB`s quality assurance system to use
The access to reports and status information is vital for UMB with regard to developing quality assurance systems. Good accessibility increases the support and commitment for the quality assurance system. Thus, QASE at UMB is physically established as a web-based database application, and is presently integrated in the institution’s home page at www.umb.no. The database shall be further developed, enabling the generation of status reports and statistics. Effective access to information will be enabled by combining search functions at various levels in the system.

The most important operative parts of the system are:

· A diagram showing the division of responsibilities between the different organisational levels at UMB. A main coordinator for QASE is designated for each level.
· A database application for information and documentation of the various quality areas. Here, users can find updated information on current strategies, priorities, decisions and action plans for quality assurance on all levels. When the system is further developed, users can also order various status reports.
· An operative group responsible for the maintenance of the activity plan, and systems operation and development. The Director of Academic Affairs is responsible for keeping the system (contents) updated at all times. The Director of Information is responsible for the system’s technical facilities.



Assessment of UMB`s quality assurance system in relation to NOKUT’s criteria
Our quality assurance system consists of a numerous elements, and is the result of many years of development. Compared to NOKUT’s criteria (shown in italics below), the quality assurance system at UMB can be summarised as follows:

1. The system shall include a clarification of how work on quality in education is integrated as part of the institution’s strategic planning.

Educational quality is included in UMB`s current strategic plan (1998-2004) and in several partial plans. Work on quality assurance in education will be continued and extended in the new strategic plan, which is currently in preparation. The University Board, which has the overall strategic responsibility, annually discusses the report on quality in education.

Work on quality assurance in education is integrated into UMB’s management procedures via the university’s management loop, together with aspects related to economy, research and teaching.

2. The system shall include the institution’s specified goals for quality assurance.

The quality assurance system at UMB shall be credible and contribute to realising the institution’s vision for its educational activities. UMB`s highest governing body, the University Board, has confirmed that the quality assurance system shall guarantee that students spend their time at UMB effectively and receive an education of high academic quality.

With this in mind, the quality assurance system for UMB`s educational activities is based on the following intermediate objectives:

· Securing that UMB’s education maintains the desired quality
· Enhancing quality development throughout the entire institution
· Documenting quality assurance work and uncovering quality failures

The quality assurance system in education specifies approved objectives for various aspects of learning quality, including the academic and the physical learning environment. For each ”quality area”, goals for certain key elements are defined. In sum, this hierarchy of objectives provides a set of concise, verifiable ambitions for quality in education at UMB.

3. The system shall assure that the quality assurance efforts are integrated in all levels of management at the university.

As part of its work on the Quality Reform, UMB has recently reorganised. The responsibility for developing the quality assurance system lies with the university management, administration, department heads and the students. A responsibility diagram specifies who is generally responsible for the various aspects of quality assurance. The activity descriptions state the responsibilities at the operational level. These responsibilities are an integrated part of UMB’s management loop.

4. The system shall include the specification of quality assurance routines and measures that ensure broad participation, with clearly defined responsibilities and authorities for the various levels.

The description of the quality assurance system states how the work is organised in accordance with the responsibility diagram. The various stakeholders’ roles and tasks are further described in the routine descriptions. UMB’s quality assurance system is characterised by broad participation of staff, students and external users.

5. The system shall include the collection and treatment of data and information from evaluations which are necessary in order to assess the quality in all study programmes, as well as enabling a general assessment at the institutional level.

The quality assurance system is based on data collection, evaluation, deviation analysis, as well as local and central treatment of this information. The management loop is actively used in this process. In the long run, the system will enable the generation of reports and statistics, for use by the university management, staff and students. The quality in education report is an example of such compiled data.

6. The system shall contain an assessment of information and the achievement of objectives for the quality assurance work.

Statistical analysis and the assessment of the achievement of objectives occur through staff input and the treatment of these quality data at department level, by the university administration and the Education Committee. The discussion of this information by these bodies forms the basis for the cyclic treatment of the strategic plan and action plans at various levels in the organisation throughout the year.

7. The system shall contain the use of quality assurance results as a basis for decision-making and implementing measures, with the aim of securing and further improving quality in education.

Student evaluations and feedback form the basis for measures to be implemented at the departmental and central level. Descriptions of routines for the collection of QASE data and routines for decision-making and measures to be taken in case of deviations are published via the quality assurance system’s database. Reports, plans and priorities are also included in the management loop in budgets and at the department level.

8. The system shall include a specification of how quality assurance work contributes to the institution’s resource management and priorities (human resources, infrastructure, service).

The system directly affects resource management and priorities at department/central level through the feedback on quality in education which is discussed by those university bodies with the power to allocate funds. Attempts to correct any registered quality deviations are made through measures including human resources, infrastructure, service level.

9. The system shall include the students’ active participation in quality assurance and a focus on the total learning environment.

Students play a major role in quality assurance, through their participation on numerous university committees as well as their feedback on quality issues. UMB has longstanding traditions regarding systematic student participation. The system’s focus on the total learning environment is documented by the 13 quality assurance areas. In sum, these areas systematically cover most of the sub-areas making up UMB’s educational activities.

10. The system shall include an annual report on quality assurance for the University Board, presenting a general assessment of the quality in education and an overview over the design and measures implemented as part of the quality assurance work.

The annual quality assurance report at UMB is prepared by the administration (Dept. of Academic Affairs), and is based on information and reports from the departments, the Education Committee, other administrative sections, the student parliament and SiÅs. The report is discussed by the University Board in the autumn, in connection with the preparation of next year’s annual plan and budget. The report describes QASE activities at UMB and gives a general description of the status of the quality in education. It also mentions areas in need of improvements. These are also assessed in connection with strategic planning and the preparation of plans and budgets for future years.



Work schedule

· The University Board approved the general framework for the quality assurance system at UMB in October 2003

· UMB sent a description of its quality assurance system to NOKUT in mid-November 2003.

· Initial phase of the implementation of quality assurance in education at UMB from 15 November 2003 to 31 December 2004.

· Following the initial phase, the University Board makes a general assessment of the system as of 31 December 2004.

· All quality areas shall be described and approved by 1 May 2004.

·All quality areas shall be operational during 2005.




Updated: 18.03.04
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