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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Project partners

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

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 p roject structure of mint online

1. Project structure of MINT.Online


2 research methodology structure

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

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

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 the course and program level


3 quality standards of organizational level

3. Quality standards of organizational level


4 results of the company survey

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

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

5. Identified differences between universities and companies


6 mint map model

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

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

Thank you for your attention


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