Joint research project MINT-Online
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Joint research project MINT-Online. The importance of quality assurance in the development of extra-occupational courses of study Kathrin Wetzel – University of Oldenburg Bernd Dobmann – Fraunhofer Academy Munich. Project coordination:. Project partners :. Project sponsors:. Promoter:.

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Joint research project MINT-Online

The importance of quality assurance in the development of extra-occupational courses of studyKathrin Wetzel – University of OldenburgBernd Dobmann – Fraunhofer Academy Munich

Project coordination:

Project partners:

Project sponsors:

Promoter:


Structure

Project structure of MINT-Online

Research methodology

Quality standards

Results of the university and company survey

Identified differences between universities and businesses

MINT.map model

Discussion


1. Project structure of MINT.Online


2. Research methodology - structure

Quality Services

Quality Standards

Evaluation

Workshops with experts on quality assurance in higher education

Evaluation Guide

Higher education institutes & universities

Quality assurance guide

Students

… further documents and tools

Analysis of quality concepts

(national/international)

Companies

Consulting services


2. Research methodology – objectives

  • Surveys among universities and companies to find out the expectations of these stakeholders referring to the quality of extra-occupational academic education offers in the STEM-subjects

  • Identification of quality criteria, which are relevant for supply and demand

  • Developing a basis for a quality assurance system for high-quality courses of study

  • Identification of a framework to carry out a quantitative student survey

  • Reviews by experts (international/national) as a basis for a quality assurance system


3. Quality standards

  • Result: Developing ten quality standards

  • Based onexpert workshops and analysed quality standards and quality management systems of universities (national/international)

  • Research period in Australia

  • Discussion and coordination process concerning the developed quality standardswith all stakeholders of the project


3. Quality standards of the course and program level


3. Quality standards of organizational level


4. Results of the company survey

  • Further education courses are an aspect of the development of human resources: competence-oriented perspective

  • Request of proximity to the universities (e.g. program managers) in part, sometimes lecturers would be provided by the companies

  • Desire to transparency of individual offers and the opportunity to compare between these offers (non-transparent market)

  • Flexibility (time scheduling) to achieve a good work-life balance

  • Practical relevance (e.g. projects, corporate practices)

  • Accreditation of the offers

  • Cost-benefit (regular support: 5.000 to 6.000 Euro per year for a degree program by the companies)

  • Less relevant: recognition of earlier achievements, international contents (STEM), quality seals exceeding the accreditation


4. Results of the university survey

  • The (program) accreditation is binding

  • Scientific relevance, practical relevance, practical orientation and transfer of the course content into the everyday working life are absolutely necessary (area of tension: interlinking of theory and practice)

  • Demand for transparency and flexibility of the offers

  • Objective: topicality of the content of teaching and imparting this on a high level

  • The professional qualifications of the students and the fulfilment of all entrance requirements as a necessity

  • Heterogeneous demands and objectives of the participants must be taken into account

  • The study ability of the offers must be guaranteed

  • The offers must be evaluated constantly and compared with the objectives

  • Helpful cooperation partners (e.g. foreign universities, companies, Chamber of Industry and Commerce, associations) are necessary for the reputation and public image


5. Identified differences between universities and companies


6. MINT.map model

  • Structure of the ten MINT.map-documents:

  • Name of the standard

    • Description of the need for this standard

  • Group of addressees

    • For example: program coordinators, lecturers, …

  • The challenge concerning this standard consists in…

    • Description of what has to be done to raise the quality of the offer concerning this standard

  • The challenge can be influenced by…

    • Specific measures – to-dos

  • Checklist

    • Fulfilment of the conditions – yes or no


7. Questions for the discussion

  • Is the way of an additional quality instrument in the academic further education promising (acceptance and value)?

  • Can quality management really improve the demand for further education courses offered?

  • How can the programs be developed continuously withparticipants and companies at a high quality level?


Thank you for your attention


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