university of debrecen quality assurance manual

University of Debrecen Quality Assurance Manual

Version no.: 8 Date: 01.07.2017 of73

UNIVERSITY OF DEBRECEN

QUALITY ASSURANCE MANUAL

4032 Debrecen, Egyetem tér 1.

Approved by the Senate

………………………… Prof. Dr. Zoltán Szilvássy

Rector

Version 8 Date: 01.07.2017

Prepared by the rector’s commissioner for quality assurance

All information in the manual is the property of the University of Debrecen.



Table of Contents

QUALITY POLICY .......................................................................................................................................... 3

Introduction ....................................................................................................................................................... 5

1 The university-level organisation of quality assurance .............................................................................. 7

1.1 The managing of the Quality Assurance Manual ............................................................................ 13

2 The guidelines of self-assessment at the University of Debrecen ............................................................ 13

2.1 The standards and guidelines for internal quality assurance in the EHEA (ESG 2015) .................. 14

2.1.1 Policy for quality assurance (II.1. ESG 1.1) ...................................................................... 14

2.1.2 Design and approval, as well as the on-going monitoring and periodic review of the programmes

(II.2. ESG 1.2 and 1.9) ................................................................................................................... 16

2.1.3 Student-centred learning, teaching and assessment (II.3. ESG 1.3) .................................. 17

2.1.4 Ensuring the competence of the teachers ........................................................................... 18

2.1.5 Student admission, progression, recognition and certification (II.4. ESG 1.4) ................. 20

2.1.6 Teaching staff (II.5. ESG 1.5) ........................................................................................... 21

2.1.7 Learning resources and student support (II.6. ESG 1.6) .................................................... 22

2.1.8 Information Management (II.7. ESG 1.7) ......................................................................... 22

2.1.9 Public information (II.8. ESG 1.8) .................................................................................... 23

3 Self-assessment at faculty level ................................................................................................................ 24

3.1 The process of self-assessment at faculty level ............................................................................... 24

3.2 Tasks, responsible persons and deadlines in the assessment procedure .......................................... 26

3.3 Questionnaire-based surveys in the process of faculty-level self-assessment ................................. 26

4 Institutional self-assessment ..................................................................................................................... 28

Annex I: Quality assurance procedure concerning the launching of study programmes. ............................... 29

Annex II: Sample questionnaire for measuring student satisfaction ............................................................... 33

Annex III: Questionnaire for measuring teacher feedback .............................................................................. 37

Annex IV: Questionnaire for measuring feedback from graduates ................................................................. 42

Annex V: Questionnaires for labour market measurements ............................................................................ 46

Annex VI: Providing opinions on the quality of teacher’s work ..................................................................... 50

Annex VII: The quality assurance sub-system pertaining to adult education at the University of Debrecen, in

compliance with Ministerial decree 58/2013 (XII.13) NGM .......................................................................... 53

QUALITY POLICY FOR ADULT EDUCATION ........................................................................................ 54



QUALITY POLICY

It is the aim of the administration of the University of Debrecen to help the institution, as a

research university, become Eastern Hungary’ leading intellectual centre, characterised by

quality, efficiency, reliability and activity. With a view to European processes and the

satisfaction of social needs, the university desires to train professionals who are as highly

qualified as possible.

Policies and processes are the main pillars of a coherent institutional quality assurance

system that forms a cycle for continuous improvement and contributes to the accountability

of the institution. It supports the development of a culture of quality in which all internal

stakeholders assume responsibility for quality and engage in quality assurance at all levels

of the institution. In the interest of supporting the above, quality policy has an official status

and is publicly available.

Quality assurance policies are most effective when they reflect the relationship between

research, learning and teaching, and when they take into account the national context in

which the institution operates, as well as the institutional context and its strategic approach.

For the purpose of achieving these objectives, the University of Debrecen:

establishes and operates a quality assurance system for its education, training and

research activities;

engages in a high-quality, diverse and interdisciplinary education/training, research

and development;

selects its staff with a view to performing the tasks related to higher education,

research and the related consultancy activities in accordance with the relevant

requirements;

supports its departments, institutes, faculties and other organisational units, as well

as the administration, faculty members, non-teaching staff, and students in assuming

responsibility for quality assurance;



stands up for faculty members, non-teaching staff and students in case of any

intolerance and discrimination suffered by them;

supports the involvement of external stakeholders in the quality assurance;

periodically reviews, updates and develops its quality policy and quality assurance

system, in accordance with the relevant provisions of the national higher education

act and other provisions of law, as in effect, the expectations of the Hungarian

Accreditation Commission, as well as the guidelines provided by the Ministry of

Human Capacities related to quality assurance, while also taking into consideration

the European standards of quality assurance in higher education.

The Equal Opportunities Committee of the Senate monitors the proportionate representation

of women and men, makes recommendations for reaching proportionate representation,

checks the effectiveness of the measures, identifies any manifestations of discrimination

and measures that violate the principle of undertaking proportionate roles by women, and

takes the necessary steps for eliminating these.

In the interest of achieving a uniform level of quality, the administration of the university

encourages the employees to:

- be increasingly demanding toward themselves and their own work;

- become familiar with the quality policy;

- continuously expand their knowledge.

The administration of the University of Debrecen commits itself and undertakes an active

role in the operation and development of the quality assurance system, and expects the

same commitment from all employees.

The quality policy also applies to all outsourced activities performed by subcontractors or

other external parties.

Debrecen, 1 July 2017

…………………………………………………………..….

Prof. Dr. Zoltán Szilvássy

the rector of the University of Debrecen



Introduction The purpose of the Quality Assurance Manual of the University of Debrecen is to assist in

reviewing the fundamental processes at the University of Debrecen from the point of view

of quality, and to serve as the foundation for the possibilities of quality improvement.

The Quality Assurance Manual summarises all tasks and tools that are necessary for the

continuous maintenance of the quality standard of the processes at the University of

Debrecen.

The objectives of the development of the university’s quality assurance system:

- increasing and maintaining the standard and quality of education and training;

- providing high-quality and successful research;

- meeting the social responsibilities of the University of Debrecen on a high level;

- improving the efficiency of the operations;

- increasing the satisfaction and fully meet the requirements of students, teaching

and non-teaching staff, researchers, the employers of graduates of the university,

and the organizations, institutions, partners cooperating with the university.

The university builds on the following documents and standards in the process of developing

and operating its quality assurance system:

- the stipulations of the National Higher Education Act, as in effect at the time;

- the resolutions and guidelines of the Hungarian Accreditation Committee;

- the guidelines of the Ministry of Human Capacities regarding quality assurance in

higher education;

- international guidelines for quality assurance, in particular the European

standards for quality assurance in higher education, the “Standards and

Guidelines for Quality Assurance in the European Higher Education Area”

adopted in Bergen in 2005 (hereafter referred to as ESG).

The quality assurance system of the university can be established in multiple steps. The

current version of the Quality Assurance Manual includes the most important issues in

connection with the university’s quality assurance efforts.



The modernization of the institution’s operation-oriented operation can be implemented

along three targets:

The development of an organizational culture which focuses on permanently

maintaining the self-learning and self-development process with emphasis on the

high standard of people working and highlighting the importance of the value system

in order to prioritize the stakeholders’ satisfaction. Achieving such a change of

perception could support the implementation of operational changes.

The improvement of quality assurance processes using the organizational self-

assessment model. The objective is to create a two-level organizational self-

assessment system matching and connected to the requirements which ensures the

continuous assessment of the institution’s operation, providing an opportunity to

define and improve areas of development.

The modernization of the operations through various processes along the lines

specified by the institution, including both the core and supporting activities.

The university specifies its quality assurance system based on the stipulations of the

National Higher Education Act, as in effect, the criteria of the Hungarian Accreditation

Committee, and the guidelines of the Ministry of Human Capacities, and also in

consideration of the European standards of quality assurance in higher education. The

administration of the university is committed to operating and developing the quality

assurance system.

The objective of the university administration with the development of the university’s quality

assurance and quality verification system is to ensure that the university provides skills and

knowledge for its students that can be used on the Hungarian and international labour

market in a high quality and in a way that provides a solid basis for further training.

The quality assurance system of the university, in consideration of the tasks specified in the

Deed of Foundation, constitutes a conscious and organized activity involving the university

as a whole, which serves the realization of the objectives specified in the quality policy of

the university and which primarily focuses on satisfying the needs of direct and indirect

partners, especially those of the students in general (irrespective of their form of financing

and the programme in which they participate), the employers, clients of research and other

services, and the international and Hungarian professional and academic communities. The

documentation system of the quality assurance system is prepared by the rector's



commissioner for quality assurance and approved by the Senate, taking into consideration

the opinion of the Quality Improvement Committee of the Senate.

The university prepares a Quality Improvement Plan, for approval by the Senate. The

institutional and faculty-level quality targets are recorded in this Quality Improvement Plan.

Quality assurance and quality improvement based on this activity is the duty of all teachers,

researchers, and employees of the university. All persons should perform their job-related

duties in a quality that ascertains that the university’s accomplishments are always in

harmony with the objectives specified in the quality policy.

1 The university-level organisation of quality assurance

On 1 July 2004, the administration of the university established the Directorate of Quality

Policy and Quality Improvement for the purpose of establishing and coordinating the

operation of the university’s quality assurance system. (From 2 February 2006, the name of

the directorate was changed to Directorate of Quality Assurance.) Since 1 July 2007, the

development of the quality assurance of the University of Debrecen has been the

responsibility of the rector’s commissioner for quality assurance, who reports directly to the

rector of the university.

The rector’s commissioner for quality assurance supervises the operation of the University’s

quality assurance system, and his work is assisted by quality managers at each faculty.

The quality management system of the organisational units of the University of Debrecen in

the area related to medical and health sciences, certified according to the ISO 9001:2008

the standard, is operated with the supervision of the Coordination Directorate.

The tasks of the rector’s commissioner for quality assurance include:

the supervision of the quality assurance system of the University of Debrecen;

the operation of the Graduate Career Tracking System and conducting the

satisfaction measurements surveys related to its operation (the satisfaction of

students, graduates, the labour market, employees);

the coordination of the work of the faculty quality managers.

The most important tasks of the Senate related to quality assurance:



the adoption of the basic principles of the quality assurance system;

the adoption of the quality improvement plan;

the adoption of the Quality Assurance Manual of the university.

The Senate has set up a Quality Improvement Committee with a coordinating and advisory

role in the area of quality assurance at the University.

The tasks of the Quality Improvement Committee include:

providing its professional opinion and support for the Quality Improvement Plan;

reviewing the institution’s self-assessment, exploring development opportunities,

defining development tasks.

Each faculty’s quality manager is a permanent invited member of the given Faculty Council.

The tasks of the faculties related to quality assurance:

the administration of the faculty appoint faculty managers for the purpose of

assisting the operation of the quality assurance system. The tasks of the faculty

quality managers are determined by the administration of the faculty in

accordance with the University’s Quality Assurance Manual.

the overall operation and supervision of the quality assurance system of the

faculty;

participation in the implementation of the University’s Quality Improvement Plan;

performing faculty self-assessments, evaluating the results, submitting proposals

for improvement to the administration of the faculty;

forwarding the results faculty’s self-assessment to the rector’s commissioner for

quality assurance;

the achievement and continuous enforcement of the requirements specified by

the partners;

the preparation of the Student’s Evaluations of Instructors’ Work (OMHV)

questionnaire-based surveys, according to the regulations of the faculty,

evaluating the same, submitting proposals for improvement to the administration

of the faculty;

the dissemination of the attitude of quality at the faculty, also in the framework of

trainings.

maintaining continuous contact with the rector’s commissioner responsible of

quality assurance.



The organisational structure of the University of Debrecen



The university-level organisation of quality assurance:



The tasks of the faculty quality managers:

the overall operation and supervision of the quality assurance system of the faculty;

performing faculty self-assessments, evaluating the results, submitting proposals for

improvement to the administration of the faculty;

elaborating annual quality improvement projects at the faculty;

forwarding the results faculty’s self-assessment to the rector’s commissioner for

quality assurance;

the achievement and continuous enforcement of the requirements specified by the

partners; Conducting questionnaire-based surveys once a year; the evaluation of the

questionnaires, submitting development proposals to the administration of the

faculties.

ensuring the publicity of the results related to the operation of the quality assurance

system.

facilitating the accreditation process.

the dissemination of the attitude of quality at the faculty, also in the framework of

trainings.

maintaining continuous contact with the rector’s commissioner responsible of quality

assurance.

The faculty quality managers are appointed by the responsible leaders of the faculties. The

tasks of the faculty quality managers are determined by the administration of the faculty in

accordance with the University’s Quality Assurance Manual.



1.1 The managing of the Quality Assurance Manual

The Quality Assurance Manual is applicable for the University as a whole, its entire area

and operations. The Manual is the most important document providing information on the

activities of the activities of the University concerning quality, containing all the principles

and the practical steps necessary for the operation of the quality assurance system.

The University’s Quality Assurance Manual is approved by the Senate and subsequently

issued by the Rector. The master copy of the document is maintained by the rector’s

commissioner for quality assurance. After it is issued, the Quality Assurance Manual is

published on the website of the University, where it is accessible to the citizens of the

university. Changes in the document are managed by the rector's commissioner for quality

assurance. The version available on the website is always the latest version approved by

the Senate.

2 The guidelines of self-assessment at the University of Debrecen

Self-assessment is the comprehensive, systemic and periodic examination of the

institution’s activities and results relative to the model of excellence. The purpose of self-

assessment is becoming familiar with the method, carrying out the assessment, and using

the information gathered in the course of the self-assessment in the interest of further

development.

Self-assessment is necessary in order for the organisation to know more about itself

(management, staff), its processes, the students, the partners and society; also in order to

improve innovation via the satisfaction of the staff, by away of comparing the current and

the previous results.

It enables the organization to clearly distinguish its strengths from the areas where further

development is possible. An institution able to take advantage of the opportunities offered

can establish its own, personalized management system.

In the institutional self-assessment, the Bergen document signed in 2005 by the European

ministers of education is determined and used as a starting point ("Standards and guidelines

for Quality Assurance in the European Higher Education Area”).

The European standards formulate criteria of examination and assessment in the following

areas:



2.1 The standards and guidelines for internal quality assurance in the European Higher Education Area (ESG 2015)

2.1.1 Policy for quality assurance (II.1. ESG 1.1)

Standard:

Institutions should have a policy for quality assurance that is made public and forms part of

their strategic management. Internal stakeholders (i.e. students, teaching and non-teaching

staff) should develop and implement this policy through appropriate structures and

processes, while involving external stakeholders (users, employers, partners).

Guidelines:

Policies and processes are the main pillars of a coherent institutional quality assurance

system that forms a cycle for continuous improvement and contributes to the accountability

of the institution. They contribute to the establishment of trust for institutional autonomy.

Quality policies include the definition of the intentions, as well as the fundamental tools of

achieving these. The procedural guidelines may provide more detailed information on how

the quality policy is implemented, and serve as a useful reference point for those involved

in the practical implementation of the procedures.

The quality policy and its procedures constitute the main pillar of the university’s coherent

quality assurance system, which, as a continuous quality improvement cycle, contributes

to the performance of the institution’s obligation to render accounts.

It supports the development of a culture of quality in which all internal stakeholders assume

responsibility for quality and engage in quality assurance at all levels of the institution. In

order to facilitate this, the policy has a formal status and is publicly available.

Quality assurance policies are most effective when they reflect the relationship between

research and learning & teaching and take account of both the national context in which

the institution operates, the institutional context and its strategic approach. Such a policy

supports:

the organization of the quality assurance system;

the undertaking of responsibility in quality assurance by the departments,

institutes/schools, faculties and other organisational units, as well as the

administration, teaching and non-teaching staff, as well as the students of the



institution;

academic integrity and freedom, while being vigilant against academic fraud;

guarding against intolerance of any kind or discrimination against the students,

teaching or non-teaching staff;

the involvement of external stakeholders in quality assurance.

The policy translates into practice through a variety of internal quality assurance processes

that allow participation across the institution. How the policy is implemented, monitored and

revised is the institution’s decision.

The quality assurance policy also covers any elements of an institution’s activities that are

subcontracted to or carried out by other parties.

Implementation:

The present Manual contains the quality assurance policy of the University of

Debrecen, as well as the organisational structure supporting the University’s quality

assurance systems.

The organizational structure of the University of Debrecen is available on the

www.unideb.hu website.

the operation of the quality assurance system of the University of Debrecen is

regulated by the present Manual;

the tasks of the faculties relating to quality assurance are regulated by the present

Manual;

the students actively participate in the work of the university- and faculty-level quality

improvement committees and in the operation of quality assurance systems of the

university and its faculties;

it is the task of the University’s Quality Improvement Committee to monitor the

implementation of the quality policy and quality improvement.

The realisation of the European Higher Education Area (EHEA) fundamentally depends on

how committed the institution is on every level to ensuring that the outputs of its programmes

are clearly defined, that the teachers are ready, willing and capable of teaching the students

and supporting them in their learning, so that they can achieve these outputs, and that the

work of the outstanding, competent and committed colleagues are always fully recognised

http://www.unideb.hu/



in a tangible way. All higher education institutions should aim to continuously improve the

quality of the education they provide for their students.

2.1.2 Design and approval, as well as the on-going monitoring and periodic review of the programmes (II.2. ESG 1.2 and 1.9)

Standard:

Institutions should have processes for the design and approval of their programmes. The

programmes should be designed so that they meet the objectives set for them, including the

intended learning outcomes. The qualification resulting from a programme should be clearly

specified and communicated, and refer to the correct level of the national qualifications

framework for higher education and, consequently, to the Framework for Qualifications of

the European Higher Education Area.

Institutions should monitor and periodically review their programmes to ensure that they

achieve the objectives set for them and respond to the needs of students and society. These

reviews should lead to continuous improvement of the programme. Any action planned or

taken as a result should be communicated to all those concerned.

Guidelines:

Study programmes are at the core of the higher education institutions’ teaching mission.

They provide students with both academic knowledge and skills including those that are

transferable, which may influence their personal development and may be applied in their

future careers. The study programme(s):

are designed with overall programme objectives that are in line with the institutional

strategy and have explicit intended learning outcomes;

are designed by involving students and other stakeholders in the work;

benefit from external expertise and reference points;

reflect the four purposes of higher education of the Council of Europe:

Higher education should:

o prepare students for life as active citizens in democratic societies, for their

future careers;

o support them in their personal development;

o provide them with a broad, advanced knowledge base;



o encourage research and innovation;

are designed so that they enable smooth student progression;

define the expected student workload, e.g. in ECTS;

include well-structured placement opportunities where appropriate;

are subject to a formal institutional approval process.

Regular monitoring, review and revision of study programmes aim to ensure that the

provision remains appropriate and to create a supportive and effective learning

environment for students.

They include the evaluation of:

The content of the programme in the light of the latest research in the given discipline

thus ensuring that the programme is up to date; the students’ workload, progression

and completion; the changing needs of society; the effectiveness of procedures for

assessment of students; the student expectations, needs and satisfaction in relation to

the programme;

the learning environment and support services and their fitness for purpose for the

programme.

Programmes are reviewed and revised regularly involving students and other stakeholders.

The information collected is analysed and the programme is adapted to ensure that it is up-

to-date. Revised programme specifications are published.

Implementation:

the rules applicable to the launching and monitoring of programmes are specified in

the procedure set forth in Annex I to the present Manual;

regular feedback is provided by the University with the use of the Graduate Monitoring

System established in the framework of the TÁMOP-4.1.1-08/1-2009-0003 grant,

according to the schedule undertaken in the application for that grant.

2.1.3 Student-centred learning, teaching and assessment (II.3. ESG 1.3)

Standard:

Institutions should ensure that the programmes are delivered in a way that encourages

students to take an active role in creating the learning process. The assessment of the

students should reflect this approach.



Guidelines:

The assessment of the students is one of the most important elements of higher education.

The outcome of the assessment fundamentally influences students’ future careers. It is

therefore important that the assessment be competent, and that it should take into

consideration the extensive body of knowledge on testing and examination methods.

Further, assessment provides useful information to the institutions on the efficiency of the

teaching and the support provided for the learning.

It can be expected from procedures used for assessing students that they:

measure the achievement of the programme objectives and learning outcomes;

comply with their intended purpose, which can be surveying, forming or

summarising;

include clear and published requirements concerning grading;

be carried out by people who understand the role that assessment plays in the

development of students, that the student can obtain the knowledge and

capabilities necessary for receiving the desired qualification;

be carried out by more than one examiner, where possible;

take into account all possible consequences of the examination regulations;

include clear rules applicable to student absences, including due to illness, and

other mitigating circumstances;

ensure that the assessments are carried out safely in accordance with the

procedures laid down by the institution;

the accuracy of the assessment should be supported by administrative control

tests.

2.1.4 Ensuring the competence of the teachers

Standard:

The institution should have internal mechanisms to ensure the quality and competence of

its teachers. These mechanisms should be made available to external evaluators and

addressed in relevant reports.

Guidelines:



Student-centred learning and teaching plays an important role in stimulating students’

motivation, self-reflection and engagement in the learning process. This means careful

consideration of the design and delivery of study programmes and the assessment of

outcomes.

The implementation of student-centred learning and teaching:

respects and attends to the diversity of students and their needs, enabling flexible

learning paths;

considers and uses different modes of delivery, where appropriate;

flexibly uses a variety of pedagogical methods;

regularly evaluates and adjusts the modes of delivery and pedagogical methods;

encourages a sense of autonomy in the learner, while ensuring adequate guidance

and support from the teacher;

promotes mutual respect within the learner-teacher relationship;

has appropriate procedures for dealing with students’ complaints.

Considering the importance of assessment for the students’ progression and their future

careers, quality assurance processes for assessment take into account the following:

assessors are familiar with existing testing and examination methods and receive

support in developing their own skills in this field;

the criteria for and method of assessment as well as criteria for marking are

published in advance;

the assessment allows students to demonstrate the extent to which the intended

learning outcomes have been achieved. Students are given feedback, which, if

necessary, is linked to advice on the learning process;

where possible, assessment is carried out by more than one examiner;

the regulations for assessment take into account mitigating circumstances;

assessment is consistent, fairly applied to all students and carried out in

accordance with the stated procedures;

a formal procedure for student appeals is in place.

Implementation:



the Academic and Examinations Regulation of the University of Debrecen regulates

the educational process in a comprehensive manner,

the rules applicable to the monitoring of programmes are specified in the procedure

set forth in Annex I to the present Manual;

there is a designated person in charge of each programme.

2.1.5 Student admission, progression, recognition, certification (II.4. ESG 1.4)

Standard:

Institutions should consistently apply pre-defined and published regulations covering all

phases of the student “life cycle”, e.g. student admission, progression, recognition and

certification.

Guidelines:

Providing conditions and support that are necessary for students to make progress in their

academic career is in the best interest of the individual students, programmes, institutions

and systems. It is vital to have fit-for-purpose admission, recognition and completion

procedures, particularly when students are mobile within and across higher education

systems.

It is important that access policies, admission processes and criteria are implemented

consistently and in a transparent manner, as well as to ensure that induction to the

institution and the programme is provided.

Institutions need to put in place both processes and tools to collect, monitor and act on

information on student progression.

Fair recognition of higher education qualifications, periods of study and prior learning,

including the recognition of non-formal and informal learning, are essential components

for ensuring the students’ progress in their studies, while promoting mobility. Appropriate

recognition procedures rely on:

institutional practice for recognition being in line with the principles of the Lisbon

Recognition Convention;

cooperation with other institutions, quality assurance agencies and the national



ENIC/NARIC centre with a view to ensuring coherent recognition across the

country.

Graduation represents the culmination of the students’ period of study. Students need to

receive documentation explaining the qualification gained, including achieved learning

outcomes and the context, level, content and status of the studies that were pursued and

successfully completed.

2.1.6 Teaching staff (II.5. ESG 1.5)

Standard:

Institutions should assure themselves of the competence of their teachers. They should

apply fair and transparent processes for the recruitment and development of the staff.

Guidelines:

The teacher’s role is essential in creating a high-quality student experience and enabling

the acquisition of the relevant knowledge, skills, and other competences. The diversifying

student population and stronger focus on learning outcomes require student-centred

learning and teaching and the role of the teacher is, therefore, also changing (cf. Standard

1.3).

Higher education institutions have primary responsibility for the quality of their staff and

for providing them with a supportive environment that allows them to carry out their work

effectively. Such an environment:

sets up and follows clear, transparent and fair processes for staff recruitment and

conditions of employment that recognise the importance of teaching;

offers opportunities for and promotes the professional development of teaching staff;

encourages scholarly activity to strengthen the link between education and research;

encourages innovation in teaching methods and the use of new technologies.

Implementation:

The University of Debrecen pays particular attention to the in-service training of its

teaching staff;

the selection of its teaching staff;



The selection of teachers is the responsibility of the faculties and not only to the

legislative requirements but also the labour market requirements and therefore must

have appropriate practical experience.

2.1.7 Learning resources and student support (II.6. ESG 1.6)

Standard:

Institutions should have appropriate funding for learning and teaching activities and ensure

that adequate and readily accessible learning resources and student support are provided.

Guidelines:

For a good higher education experience, institutions provide a range of resources to assist

student learning. These vary from physical resources such as libraries, study facilities and

IT infrastructure to human support in the form of tutors, counsellors and other advisers. The

role of support services is of particular importance in facilitating the mobility of students

within and across higher education systems.

The needs of a diverse student population (such as mature, part-time, employed and

international students as well as students with disabilities), and the shift towards student-

centred learning and flexible modes of learning and teaching, are taken into account when

allocating, planning and providing the learning resources and student support.

Support activities and facilities may be organised in a variety of ways depending on the

institutional context. Internal quality assurance ensures that all resources are fit for purpose,

accessible, and that students are informed about the services available to them.

In delivering support services the role of support and administrative staff is crucial and

therefore they need to be qualified and have opportunities to develop their competences.

2.1.8 Information Management (II.7. ESG 1.7)

Standard:

Institutions should ensure that they collect, analyse and use relevant information for the

effective management of their programmes and other activities.



Guidelines:

Reliable data is crucial for informed decision-making and for knowing what is working well

and what needs attention. Effective processes to collect and analyse information about

study programmes and other activities feed into the internal quality assurance system.

The information gathered depends, to some extent, on the type and mission of the

institution. The following are of interest:

key performance indicators;

profile of the student population;

student progression, success and drop-out rates;

students’ satisfaction with their programmes;

learning resources and student support available;

career paths of graduates.

Various methods of collecting information may be used. It is important that students and

staff are involved in providing and analysing information and planning follow-up activities.

Implementation:

the University of Debrecen uses indicators for the evaluation of the achievement of

its quality-related targets;

examines the trends, on the basis of which it initiates faculty-level quality

improvement projects;

the faculties analyse the values measured by the Graduate Career Tracking System,

and also incorporate the results into the quality improvement projects;

the faculties inform students via their websites.

2.1.9 Public information (II.8. ESG 1.8)

Standard:

Institutions should publish information about their activities, including programmes, which

is clear, accurate, objective, up-to date and readily accessible.

Guidelines:



Information on institutions’ activities is useful for prospective and current students as well

as for graduates, other stakeholders and the public.

Therefore, institutions provide information about their activities, including the programmes

they offer and the selection criteria for them, the intended learning outcomes of these

programmes, the qualifications they award, the teaching, learning and assessment

procedures used, the pass rates and the learning opportunities available to their students

as well as graduate employment information.

Implementation:

all important information is available on the website of the University of Debrecen and

its faculties;

the results of the Graduate Career Tracking System and the labour market surveys

can be found on the institution’s website;

the results of the student satisfaction measurements surveys are also available.

3 Self-assessment at faculty level

3.1 The process of self-assessment at faculty level



3.2 Tasks, responsible persons and deadlines in the assessment procedure

The self-assessments should be carried out at faculty level.

The frequency of full-scale self-assessments: 5 years.

The persons responsible for faculty-level self-assessments are the faculty quality

managers.

After the faculty quality managers prepare assessments, the faculty administration

reviews the results of the analyses of the same, designate the areas to improve and

establish corrective measures. The faculty quality managers then measure the effects

of the corrective measures introduced.

The projects are prepared in the format established by the rector's commissioner for

quality assurance, and are made available to the rector's commissioner for quality

assurance in electronic form.

3.3 Questionnaire-based surveys in the process of faculty-level self-

assessment

The questionnaire-based surveys should be completed by persons engaged in teaching at

the University of Debrecen, while the questionnaire for measuring student satisfaction

should be completed by the students.

Persons in each group receive the questionnaires in electronic form.

Obligations related to completing questionnaires:

The student satisfaction questionnaires are completed by students once a year.

Questionnaires on the satisfaction of graduates are completed by graduates in the

1st, 3rd and 5th year after graduating.

Persons engaged in teaching complete the self-assessment questionnaire every five

years.

The questionnaire-based surveys related to partners are conducted by the faculty

quality managers at least once every two years.

The questionnaires and sample questionnaires provide an opportunity for the

faculties to raise additional, special questions. In addition to the centrally initiated



annual measurements, the faculties may also conduct further measurements,

ordered by the dean, subject to the prior approval of the rector's commissioner for

quality assurance.



4 Institutional self-assessment

Institutional self-assessment is based on faculty self-assessments. The results of the faculty

self-assessments are summarised by the rector's commissioner for quality assurance, who

then prepares the aggregate material serving as the basis of the institutional self-

assessment.

The suggested set of criteria for the institutional self-assessment can be found in the quality

assessment guidelines of the Hungarian Accreditation Committee.

On the basis of the results, the rector’s commissioner for quality assurance, jointly with the

university’s Quality Improvement Committee, prepares the institutional quality improvement,

which is to be approved by the Senate.



Annex I: Quality assurance procedure concerning the

launching of study programmes.



The University of Debrecen launches higher-level vocational trainings, bachelor’s, master’s

and undivided degree programmes, as well as postgraduate specialist training courses. The

launching of individual study programmes should be initiated by the relevant professional

community, university department/institute. The administration of the faculty discusses the

study programmes proposed and makes a decision concerning the justification of the new

programme, as well as on the commencement of the preparations and the elaboration of

the detailed documents for the launching of the new programme.

On the basis of the academic and exit requirements issued in the relevant provision of law

in effect, under the leadership of the person put in charge of the study programme, the draft

version of the document required to be submitted to the Hungarian Accreditation Committee

for the launching of new programmes is drawn up. This document contains comprehensive

details concerning the content of the programme, its personal conditions, as well as

information on the academic background and infrastructural conditions of the launching of

the new programme. In the case of postgraduate specialist training courses, the

requirements of Ministerial Decree 10/2006 (IX. 25.) OKM, as well as the academic and exit

requirements published by the Educational Authority are applicable.

Prior to the decision of the Faculty Council, the education/academic committee of the faculty

should deliver its opinion on the document. After the positive opinion of the Faculty Council,

the university’s Committee of Education and Student Affairs, as the body in charge of

preparing decisions for the Senate, provides its opinion on the application, in the course of

which the programme officers of the faculties participating or with an interest in the

programme also provide their opinions. In case of a decision of support by the committee,

after due preparation by the Rector’s Council, the Senate should decide on the application

for launching the study programme. If the committee or the Rector’s Council does not

support the initiative, the application is sent back to the faculty/department level for further

consultation and the implementation of the proposed changes.

Before the opinions and the official positions of the Faculty Council and the Senate are

formulated, the justification of the new study programme from the point of view of the labour

market, student recruitment, and the study programme offering of the university, as well as

compliance with the requirements of content and form, and the satisfaction of the quality

requirements at a high-level should are be considered.



After a positive decision by the Senate, the documents prepared should be submitted to the

Educational Authority, while observing all formal rules. In case of the launching of a

bachelor’s or master’s programme or a higher level vocational training, the Educational

Authority obtains the opinion of the Hungarian Accreditation Committee. In case of a

decision of the Educational Authority rejecting the application and a new application being

submitted, the entire internal procedure should be conducted from the departmental level all

the way to the Senate.

The decision of the Educational Authority is forwarded from the rector’s level to the faculty

level, and from there to the competent person and department in charge of the proposed

study programme.

After the receipt of the necessary positive decisions, the degree programme, higher level

vocational training or postgraduate training course may be included in the publication listing

the available study programmes, under the Study Programmes of the University of

Debrecen.

Each June, the Senate discusses the study programmes of the university, with the basic

document including a short description of each programme launched in the next academic

year, covering all essential elements of these programmes. Before the Senate would

approve the study programmes, the faculty councils and the university’s Committee of

Education and Student Affairs also provide their opinions on them. The basic document is

drawn up by the person and the department in charge of the programme, in compliance with

the established formal requirements. The annual review of the study programme ensures

that by taking student opinions, demands provided in the form of feedback from employers,

and of course also the experiences of the teaching staff into consideration, the programmes

can be made more up to date and of even higher quality. In the preparatory phase of a study

programme, there is particular importance attached to the periods when the experiences of

the first year of students completing that programme are summarised, and on the basis of

these the introduction of more radical changes may be justified. The whole of the approved

study programme is available on the university’s website, and their parts on the individual

faculty’s websites, as well as in academic-related publications and information materials on

the degree programmes.



Changes in the educational strategy, new or modified labour market needs, the summarising

and evaluation of the experiences of graduated students, or measurements of satisfaction

may justify adjustments in the content of the study programmes, changes in the set of

preliminary conditions, or the development of the methodology of the theoretical or practical

components of the programme.

Prepared by

University of Debrecen, Directorate of Education

Approval together with this Manual



Annex II: Sample questionnaire for measuring student

satisfaction



EvaSys 2017 - University of Debrecen, Student Questionnaire Electric Paper Method of marking responses: Please use a pen or a pointed felt-tip pen. The questionnaire will be processed automatically. Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here.

Dear Student,

By completing this questionnaire, you support our institution in its effort to receive first-hand information on its programmes and services. A key element of the Graduate Career Tracking Programme is to collect and analyse the experiences of current and former students in the interest of such feedback contributing to the improvement of the knowledge and skill sets provided by our institution to our graduates. By way of completing this questionnaire, you can also contribute to making our institution more successful and the degrees issued more valuable. Of course, we will handle your responses anonymously. T h a n k y o u f o r y o u r t i m e ! 1. General questions 1.1 What is your sex? □ male □ female 1.2 Where do you live?

□ Budapest □ Békés county □ Fejér county □ Heves county □ Nógrád county □ Szabolcs-Szatmár-Bereg county □ Veszprém county

□ Bács-Kiskun county □ Borsod-Abaúj-Zemplén county □ Győr-Moson-Sopron county □ Jász-Nagykun-Szolnok county □ Pest county □ Tolna county □ Zala county

□ Baranya county □ Csongrád county □ Hajdú-Bihar county □ Komárom-Esztergom county □ Somogy county □ Vas county □ Abroad

1.3 At which faculty of the institution do you study? (If you study at more than one faculty, think of the studies that you consider more important, your major.)

□ Faculty of Law □ Faculty of Health □ Faculty of Child and Adult Education □ Faculty of Agricultural and Food Sciences and Environmental Management □ Faculty of Science and Technology

□ Faculty of General Medicine □ Faculty of Dentistry □ Faculty of Pharmacy □ Faculty of Engineering □ Faculty of Music

□ Faculty of Arts and Humanities □ Faculty of Economics □ Faculty of Informatics □ Faculty of Public Health

1.4 Which area does your chosen degree programme belong to?

□ agricultural sciences □ informatics □ art □ medical and health sciences □ social sciences

□ arts and humanities □ art mediation □ pedagogy □ natural sciences

□ economics □ engineering □ national defence and military studies □ sports science

1.5 The level of your chosen programme?

□ traditional university programme □ bachelor’s programme (BA/BSc) □ doctoral programme (PhD/DLA)

□ traditional college programme □ uniform and undivided programme (programmes in law, medicine started after 2006) □ other tertiary-level programme

□ vocational higher education □ master’s programme (MA/MSc)

1.6 Are you taking part in the dual training programme started by the University of Debrecen?

□ yes □ no

KÓD HIÁNYZIK



EvaSys 2017 - University of Debrecen - Student Questionnaire Electric Paper

1. General questions (Continued) 1.7 Your expected net monthly average earnings in thousand HUF (e.g.: 140):

_ _ _ _ thousand HUF

2. The importance of work-related attitudes Please mark how important in your opinion the following attitudes are in the selection of the work force? ( 1= n o t i m po r t a n t a t a l l ; 2= u n im p o r t a n t 3 = n e i t h e r i m p or t a n t , n o r un i mp o r t a n t ; 4 = i m p o r t a n t ; 5= v e r y im p o r t a n t ; 0 = no o p in i o n )

1 2 3 4 5 0

2.1 characterised by an optimistic attitude □ □ □ □ □ □

2.2 pays attention to details during the performance of work □ □ □ □ □ □

2.3 acts firmly and confidently in a performance situation □ □ □ □ □ □ 2.4 is able to represent his/her interests and position efficiently vis-a-vis

others □ □ □ □ □ □

2.5 strives to lead and obtain control in a group □ □ □ □ □ □

2.6 is characterised by the intention to cooperate in a conflict situation □ □ □ □ □ □

2.7 is able to establish rapport with strangers □ □ □ □ □ □

2.8 is motivated by hard tasks □ □ □ □ □ □

2.9 is ambitious and motivated by the possibility of moving forward □ □ □ □ □ □

2.10 is characterised by an analytical decision-making style □ □ □ □ □ □ 2.11 is unable to make decisions in unknown situations that are different from the routine □ □ □ □ □ □ 2.12 has high expectations in connection with the quality of his/her own performance □ □ □ □ □ □

2.13 can effectively deal with stress at the workplace □ □ □ □ □ □

3. Satisfaction with the development of knowledge and skills Please consider how satisfied you are with the way in which the faculty teaches and develops the following areas of knowledge and skills. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed ; 3= n e i t h e r s a t i s f i e d no r d i s s a t i s f i ed ; 4= s a t i s f i e d ; 5 = v e r y s a t i s f i e d ; 0= N o o p i n i on

1 2 3 4 5 0

3.1 professional theoretical fundamentals □ □ □ □ □ □

3.2 practical proficiency in the profession □ □ □ □ □ □

3.3 computer skills □ □ □ □ □ □

3.4 foreign language skills □ □ □ □ □ □

3.5 ability to work on one’s own □ □ □ □ □ □

3.6 ability to work in a team □ □ □ □ □ □

3.7 organizing skills □ □ □ □ □ □

3.8 communication skills □ □ □ □ □ □

3.9 problem-solving skills □ □ □ □ □ □

3.10 precise work □ □ □ □ □ □

3.11 the usefulness of the knowledge acquired at the university □ □ □ □ □ □

3.12 the quality of the education (overall) □ □ □ □ □ □ KÓD HIÁNYZIK



EvaSys 2017 - University of Debrecen - Employees’ questionnaire Electric Paper

3. Satisfaction with the development of knowledge and skills (continued) 1 2 3 4 5 0

3.12 the quality of the education (overall) □ □ □ □ □ □

4. Infrastructure Please consider how satisfied you are with the following. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed ; 3= n e i t h e r d i s s a t i s f i ed , n o r s a t i s f i ed ; 4= m os t l y s a t i s f i ed ; 5= c o m p l e t e l y s a t i s f i e d ; 0 = n o op i n i o n )

1 2 3 4 5 0

4.1 the physical/tangible conditions of education □ □ □ □ □ □

4 2 the condition and overall appearance of the buildings □ □ □ □ □ □

5. Services Please consider how satisfied you are with the following. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed ; 3= n e i t h e r d i s s a t i s f i ed , n o r s a t i s f i ed ; 4= m os t l y s a t i s f i ed ; 5= c o m p l e t e l y s a t i s f i e d ; 0 = n o op i n i o n )

1 2 3 4 5 0

5.1 dormitory related services □ □ □ □ □ □

5 2 sports related services □ □ □ □ □ □

5.3 Student Administration Center/ Registry Office administration related services

□ □ □ □ □ □ 5 2 Departmental/lnstitutional administration related services

□ □ □ □ □ □

:::::::::::::::::::::::::::::::::::::::::::::::::::::

Thank you for completing our survey! You can finalize your answers by clicking on the "Submit" button. Depending on the speed of the internet, the saving of the data in our database may take a few seconds.

Please wait until the appearance of the message indicating the end of the data saving.



Annex III: Questionnaire for measuring teacher feedback



Annex IV: Questionnaire for measuring

feedback from graduates



HIÁNYZIK A megjelölés módja blokk Dear Former Student, We have contacted you in the framework of our Graduate Career Path Tracking research. In the following, we would like to ask you some questions related to your career and studies after graduating from our institution, in order to know how our graduates fared in the world of work. The results of our survey will help us determine how effective our work is, and it also provides information for our current students in terms of what to expect after graduation. O f c o u rs e , w e w i l l ha n d le y o u r r e s p o ns e s a n o ny m o us l y . T h a n k y o u f o r y o u r t i m e ! 1.1 What is your sex? □ male □ female 1.2 Where do you live?

□ Budapest □ Békés county □ Fejér county □ Heves county □ Nógrád county □ Szabolcs-Szatmár-Bereg county □ Veszprém county

□ Bács-Kiskun county □ Borsod-Abaúj-Zemplén county □ Győr-Moson-Sopron county □ Jász-Nagykun-Szolnok county □ Pest county □ Tolna county □ Zala county

□ Baranya county □ Csongrád county □ Hajdú-Bihar county □ Komárom-Esztergom county □ Somogy county □ Vas county □ Abroad

1.3 At which faculty of the institution do you study? (If you study at more than one faculty, think of your studies that you consider more important, your major.)

□ Faculty of Law □ Faculty of Health □ Faculty of Child and Adult Education □ Faculty of Agricultural and Food Sciences and Environmental Management □ Faculty of Science and Technology

□ Faculty of General Medicine □ Faculty of Dentistry □ Faculty of Pharmacy □ Faculty of Engineering □ Faculty of Music

□ arts and humanities □ Faculty of Economics □ Faculty of Informatics □ Faculty of Public Health

1.4 Which area does your chosen degree programme belong to?

□ agricultural sciences □ informatics □ art □ medical and health sciences □ social sciences

□ arts and humanities □ art mediation □ pedagogy □ natural sciences

□ economics □ engineering □ national defence and military studies □ sports science

1.5 The level of your chosen programme?

□ traditional university programme □ bachelor’s programme (BA/BSc) □ doctoral programme (PhD/DLA)

□ traditional college programme □ uniform and undivided programme (programmes in law, medicine started after 2006) □ other tertiary-level programme

□ vocational higher education □ master’s programme (MA/MSc)

1.6 Are you taking part in the dual training programme started by the University of Debrecen?

□ yes □ no

HIÁNYZIK a KÓD



EvaSys 2017 - University of Debrecen - Student questionnaire Electric Paper

1. General questions (Continued) 1.7 In which year did you graduate? (If you graduated from more than one degree programme, think of your studies that you consider your major.)

□ 2005 □ 2006 □ 2007 □ 2008 □ 2009 □ 2010 □ 2011 □ 2012 □ 2013 □ 2014 □ 2015 □ 2016 □ 2017

1.8 After graduation, you...

□ continued to study □ started to work □ continued to study while working

1.9 How long after graduation did you find a job?

□ immediately □ within 3 months □ within 6 months □ within 12 months □ within 18 months □ not even by now

1.10 What is the level of your position in your current/last job? I f y o u h a d s e v e r a l p os i t i o ns , p l e a s e i nd i c a t e t h e t h e m os t re c e n t o ne .

□ Top manager □ Mid-level manager □ Other manager □ Employee □ Sole trader/proprietor, self-employed

1.11 Taking your main job and secondary activities into consideration, what is your average monthly net income (after taxes)?

P l e as e en t e r t h e a m o u n t i n u n i t s o f t h o us a n d H U F, a nd i n ad d i t i o n t o y ou r ac t u a l m o n t h l y s a l a r y , a l s o t a k e i n t o c o n s i d e r a t i on t he m o n t h l y p ec u n i a ry v a l u e o f y o u r f r i ng e b en e f i t s , b o n us es , aw a r ds , e t c .

_ _ _ _ thousand HUF 2. The importance of work-related attitudes Please mark how important in your opinion the following attitudes are in the selection of the work force? ( 1 = n o t i m po r t a n t a t a l l ; 2 = un im p o r t a n t ; 3 = ne i t h e r i mp o r t a n t , n o r u n i m p or t a n t ; 4 = i m p o r t a n t ; 5= v e r y i m p o r t a n t ; 0= n o o p i n i on )

1 2 3 4 5 0



2.3 acts firmly and confidently in a performance situation □ □ □ □ □ □ 2.4 is able to represent his/her interests and position efficiently vis-a-vis others □ □ □ □ □ □

2.5 strives to lead and obtain control in a group □ □ □ □ □ □

2.6 is characterised by the intention to cooperate in a conflict situation □ □ □ □ □ □


2.8 is motivated by hard tasks □ □ □ □ □ □

2.9 is ambitious and motivated by the possibility of moving forward □ □ □ □ □ □


2.13 can effectively deal with stress at the workplace □ □ □ □ □ □ 3. Satisfaction with the development of knowledge and skills

HIÁNYZIK A KÓD



EvaSys 2017 - University of Debrecen - Student questionnaire Electric Paper

3. Satisfaction with the development of knowledge and skills (continued)

Please consider how satisfied you are with the way in which the faculty taught and developed the following areas of knowledge and skills. ( 1 = n o t s a t i s f i e d a t a l l ; ( 2 = d i s s a t i s f i e d ; 3 = n e i t h e r s a t i s f i e d n o r d i s s a t i s f i e d ; 4 = s a t i s f i e d ; 5 = v e r y s a t i s f i e d ; 0= N o o p i n i on

1 2 3 4 5 0

3.1 theoretical foundations of the profession □ □ □ □ □ □









3.10 precise work □ □ □ □ □ □

3.11 the usefulness of the knowledge acquired at the university □ □ □ □ □ □

3.12 the quality of the education (overall) □ □ □ □ □ □ 4. Infrastructure Please consider how satisfied you were with the following. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed , 3= n e i t h e r d i s s a t i s f i ed , n o r s a t i s f i ed ; 4= m os t l y s a t i s f i ed ; 5= c o m p l e t e l y s a t i s f i e d ; 0 = n o op i n i o n )

1 2 3 4 5 0

4.1 the physical/tangible conditions of education □ □ □ □ □ □

4 2 the condition and overall appearance of the buildings □ □ □ □ □ □

5. Services Please consider how satisfied you were with the following. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed , 3= n e i t h e r d i s s a t i s f i ed , n o r s a t i s f i ed ; 4= m os t l y s a t i s f i ed ; 5= c o m p l e t e l y s a t i s f i e d ; 0 = n o op i n i o n )

1 2 3 4 5 0

5.1 dormitory-related services □ □ □ □ □ □

5 2 sports–related services □ □ □ □ □ □

5 3 services of the Student Services Centre / Registrar’s Office □ □ □ □ □ □

5 4 administrative services at Faculty/institution □ □ □ □ □ □

Thank you for completing our survey! You can finalize your answers by clicking on the "Submit" button. D e p e n d i n g o n t he s pe e d o f t he i n t e r n e t , t h e s a v i n g o f t he da t a i n o u r d a t ab a s e m a y t a k e a f e w s ec o n ds .

P l e as e w a i t u n t i l t h e a p p e a r an c e o f t he m e s s a g e i n d i c a t i n g t h e e nd o f t h e d a t a s av i ng .

HIÁNYZIK A KÓD



Annex V: Questionnaires for labour market measurements



EvaSys 2017 - University of Debrecen - Satisfaction of labour-market stakeholders Electric Paper

Method of marking responses: Please use a pen or a pointed felt-tip pen. The questionnaire will be processed automatically. Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here. HIÁNYZIK A JELMAGYARÁZAT Dear Leader, Dear Partner, The University of Debrecen gives particular attention to creating programmes that correspond to the needs of the labour market. We wish to help our students in finding jobs by way of developing competences that are important for you. We kindly request your assistance in the above efforts by way of completing the following questionnaire.

1. General questions 1.1 I n c a s e y o u ha v e e m p l oy e es g r a du a t ed f ro m m o r e t h an on e f ac u l t y o f t h e U n i v e r s i t y o f D e b r ec e n , p le a s e p r ov i d e y o u r re s p on s es i n t h e w h o l e o f t h e q u es t i o n n a i r e w i t h r e s p ec t t o y ou r e m p l o y e e s f r o m t h e f a c u l t y w i t h mo s t g r a du a t es a t y ou r o rg a n i s a t i o n . Please select from the following list:

□ Faculty of Law □ Faculty of General Medicine □ Faculty of Arts and Humanities

□ Faculty of Health □ Faculty of Dentistry □ Faculty of Economics

□ Faculty of Child and Adult Education □ Faculty of Pharmacy □ Faculty of Informatics

□ Faculty of Agricultural and Food Sciences and Environmental Management

□ Faculty of Engineering □ Faculty of Public Health

□ Faculty of Science and Technology □ Faculty of Music 1.2 County (where your company/institution operates): □ Budapest □ Bács-Kiskun county □ Baranya county

□ Békés county □ Borsod-Abaúj-Zemplén county □ Csongrád county

□ Fejér county □ Győr-Moson-Sopron county Hajdú-Bihar County

□ Heves county □ Jász-Nagykun-Szolnok county □ Komárom-Esztergom county

□ Nógrád county □ Pest county □ Somogy county

□ Szabolcs-Szatmár-Bereg county □ Tolna county □ Vas county

□ Veszprém county □ Zala county 1.3 From among the following options, please indicate the sector in which your company/institution operates.

□ Agriculture, wildlife, forestry, fisheries management

□ Mining □ Processing industry

□ Electricity, gas, steam and water supply

□ Construction □ Commerce and repair services

□ Accommodation and catering services

□ Transport, warehousing, postal and telecommunication services

□ Financial intermediation

□ Real estate, business services □ Public administration, defence; compulsory social security

□ Education

□ Health and social services □ Other community personal services □ Other

□ Food processing industry

HIÁNYZIK A KÓD




1. General questions (Continued)

1.4 What is the legal form of your organization (company, institution)?

□ Bt. (limited partnership) □ Kft. (limited liability company) □ Zrt., Nyrt. (private or public limited company)

□ Foundation, association □ Sole trader/proprietor, self-employed, other individual private activity

□ Other

1.5 How many employees does your organization have? (P le a s e p r ov i de t h e l a r g es t h e a dc o un t f o r t h e e n t i r e ( p a r en t ) c o m pa n y o r i n s t i t u t i o n . F o r ex a m p l e , i n c a s e o f a l a r g e c o r p o r a t i o n o r m u l t i n a t i o n a l c o mp a n y , p r o v i d e t h e h e a dc o u n t f o r t h e e n t i r e e n t i t y , n o t o n l y f o r t h e g i v en b ra n c h . I f y o u a re a s o le t ra d e r / p r op r i e t o r , p l e a s e m a rk t h e f i r s t op t i o n . )

1-2 persons 3-4 persons 5-9 persons 10-19 persons 20-49 persons 50-99 persons 100-249 persons 250-999 persons Over 1000 persons

2. Criteria or labour selection Please evaluate the importance of the following criteria as they are generally taken into consideration in the course of the selection of the graduate labour force. ( 1 = n o t i m po r t a n t a t a l l ; 2 = un im p o r t a n t 3= n e i t h e r i m p or t a n t , n o r u n i m p o r t a n t ; 4= i m po r t an t ; 5 = v e ry i m po r t an t ; 0 = n o o p i n i on )

1 2 3 4 5 0

2.1 Previous work experience □ □ □ □ □ □

2.2 Excellent resume/CV □ □ □ □ □ □ 2.3 Personal impression at the job interview

□ □ □ □ □ □ 2.4 Academic results, the final grade of the degree

□ □ □ □ □ □ 2.5 The prestige of the institute of higher education granting the degree □ □ □ □ □ □

3. The importance of work-related attitudes Please mark how important in your opinion the following attitudes are in the selection of the work force? ( 1 = n o t i m po r t a n t a t a l l ; 2 = un im p o r t a n t 3= n e i t h e r i m p or t a n t , n o r u n i m p o r t a n t ; 4= i m po r t an t ; 5 = v e ry i m po r t an t ; 0 = n o o p i n i on )

1 2 3 4 5 0



3.3 acts firmly and confidently in a performance situation □ □ □ □ □ □ 3.4 is able to represent his/her interests and position efficiently

vis-a-vis others □ □ □ □ □ □

3.5 strives to lead and obtain control in a group □ □ □ □ □ □ 3.6 is characterised by the intention to cooperate in a conflict

situation □ □ □ □ □ □

HIÁNYZIK A KÓD




3. The importance of work-related attitudes

1 2 3 4 5 0


3.8 is motivated by hard tasks □ □ □ □ □ □ 3.9 is ambitious and motivated by the possibility of moving

forward □ □ □ □ □ □


3.13 can effectively deal with stress at the workplace □ □ □ □ □ □

4. Satisfaction with the development of knowledge and skills Please consider how satisfied you are with the way in which the faculty taught and developed the following areas of knowledge and skills. ( 1 = n o t s a t i s f i e d a t a l l ; 2 = d i s s a t i s f i ed ; 3= n e i t h e r s a t i s f i e d no r d i s s a t i s f i ed ; 4= s a t i s f i e d ; 5= v e ry s a t i s f i e d ; 0 = n o o p i n i on )

1 2 3 4 5 0

4.1 theoretical foundations of the profession □ □ □ □ □ □









4.10 precise work □ □ □ □ □ □ 4.11 the usefulness of the knowledge acquired at the university □ □ □ □ □ □

4.12 the quality of the education (overall) □ □ □ □ □ □

5. Further education, note 5.1 Does your company participate in a dual education/training programme with the University of Debrecen? □ yes □ no 5.2 Please explain if there is anything else you consider important in connection with the topic, but we did not ask about.

HIÁNYZIK A KÓD




5. Further education, comments (Continued)

5.3 Please share any recommendations you have for the development of the training portfolio of the faculty/university.

Thank you for completing our survey! You can finalize your answers by clicking on the "Submit" button. D e p e n d i n g o n t he s pe e d o f t he i n t e r n e t , t h e s a v i n g o f t he da t a i n o u r d a t ab a s e m a y t a k e a f e w s ec o n ds .

P l e as e w a i t u n t i l t h e a p p e a r an c e o f t he m e s s a g e i n d i c a t i n g t h e e nd o f t h e d a t a s av i ng .

Annex VI: Providing opinions on the quality of teacher’s work



The regulation for the surveying of students’ opinions on the quality of teachers’ work

is valid since 29 June 2000.

The faculties perform their measurements and assessments accordingly.

The EvaSys software, purchased and introduced at the University of Debrecen, makes it

possible for faculties to perform both paper-based and on-line measurements. The faculties

need to determine the types and practice of the measurements in their own regulations. The

present Manual provides a sample procedure, which the faculties may follow.

1. It is expedient that the questionnaires be completed in the first three weeks of the

course period.

2. The administration of the faculty designates 6 to 8 courses per programme in each

year for which they wish to have the measurements performed.

3. Whether done in a paper-based or on-line formats, the surveys can be evaluated

immediately with the use of the software.

4. Recommendations concerning access to the evaluations at each faculty:

a. the dean, vice deans and the president of the Student Government can have

access to all evaluations;

b. heads of departments can access and analyse the measurement results

pertaining to their own departments, and should take the necessary measures

accordingly.

This Manual only offers sample questionnaires for the faculties. Additional questions may

be added at any faculty, and the faculties may also add “omnibus” questions.



EvaSys 2017 - Student evaluation of the teaching staff Electric Paper

Method of marking responses: Please use a pen or a pointed felt-tip pen. The questionnaire will be processed automatically. Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here. HIÁNYZIK A JELMAGYARÁZAT 1. The purpose of surveying student’s opinions on the work of the teaching staff is to provide feedback on how students evaluate their teacher’s work in terms of building the foundations of their own individual development, to provide input for the assessment of the performance of expectations by the supervisors of the teaching staff, as well as to support the development of the courses. While completing the questionnaire is voluntary, we ask all students to contribute to the achievement of the above objectives. 1.1 In what type of course did you encounter the teacher? □ lecture □ practice/seminar/specialised course 1.2 What percentage of the given teacher’s classes did you attend? □ 0-20% □ 21-40% □ 41-60% □ 61-80% □ 81-100% 1.3 What percentage of the classes did the teacher actually teach? □ 0-20% □ 21-40% □ 41-60% □ 61-80% □ 81-100% E v a l u a t e t he f o l l ow i ng o n a s c a l e o f 1 t o 5 ( 0= n o o p i n i o n ) 1= v e r y ba d . . . 3 = me d i u m. . . 5 = ex c e l l e n t , f u l l y c o r r es p o nd e d t o m y n e e ds )

1 2 3 4 5 0

1.4 How well-prepared was the teacher for the classes? □ □ □ □ □ □ 1.5

How easy was it to understand the material taught by the teacher? □ □ □ □ □ □

1.6 How easy was it to understand what the teacher was saying? □ □ □ □ □ □

17 To what extent was it possible to take good notes at the classes? □ □ □ □ □ □

1.8 How interesting and attention-raising were the teacher’s classes? □ □ □ □ □ □

1.9 To what extent did the classes help in learning the course materials? □ □ □ □ □ □

1.10 To what extent did the teacher provide notes or other study materials for his/her subject? □ □ □ □ □ □

1.11 To what extent did the teacher provide his/her own notes or study materials for the subject? □ □ □ □ □ □

1.12 To what extent did the notes (if any) help in learning the materials of the course? □ □ □ □ □ □

1.13 What was the teacher’s attitude toward the students? □ □ □ □ □ □ 1.14 How flexible was the teacher in relating to student

requests? □ □ □ □ □ □ 1.15 To what extent was there a harmony between the course

requirements, the testing and the grade received? □ □ □ □ □ □

1.16 To what extent did the teacher strive to thoroughly assess your knowledge? □ □ □ □ □ □

1.17 How did you find the atmosphere at the oral examination? □ □ □ □ □ □ 1 18 If there was a written end-term examination (i.e. Not during

the semester), to what extent were the questions straightforward?

□ □ □ □ □ □

1.19 If there was a written end-term examination (i.e. Not during the semester), to what extent were the questions in line with the course materials?

□ □ □ □ □ □

HIÁNYZIK A KÓD



Annex VII: The quality assurance sub-system pertaining to adult education at the University of Debrecen, in compliance

with Ministerial Decree 58/2013 (XII.13) NGM



QUALITY POLICY FOR ADULT EDUCATION

It is the aim of the administration of the University of Debrecen to ensure that its adult education activities be characterised by quality, efficiency, reliability and activity. With a view to the provisions of Ministerial Decree 58/2013. (XII. 13.) NGM, the university wishes to train professionals who are as highly qualified as possible. For the purpose of achieving these objectives, the University of Debrecen:

- extends and operates its quality assurance system also in the area of adult education activities;

- selects its staff involved in adult education with a view to performing the tasks

related to adult education and training, as well as the organisation of the same in accordance with the relevant statutory requirements;

- places much emphasis on the preparation of staff members involved in the

organisation and implementation of adult education programmes, and in the efficient application of their capabilities, supporting their professional development with the available resources;

- on the basis of the feedback concerning satisfaction from stakeholders involved

in adult education, transposes the proposed developments into practice as soon as possible;

- shapes its quality policy, as well as its quality-related objectives, in the area of

adult education, with the involvement of its employees and other participants, and communicates to them the version approved by the administration;

- review its up-to-date status regularly during the self-assessment procedure.

In the interest of achieving a uniform level of quality, the administration of the university encourages the employees to:

- be increasingly demanding toward themselves and their own work; - become familiar with the quality policy; - continuously expand their knowledge.

The administration of the University of Debrecen commits itself and undertakes an active role in the operation and development of the quality assurance system, and expects the same commitment from all employees.

Debrecen, 11 January 2016

………………………. Dr. Elek Bartha

Vice-rector for academic affairs



Procedure E/1: Documents pertaining to quality policy

The quality policy of the University of Debrecen is described in Chapter 2 of the present

Manual, prepared in accordance with the relevant European Standards.

1. The purpose of the procedure

The purpose of the present procedure is to regulate the preparation of the quality policy of

the University of Debrecen, in accordance with the quality assurance system pertaining to

adult education.

Description of the process

Responsible

person

Related memorandum, data, document

1. The implementation and the review of the quality

policy

The University of Debrecen formulated its quality policy in

accordance with the mission and strategic objectives of the

university. The formulated policy is included in the Quality

Assurance Manual of the University of Debrecen, which is

accessible to all citizens of the university. The

implementation of the quality policy is monitored and

reviewed by the rector's commissioner for quality

assurance and the university’s Quality Improvement

Committee. The necessary amendments of the Manual

are introduced by the rector's commissioner for quality

assurance, with the opinions of the Quality Improvement

Committee obtained, subject to the approval of the Senate,

and signed by the rector of the university.

Rector’s

commissioner for

quality assurance

Quality Assurance

Manual of the

University of

Debrecen

Chapter 2

Chapter 5.4.1

2. The institutional strategy related to quality

The university specifies its quality assurance system

based on the stipulations of the National Higher Education

Act, as in effect, the criteria of the Hungarian Accreditation

Committee, and the guidelines of the Ministry of Human

Capacities, and also in consideration of the European

standards of quality assurance in higher education, as well

as Ministerial Decree 58/2013 (XII.13.) NGM on the quality

assurance system pertaining to adult education The

administration of the university is committed to operating

and developing the quality assurance system.

Rector

Rector’s

commissioner for

quality assurance

Quality Assurance

Manual of the

University of

Debrecen

Chapter 1

Chapter 5.4.1




Responsible

person


3. The responsibilities of the institution’s

organisational units and employees related to quality

assurance

The quality assurance system of the university, in

consideration of the tasks specified in the Deed of

Foundation, is a conscious and organized activity involving

the university as a whole, which serves the realization of

the objectives specified in the quality policy of the

university and which primarily focuses on satisfying the

needs of direct and indirect partners, with special attention

to all persons participating in adult education programmes

(irrespective of their form of financing and the program in

which they participate), the employers, clients of research

and other services, and the international and Hungarian

professional and academic communities. The

documentation system of the quality assurance system is

prepared by the director of quality assurance and

approved by the Senate, taking into consideration the

opinion of the Quality Improvement Committee of the

Senate.

Quality assurance and quality improvement based on this

activity is the duty of all teachers, researchers, and

employees of the university. All persons should perform

their job-related duties in a quality that ascertains that the

university’s accomplishments are always in harmony with

the objectives specified in the quality policy.

The rector’s commissioner for quality assurance

supervises the operation of the University’s quality

assurance system, and his work is assisted by quality

managers at each faculty.

Rector

Rector’s

commissioner for

quality assurance

Faculty quality

managers

Rector

Rector’s

commissioner for

quality assurance

Faculty quality

managers:

Quality Assurance

Manual of the

University of

Debrecen

Chapter 4


Responsible

person


4. The method of involvement of stakeholders in study

programmes into the implementation of the quality

assurance efforts



Quality assurance and quality improvement based on this

activity is the duty of all teaching staff at the university.

All persons should perform their job-related duties in a

quality that ascertains that the university’s

accomplishments are always in harmony with the

objectives specified in the quality policy.

The teachers in adult education programmes consists of

the teaching staff of the University of Debrecen, as well as

other, external specialists, if necessary, who comply with

the relevant requirements.

Adult learners participating in adult education programmes

should actively participate in the implementation of the

quality assurance process, which appears in the

measurement of satisfaction on the level of indicators.

The quality assurance system of the University of

Debrecen is based on organisational self-assessment; the

relevant results of the self-assessments (measurements of

satisfaction) are publicly accessible to teachers, and the

feedback system of the university serves as a foundation

for the processes of development. It is necessary to assign

to the quality characteristic (indicator) the target value

desired to be achieved by way of the relevant content

element (procedure). The target values are determined

annually, at the same time when the quality objectives are

set, in the framework of a review by the administration. The

achievement of the target values assigned to the indicator

is examined in the course of reviews by the administration.

Rector

Rector’s

commissioner for

quality assurance

Faculty quality

managers

Quality Assurance

Manual of the

University of

Debrecen

Chapter 6

3. Qualitative characteristics (indicators)

Results of satisfaction measurement

4. Documents generated

Quality policy



Procedure E/2: Quality assurance documents related to study programmes


The purpose of the present procedure is to regulate the design and review of the course

materials in the area of adult education at the University of Debrecen, the provision of the

personal, physical and financial resources, the monitoring of the progress and the

performance of the participants, the feedback of opinions from the labour market, and the

process related to the publicity of the study programmes.


Responsible

person


1. The procedure for the design and review of study

programme and course materials

The study programme is prepared by the unit

(faculty/institute/department/centre) that wishes to launch

it, obtains a preliminary qualification by an adult education

expert, and has it signed by the university’s officer in

charge of adult education programmes and the person

authorised to represent the institution.

The unit provides for the availability of the personal,

physical and financial resources necessary for the

implementation of the programmes.

The procedural fee for the permitting applicable to the

circle of the programme is paid from a central budget,

while the procedural fee applicable to the study

programmes is paid from the financial resources allocated

to the units.

The competent unit informs the university’s vice rector for

academic affairs, in an application, concerning the study

programme for which they wish to obtain a permit, and the

vice rector decides on the permitting procedure for the

study programme, in agreement with the officer in charge

of adult education programmes.

The permitting procedure takes place via an on-line

interface, and the officer in charge of adult education

programmes is responsible for uploading the necessary

documents.

Vice-rector for

academic affairs

Officer in charge

of adult education

programmes

Study programme

officers

Quality Assurance

Manual of the

University of

Debrecen

University of

Debrecen

Academic and

Examinations

Regulation



The vice-rector for academic affairs makes arrangements

for the publication of the data of the permitted study

programmes on the website of the institution.

The decision on the launching of an approved study

programme is made by the vice-rector for academic

affairs, in agreement with the officer in charge of adult

education programmes.


Responsible

person


1. The procedure for the design and review of study

programme and course materials (continued)

The study programmes are designed, and the course

materials are prepared by the (faculty/institute/

department/centre). The programme officer is in charge of

the study programme, and is also responsible for the

preparation of the course materials and the professional

materials. The programme officer consults with the

university’s officer in charge of adult education concerning

the prepared course materials. At the end of each of study

programme, the person in charge of the study programme

will conduct a measurement of satisfaction among the

participants of the programme. The Directorate of Quality

Assurance of the University of Debrecen conducts the

labour market surveys centrally, the results of which are

made available to the person in charge of the study

programme. On the basis of the evaluation of the two

measurements, the programme officer may initiate a

development of the course materials, in consultation with

the officer in charge of adult education programmes

Officer in charge

of adult education

programmes

Study programme

officers

Descriptions of

study programmes

Curriculum tables

Curricula

Course materials

2. The provision of personal and physical conditions,

and financial resources for necessary for the

implementation of study programmes

Within the University of Debrecen, study programmes

belong to the unit (faculty/institute/department/centre)

launching them. It is the obligation of these units to provide

the personal and physical conditions, as well as the

financial resources necessary for the implementation of

the study programmes. Our institution launches self-

financing and sponsored adult education programmes,

Officer in charge

of adult education

programmes

Study programme

officers

Quality Assurance

Manual of the

University of

Debrecen

Descriptions of

study programmes

Study programmes



and these study programmes are provided at a price and

launched with a number of participants that allow operating

them economically. It is the obligation of the study

programme officer to ensure that in case of theoretical

components of programmes in the “A” and “B” circles of

study programmes, teachers with appropriate professional

knowledge in accordance with the act on vocational

training, and for the practical components of such

programmes, teachers with the appropriate vocational

qualification ad at least five years of practical experience

are invited to teach. It is the obligation of the study

programme officer to ensure that in case of general

language training belonging in the “C” circle of study

programmes, language teachers certified in the given

language, or certified language teachers with knowledge

of the given language certified by way of a “KER-C1” level

document, or in case there is university or college-level

degree programme in the language according to the study

programme ending with certification as a language teacher

or as a teacher of language and literature, then certified

teachers with knowledge of the given language certified by

way of a “KER-C1” level document.

2. The provision of personal and physical conditions,

and financial resources for necessary for the

implementation of study programmes (continued)

It is the obligation of the study programme officer to ensure

that in case of general language training belonging in the

“C” circle of study programmes, language teachers

certified in the given language, or certified language

teachers with knowledge of the given language certified by

way of a “KER-C1” level document, or a teacher with a

university or college-level degree and knowledge of the

given language certified by way of a “KER-C1” level

document is employed.

It is the obligation of the study programme officer to ensure

that in case of the teaching of Hungarian as a foreign

language in a programme belonging in the “C” circle of

study programmes, a language teacher certified in

Officer in charge

of adult education

programmes

Study programme

officers

Descriptions of

study programmes

Study programmes



Hungarian as a foreign language or a teacher of Hungarian

language and literature is employed. The officer in charge

of adult education programmes is responsible for checking

the availability of the personal and physical conditions and

the financial resources necessary for the implementation

of the study programmes.

3. Methods for monitoring the progress and the

performance of adults participating in the study

programmes

The University of Debrecen uses written, oral and practical

examinations to monitor the progress and assess the

performance of participants in adult education

programmes. At the end of the learning process, adult

learners participate in examination activities in accordance

with the study programme concerned.

It is the obligation of the study programme officer to

monitor the progress and performance of the adults

participating in the programme.

Officer in charge

of adult education

programmes

Study programme

officers

Descriptions of

study programmes

Study programmes

Description of the process Responsible person


4. The feedback of the opinion of employers and other

organisations of the labour market on the study

programmes

The University of Debrecen establishes and maintains

contacts with the existing and potential employers of adults

participating in adult education programmes. This contact

is partly formal and partly informal by nature. The

Directorate of Quality Assurance surveys the satisfaction

of stakeholders on the labour market concerning the adult

education programmes of the University of Debrecen. The

Directorate of Quality Assurance forwards the results of

such surveys to the administration of the given faculty, who

make available the evaluations pertaining to the given

study programme to the relevant study programme officer.

Thus, the heads of the study programmes incorporate the

expectations of the labour market into their programmes.

Rector’s

commissioner for

quality assurance

Study programme

officer

Officer in charge

of adult education

programmes

Quality Assurance

Manual of the

University of

Debrecen

Descriptions of

study programmes

Study programmes

5. The procedure related to the publicity of the study

programmes

At the University of Debrecen, the vice rector for academic

affairs is takes the appropriate measures for publishing the



data of permitted study programmes on the institution’s

website.

The organisational unit (faculty/institute/department/

centre) launching the study programme also publishes a

short description of the study programme on its own

website. In case of inquiries, the organisational unit

responsible for the study programme also provides

additional information on the course units and examination

requirements. The documentation of the study

programmes can be inspected at the adult education units

and at the Directorate of Education.

Vice rector

Study programme

officer

Officer in charge

of adult education

programmes

Descriptions of

study programmes

Study programmes




Evaluations



Procedure E/3: Processes related to the development of the preparedness and

competences of teachers


The purpose of the present procedure is to regulate the requirements related to the

employment of teachers in adult education study programmes at the University of Debrecen,

the application of methods related to the development of teacher competences, and the

procedure for providing feedback on the performance of the teachers.


Responsible

person


1. Requirements relating to the employment of the

teaching staff

The employment of the teaching staff at the University of

Debrecen takes place in a regulated manner. The relevant

university regulations can be found at the address

http://www.unideb.hu/portal/hu/node/47.

The teaching staff participating in adult education, as well

as other, external specialists involved, if necessary, should

comply with the requirements of the Higher Education Act.

The Regulations of the University of Debrecen on the rules

governing the filling of positions, the rules of competitions

for positions and other rules of employment, as well as the

Regulations on the exercise of employer’s rights regulate

the employer’s rights at the institution.

Of course, in accordance with the rules set forth in

Procedure E/2, we fully satisfy the requirements applicable

to adult education with respect to the employment of

teachers.

Rector

Vice-rector for

academic affairs

Dean

Officer in charge

of adult education

programmes

Study programme

officers

Rules of

Organisation and

Operation

Regulations of the

University of

Debrecen on the

rules governing the

filling of positions,

the rules of

competitions for

positions and other

rules of employment

The relevant

provision of the

Adult Education Act.

2. The development of the competences of the

teachers

The system of requirements applicable to teachers must

be fulfilled by all teachers at the University of Debrecen.

The policy titled “Regulations of the University of Debrecen

on the rules governing the filling of positions, the rules of

competitions for positions and other rules of employment

sets forth what competences are required for the filling of

individual positions. The deans of the faculties are

Dean

Officer in charge

of adult education

programmes

Regulations of the

University of

Debrecen on the

rules of filling

positions, of

competitions for

positions and other

rules of employment



responsible for the development of the teachers’

competencies.

The relevant

provision of the

Adult Education Act.


Responsible

person


3. The procedure related to the performance of the

teaching staff

The EvaSys software, purchased and introduced at the

University of Debrecen, makes it possible for

organisational units to perform both paper-based and on-

line measurements.

The evaluation of the teachers’ performance is conducted

regularly by the head of the organisational unit, taking into

consideration the individual development plan.

On the one hand, participants in adult education

programmes engage in paper-based performance

evaluation. This occurs at the end of the given module or

course unit. On the other hand, the performance of the

teachers is also measured in the framework of the

measurement of satisfaction at the end of the study

programme.

The present Manual provides a sample procedure, which

the faculties may follow.

1.) The questionnaires are completed by students

participating in the adult education programme at

the end of the given module or course unit.

2.) Whether done in a paper-based or on-line formats,

the surveys can be evaluated immediately with the

use of the software.

3.) Recommendations concerning access to the

evaluations:

a. the vice-rector for academic affairs, study

programme officer, head of the

organisational unit responsible for the

study programme can have access to all

evaluations;

b. heads of departments can access and

analyse the measurement results

pertaining to their own departments, and

Study programme

officers

Vice-rector for

academic affairs

Officer in charge

of adult education

programmes

Study programme

officer

Head of the

organisational unit

responsible for the

study programme

Quality Assurance

Manual of the

University of

Debrecen

Organisational

unit implementing

the study

programme



should take the necessary measures

accordingly.




Evaluations



Procedure E/4: The institution’s information system


The purpose of the present procedure is to regulate the collection and analysis of data

related to the academic results of adults participating in adult education programmes, the

collection and analysis of data related to the measurement of the satisfaction of participating

adults, the collection and analysis of data related to the performance of teachers, the

collection and analysis of data related to efficiency of the resources at the institution’s

disposal, the collection and analysis of data related to the labour-market utilisation of the

competences acquired by way of the study programme, and the institution’s procedures

related to the publicity of information associated with the activities of the institution.


Responsible

person


1. The collection and analysis of the academic results

of adults participating in the study programmes

The data related to the academic results of adults

participating in the study programme are collected by the

designated staff member of the unit

(faculty/institute/department/centre) implementing the

given study programme, and the results are evaluated by

the programme officer of the given study programme.

Study programme

officers

Records of the

study programme

Adult education

information system

2. The collection and analysis of the data related to the

measurement of the satisfaction of adults

participating in study programmes

The data related to the measurement of the satisfaction of

adults participating in study programmes are collected by

the designated staff member of the unit

(faculty/institute/department/centre) implementing the

given study programme, and the results are evaluated by

the programme officer of the given study programme. The

measurements of satisfaction must be carried out at the

end of each study programme.

Study programme

officers

The results of

measurements of

satisfaction.


Responsible

person


3. The collection and analysis of data related to the

performance of teachers

The evaluation of the quality of teachers’ work was

introduced at the University of Debrecen from 2000.



Following the same method, at the end of adult education

programmes, we also measure the level of satisfaction

with the teachers’ work in case of adults participating in

such study programmes. The EvaSys software, purchased

and introduced at the University of Debrecen, makes it

possible for Faculties/institutes/departments/ centres to

perform both paper-based and on-line measurements.

The measurements shall be carried out by the relevant

head of training and analyse the results, if necessary

corrective and preventive activities.

Study programme

officers

The results of

measurements of

satisfaction.


efficiency of the resources at the institution’s disposal

The efficiency of the resources at the University of

Debrecen is examined by the Economic Directorate. The

data are collected in the ERP system of the University of

Debrecen. The unit that initiated the launching of the given

adult education programme (faculty/institute/

department/centre) provides the resources necessary for

the study programme.

Dean

Director of finance

Study programme

officer

Faculty

Central

Records

ERP


labour-market utilisation of the competences acquired

by way of the study programme

In the framework of the Graduate Career Tracking System,

the Directorate of Quality Assurance of the University of

Debrecen conducts measurements of satisfaction among

the stakeholders on the labour market. This measurement

of satisfaction is extended by a measurement of

satisfaction related to adult education. In addition, study

programme officers may add additional questions to the

centrally issued questionnaire, or may create a special

questionnaire specific to the given study programme, and

conduct the measurements with the use of the EvaSys

software.

Rector’s

commissioner for

quality assurance

Officer in charge

of adult education

programmes

Study programme

officers

The results of

measurements of

satisfaction.


Responsible

person


6. The institution’s procedures related to the publicity

of information associated with the activities of the

institution

Vice-rector

Dean

director

of finance

www.unideb.hu



All information on the adult education activities of the

University of Debrecen, as well as on the study

programmes, is available on the www.unideb.hu website.

The units launching a study programme

(faculty/institute/department/centre), as well as the

descriptions of the study programmes can be found on the

websites of the given unit.

The results of the measurements of satisfaction can be

reached via the http://www.unideb.hu/ website.

Officer in charge

of adult education

Rector’s

commissioner for

quality assurance




Evaluations

http://www.unideb.hu/



Procedure E/5: The method of handling and investigating complaints


The purpose of the present procedure is to regulate the methods of handling and

investigating complaints submitted by adults in the adult education programmes of the

University of Debrecen.


Responsible

person


1. The submission and assessment of appeals

The University of Debrecen provides students participating

in adult education programmes with an opportunity to

appeal decisions by way of a complaints management

procedure.

The University of Debrecen operates a customer service

which provides opportunities for contacting and dealing

with related issues in person, by telephone or

electronically.

Students in adult education programmes may submit

complaints orally or in writing. All complaints are

investigated by the staff of the institution, and the

complainant is informed of the measures taken.

The complaints management policy of the institution

covers the investigation of complaints, the measures taken

to eliminate the causes of complaints, providing

information and feedback for the complainant, as well as

maintaining records of the complaints managed. The

rector’s commissioner for quality assurance updates the

complaints management policy annually, and makes it

available for all study programme officers.

Officer in charge

of adult education

programmes

Head of the

organisational unit

responsible for the

study programme

Study programme

officer

protocol for

investigating

complaints

decision

corrective or

preventive action


Responsible

person


2. The handling and investigation of complaints

The procedure for handling complaints is as follows:

1. Study programme officers inform participants of the

programme about the complaints management policy

prior to the commencement of the programmes.

2. Participants in adult education programmes may

submit complaints to the organisational unit in charge

of the study programme orally or in writing.

Officer in charge

of adult education

programmes

Head of the

organisational unit

Protocol for

investigating

complaints

decision



3. A written record is to be drawn up of the case in the

presence of the head of the organisational unit in

charge of the given study programme.

4. The head of the organisational unit concerned is to

investigate the reasons for the complaint, determine

the responsible parties, and take the necessary

measures for remedying the complaint and eliminating

its reasons.

5. The head of the organisational unit will provide written

feedback on how the complaint was managed to the

complainant, within 30 days of the receipt of the

complaint, together with the written record.

6. If the complainant does not accept the measures

taken to remedy the complaint, he or she can indicate

this fact in writing to the officer in charge of adult

education programmes at the institution, as a result of

which the complaint will also be investigated at an

appeals level.

7. The officer in charge of adult education programmes

will obtain detailed information on the complaint and

all related developments, and will call an extraordinary

meeting to investigate the complaint at the appeals

level, where a written record will be drawn up.

8. Within 30 days of that meeting, the officer in charge of

adult education programmes will inform the

complainant of the results of the appeals procedure.

9. If the complaint is rejected, the institution is obliged to

state the reasons. If the complainant does not accept

the outcome of the investigation, he or she may

proceed in accordance with the Civil Code.

If the problem is not specific to the complainant, the

programme officer is required to take corrective or

preventive measures.

responsible for the

study programme

study programme

officer

corrective or

preventive action


Number of complaints


Written records



Procedure E/6: Corrective and preventive actions for handling deviations


The purpose of the present procedure is to regulate the corrective measures aimed at the

elimination of deviations in the course of the operation of the quality assurance system at

the University of Debrecen, as well as to apply preventive measures in order to stop the

subsequent occurrence of such situations.


Responsible

person


2. Corrective actions

2.1. Recognising deviations

It is the responsibility of each staff member that in case

they detect a problem the solution of which may improve

the quality of the service of the operation of the quality

assurance system, then they should solve that problem

within their own scope of competence, if possible, or report

the problem, by way of a MD/6-01-01 Report of Non-

compliance (Corrective action worksheet) to the officer in

charge of quality assurance at the faculty/centre.

It is the task of the quality assurance officer at the

faculty/centre to continuously monitor such reports by staff

members, and if deemed necessary, to initiate the taking

of corrective and corrective measures, in consultation with

the rector's commissioner for quality assurance. If the

taking of corrective or preventive measures it not

necessary, the quality assurance officer of the

faculty/centre is to record this decision on the

memorandum showing the occurrence of the problem.

Additional areas of the occurrence of problems in

response to which we launch corrective actions may

include:

the measurement and analysis of procedures,

problems arising in the procurement process,

internal and external audit,

complaints/appeals

Participants in

adult education

activities

Quality assurance

officer of

faculty/centre

Rector’s

commissioner for

quality assurance

Report of Non-

compliance

(Corrective action

worksheet) MD/6-

01-01

Report on deviation

(MD/6-01-03)




Responsible

person


2.2. Determining the causes of a deviation

The task after the occurrence of a non-compliance is to

identify its reasons. The reasons are to be determined by

the quality assurance officer of the faculty/centre, in

cooperation with the employee concerned,

with their findings recorded on the Corrective activity

worksheet MD/6-01-01.

Quality assurance

officer of

faculty/centre

Corrective action

worksheet

MD/6-01-01

2.3. Determination of the corrective action

After determining the cause of the non-conformity, the

necessary corrective measure is formulated. A corrective

action may be introduced by the rector's commissioner for

quality assurance, or after a review by the administration,

by the quality assurance officer of the faculty/centre.

The corrective action may be recorded:

after an audit: on the report of deviation MD/6-01-03

after a review by administration: On a report on a

discussion MD/1-01-06

In case of acquisition or manufacturing process, or the

customer complaint: on the Corrective action

worksheet MD/6-01-01

Quality assurance

officer of

faculty/centre

Report on deviation MD/6-01-03

Report on

negotiation MD/1-01-01

Corrective action

worksheet MD/6-01-01

2.4. Documenting and evaluating the results.

The introduction of corrective actions is to be followed by

an internal review of the effectiveness of the activities. On

the one hand, the quality assurance officer of the

faculty/central will check the activity each time, and will

record the fact of the checking on the forms defined in

Section 2.3, and on the other hand, in the course of their

annual review, the administration will also re-evaluate the

deviations found in the previous period and the corrective

measures introduced.

Quality assurance

officer of

faculty/centre

See Section 2.3.


Responsible

person


3.1 Recognising a possible deviation and determining

its causes

Preventive measures are generally taken in the following

cases:

Quality assurance

officer of

faculty/centre

Preventive action

worksheet

(MD/6-01-02)



related to a corrective action, in the interest of

eliminating the cause of the non-compliance

emerging from the generalisation of the problem;

for the purpose of quality improvement.

The steps of the implementation of preventive activities are

as follows:

the identification and description of the possible non-

conformity,

the examination of the causes of the potential non-

conformity,

measures for the elimination of the possible causes,

documentation

the checking of the implementation and the

effectiveness of the measure.

Rector’s

commissioner for

quality assurance

3.2 The evaluation, determination and introduction of

the activity necessary for the prevention of the

non-compliance

The individual steps of the preventive activity may be taken

by the rector's commissioner for quality assurance

personally, or he/she may put others in charge of these.

The officer in charge of quality assurance at the

faculty/centre is responsible for ordering the solutions

necessary for eliminating the causes.

Rector’s

commissioner for

quality assurance

quality assurance

officer of

faculty/centre

Preventive action

worksheet

(MD/6-01-02)

2.3 Recording the results of the measure taken

The checking of the implementation of the preventive

actions and the efficiency of the implementation (e.g. In the

form of a subsequent audit) are the tasks of the officer in

charge of quality assurance

Rector’s

commissioner for

quality assurance

Preventive action

worksheet

(MD/6-01-02)

2.4 The review of the preventive action taken

The quality assurance officer of the faculty/centre is

responsible for reviewing the effectiveness of the

preventive actions.

Quality

management

officer

Preventive action

worksheet

(MD/6-01-02)


Number of corrective actions

Number of preventive actions


work sheets