zamir dika, pro-rector of academic issues, see university designing a two-tire ba/ma degree...

Zamir Dika, Pro-rector of Academic issues, SEE University

Designing a two-tire BA/MA degree structure and the role of

the Learning Outcomes

International Seminar

Yerevan 4-6 May 2006

South East European University (SEEU)Tetova, Republic of Macedonia

ZAMIR DIKA


ECTS Environment – Legislation in R. Macedonia

• R. Macedonia member of BD;

• Law on HE in place from year 2000: allows two-tier degree system BA/MA and ECTS implementation;

• In the Parliamentary procedure a new Law on HE: obliges HE institutions to implement Bologna Principles;


SEEU pre-reforms

• SEEU was established on 2001 as a accredited private non-profit university from the EU and US donations;

• Integrated University;• Consists from 5 socio-economic disciplines:

– Law;– Business Administration (BA);– Public Administration (PA);– Communication Sciences and Technologies (CST);– Teacher Training Faculty (TT);

• From it’s establishment implemented ECTS;


SEEU pre-reforms Cycles

3 sem * 30 MSEEU Credits ~ 60 ECTS

4 Years * 60 ECTS = 240 ECTS

Law BA PA CST TT

Sec

ond

Cyc

le

(MA

)

Firs

t C

ycle

(B

A)


SEEU pre-reforms BA Cycle

Law BA PA CST TT

Firs

t Cyc

le (

BA

)

First Year (2 semesters): 30 + 30 ECTS= 60 ECTS;

First Semester: Basic Courses and ‘Skill Courses’ (IT skills, English, Second Foreign Lang, Local

Languages, EU, etc);

Second Year: Core Courses + Elective = 60 ECTS;

Third Year: Core Courses + Elective = 60 ECTS;

Fourth Year: Core Courses + Advanced Electives (tracks for specialization)/ Internship = 60 ECTS;


SEEU Environment for *3+2* BA/MA Cycle System

• SEEU ‘Strategic Plan 2004-2008’ adopted by the Board for implementation of *3+2* BA/MA system;

• Existing ECTS modular structures of the Cycles of study;

• Quality Assurance Infrastructure;• ICT at the Campus:

– Centralized (integrated) administration-academic system software for ECTS;

– Intranet based Course Management System.


Quality Assurance Infrastructure

QAC

Law QAT BA QAT PA QAT CST QAT TT QAT

DEAN’S OFFICE (Pro-Deans)

Representative of Academic Staff

Representative of Students

External Stakeholder*

Administrative staff: Secretary of Department

QAC – Quality Assurance Commission headed by the ‘Quality Champion’QAT – Quality Assurance Teams for each Faculty;

*External Stakeholder – External expert from the industry (or society) related with the discipline;


System for change (simplified)

Who What How

Pro-rector for Academic Issues

Leads all the process

Making Action Plan of Activities (APA) including common guidelines (CG) for the curriculum design and unified ‘skill’ courses for proceeding and drafting the outcomes in the unique forms for reporting to the Rector and in the University organs (Council, Senate, Board) for decisions.

Dean Implements; Lead Faculty Activities

Implements the APA and CG organizing and leading the activities in the faculty level.



Who What How

Quality Assurance Teams (QAT)

Workshops and debate on Learning Outcomes

QAT including external stakeholders leads the process of designing program Learning Outcomes (LO) in terms of: Knowledge and understanding; Competences and skills; Attitudes and Concepts; and defining the Job Opportunities.

Faculty Council

Curriculum architecture and modules

Drafting the curriculum architecture for the ECTS Accumulation: ex. Core/Elective ratio, Free electives, Advanced Electives, Internship.



Who What How

Academic staff

The LO; Syllabus; and ECTS for the courses

Based on the Program Learning Outcomes, Curriculum Architecture, Common Guidelines on the University Level academic staff appointed will propose Syllabuses, Learning Outcomes; including all aspects and requirement for allocation of the ECTS.

University Council, Senate, Board

Taking the Decision

Process will end with discussing draft curriculums in the University organs:

- The Council: regulatory aspects;

- The Senate: academic aspect;

- The Board: strategic aspects.


Learning Outcomes (LO) approaches

• Two approaches (by the EUA Quality Culture Project III, Network 4: Teaching and Learning – Implementing Learning Outcomes - Draft) in defining Learning Outcomes:– Bottom-Up (recommended); Means defining first LO

in the Module level and move upwards to the Program LO involving al stakeholders.

– Top-Down; Vice-versa.


Learning Outcomes architecture.

Learning Outcomes should comprise of:

• Competences and skills; • Knowledge and understanding;• Attitudes; • Concepts;

The following stakeholders contribute to the debate on the expected learning outcomes:

• Market (Employers) • University teachers • University administration • Students • Social partners (including government as a necessary stakeholder) • Graduates/Alumni • Professional Accreditation Bodies and Associations.


The result

2 Years (4 Semesters) * 60 (30) ECTS = 120 ECTS

3 Years (6 Semesters) * 60 (30) ECTS = 180 ECTS

Law BA PA CST TT

Sec

ond

Cyc

le

(MA

)

Firs

t C

ycle

(B

A)


THANK YOU FOR THANK YOU FOR THE ATTENTIONTHE ATTENTION

zamir dika, pro-rector of academic issues, see university designing a two-tire ba/ma degree...

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