For groups with five students or fewer, the students appoint a spokesperson. At the end of the semester, a short meeting is held with the instructor, where the spokesperson can provide feedback on the course. The instructor writes a summary of the main points from the meeting and sends it to the study board secretary and the students.
The project-oriented course is evaluated in writing with the following questions:
- Question 1: The purpose of the project-oriented course was clear. [Rating scale]
- Question 2: My project-oriented course has better prepared me (compared to before the placement) for employment after graduation. [Rating scale]
- Question 3: What was good about your project placement? [Free text field]
- Question 4: What could have been better about your project placement? [Free text field]
The master's thesis course is evaluated in writing with the following questions:
- Question 1: I have taken advantage of the guidance opportunities available (e.g., workshops and meetings with my supervisor). [Rating scale]
- Question 2: My education has prepared me well to complete my thesis. [Rating scale]
- Question 3: It was clear to me what I could expect from the supervision. [Rating scale]
- Question 4: I had a good dialogue with my supervisor about how the supervision should be conducted. [Rating scale]
- Question 5: What was good about your overall experience? [Free text field]
- Question 6: What could have been better about your overall experience? [Free text field]
- Question 7: Briefly describe what you have learned. [Free text field]
The bachelor’s project course is evaluated in writing with the following questions:
- Question 1: I have taken advantage of the guidance opportunities available (e.g., workshops and meetings with my supervisor). [Rating scale]
- Question 2: My education has prepared me well to complete my project. [Rating scale]
- Question 3: It was clear to me what I could expect from the supervision. [Rating scale]
- Question 4: I had a good dialogue with my supervisor about how the supervision should be conducted. [Rating scale]
- Question 5: What was good about your overall experience? [Free text field]
- Question 6: What could have been better about your overall experience? [Free text field]
- Question 7: Briefly describe what you have learned. [Free text field]
Bachelor of Arts (BA) in Design Culture, Spaces and Aesthetics and Bachelor of Arts (BA) in Design Culture, Fashion and Business Economics: Freedom of method. If lecturers wish to use EVAL, please contact SDU Student Services. All offered subjects are evaluated mid-term. Subjects that are co-taught with BSc/Economics and are compulsory for BSc students are evaluated by SAMF.
MA in Design Management: Freedom of method. If lecturers wish to use EVAL, please contact SDU Student Services. All offered subjects are evaluated mid-term.
BSc in International Business Economics with Foreign Languages and MSc in Business, Language and Culture: Written via EVAL. All offered subjects are evaluated at the end of the course.
BA in Design Culture and BA in Design and Cultural Economics: Written evaluation via EVAL. All offered subjects are evaluated at the end of the course. Subjects that are co-taught with BSc/Economics and are compulsory for BSc students are evaluated by SAMF.
MA in Design Studies and MA in Design Management: Written evaluation via EVAL. All offered subjects are evaluated at the end of the course.
Business, Language and Culture (tourism) and EMTM: Written via EVAL. Overall evaluation for both study programmes as well as a separate one for EMTM. All offered subjects are evaluated at the end of the course.
| No. |
Statement |
| 1 |
Purpose: The purpose of the subject and what I am expected to learn were made clear to me at an early stage of the teaching. [Please elaborate/give examples] |
| 2 |
Link: There is a clear connection between the purpose of the subject, the content of the teaching and the exam. [Please elaborate/give examples] |
| 3 |
Understanding: I have gained a greater understanding of the subject’s themes and topics through the teaching (incl. independent preparation, work in study groups, etc.) [Please elaborate/give examples] |
| 4 | Cooperation and dialogue: There has been good cooperation and dialogue between students and lecturers. [Please elaborate/give examples] |
| 5 | Activity: The organisation and execution of the teaching has supported me in actively learning (e.g. through discussions, exercises, group work and independent preparation). [Please elaborate/give examples] |
| 6 | Relection on own efforts: I have contributed to the teaching, including discussions, exercises, group work and independent preparation. [Please elaborate/give examples] |
| 7 | Reflection on the team's contribution: The team has contributed to the teaching, including discussions, exercises, group work and independent preparation. [Please elaborate/give examples] |
The Study Board processes the results of the evaluations twice a year, cf. the annual cycle, and in connection with the status meetings for the Educational Report.
The results of the evaluations are published via the reporting form for the evaluation of education programmes.
The Study Board’s evaluation strategy is discussed at least once a year, cf. the annual cycle.