How we work

• Quality organisation

  At the Faculty of Science, the quality organisation reflects the existing management structure.

  The dean holds the overall responsibility for the quality of the faculty’s programmes.

  The daily educational management is handled by the vice dean for education. The vice dean collaborates with the faculty’s Education Committee, which consists of heads of studies, chairs of study boards, educational representatives, and an administrative representative.

  The central actors in the quality work at the Faculty of Science are: 

  • the dean and the faculty management, who link the faculty’s quality work to SDU’s Executive Board and the Education Council.
  • study boards and teaching committees, which ensure a democratic element and student participation.
  • subject coordinators and lecturers, who are responsible for the execution and planning of teaching.
  • the faculty’s Education Committee, which primarily has a coordinating function and ensures that cross-cutting educational themes are addressed.
  • the quality doordinator, who acts as the facilitator of quality work.
• Work on the quality policy

  The faculty’s work on educational quality follows an annual cycle, which has some overlap with the annual cycles of the study boards.

  The annual cycle ensures that recurring activities in the work of ensuring and developing educational quality are carried out on time and with the involvement of relevant stakeholders.

  The topics in the annual cycle are as follows:

  • execution and processing of evaluations
  • details from the plan for educational reporting and status meetings
  • follow-up meetings or periods
  • deadlines for reports on quality policy
  • updating or reviewing, for example, documents
  • general follow-up on the sub-elements of the quality policy
• Follow-up

  The educational report is a central tool.

  The Faculty of Science primarily uses the educational report process to follow up on the elements of the quality policy.

  Additionally, there is an ongoing effort to ensure that sub-elements are executed, completed, or adjusted.

• Surveys and analyses

  Typically, the teaching committees begin by addressing the results of the surveys, and then the study boards follow up on this to identify any cross-cutting themes that should be addressed.

  Our surveys:

  • Course evaluation: every semester
  • Study start survey: annually
  • Student evaluation of entire programmes: annually
  • Study environment survey: every two years
  • Graduate survey: every three years
  • Evaluation of entire programmes involving external experts: every six years per programme