J. J. Strossmayer University of Osijek MECHANICAL ENGINEERING FACULTY IN SLAVONSKI BROD

1. J. J. Strossmayer University of Osijek MECHANICAL ENGINEERING FACULTY IN SLAVONSKI BROD Zagreb, 9. XI 2007.

2. J. J. Strossmayer University of Osijek Mechanical Engineering Faculty in Slavonski Brod EXPERIENCE AND CHALLENGES AFTER 3 YEARS EDUCATION ACCORDING TO „BOLOGNA PROCESS“ ON MECHANICAL ENGINEERING FACULTY (MEF) IN SLAVONSKI BROD Prof.dr.sc. Ivan Samardžić, Dean Prof.dr.sc. Dražan Kozak, Vice-dean for science Doc.dr.sc. Ivica Kladarić, Vice-dean for education Doc.dr.sc. Tomislav Šarić, Vice-dean for development and co-operation with economy Zagreb, 9.XI 2007.

3. Content of presentation • Introduction – general data about the academic institution and its achievements so far. • The concept of study programs at the Mechanical Engineering Faculty in Slavonski Brod. • Activities over the past three years of the „Bologna process“ implementation. • Difficulties throughout the past three years of implementation of the „Bologna process“. • Conclusions.

4. Introduction • Study of mechanical engineering started at the MEF in Slavonski Brod before 45 years (since 1962). At its beginnings, the classes had been held within the Centre for study of the High Technical College in Zagreb. • Following its integration with the Mechanical and Maritime Engineering Faculty into the Faculty of Mechanical Engineering and Naval Architecture in Zagreb (FSB) in 1967, the Centre for study continued its activities as a FSB Centre for mechanical engineering study in Slavonski Brod. In 1975 “Centre” is jointed to J.J. Strossmayer University of Osijek. • In 1979, the MEF is founded and operates as a part of the „Institute for Mechanical Engineering“ of the „Đuro Đaković“ company until 1991. From then, it exists as a Faculty inside the J. J. Strossmayer University of Osijek.

5. The concept of university study programs at the MEF • Undergraduate study - 3,5 years • Graduate study – 1,5 years • Postgraduate studies (post-graduate doctoral study /PhD/ - 3 years and a three-semester specialist-post graduate study)

6. Undergraduate study(first 6 semesters are common for all students and in 7th semester there are 4 possible directions: • Design and Product Development • Production Logistics • Engineering Materials • Production Technologies

7. University graduate study – follow 4 directions started at pregraduate study(1,5 years oriented study) • Design and Product Development • Production Logistics • Engineering Materials • Production Technologies

8. Post-graduate doctoral study /PhD/ - 3 yearsThe first semester is common - basic collegiumsOther semesters are oriented in 3 directions: • Modern Production Technologies • Modern Production Management • Design and Numerical Analysis of Product

9. Specialist-post graduate study - 3 semesters The first semester is common - basic collegiumsOther semesters are oriented in 4 directions: • Engineering Materials • Structural Modelling and Numerical Analysis of Constructions • Production Technologies Application • Production Management

10. Today, the Faculty has 52 employees in 4 Departments and 2 independent Chairs, out of which: • 12 full professors • 5 associate professors • 9 assistant professors • 4 senior lecturers • 3 lecturers • 2 senior assistants • 3 assistants • 3 staff associates • 9 science novices • 1 system engineer and • 1 laboratory technician

11. Activities over the past three years of the „Bologna process“ implementation • Preparatory seminars for students of the undergraduate study (mathematics, physics, basics of mechanical engineering, computer science, …) • “mentor work“ with student groups • The possibility of passing exams throughout the current semester by periodic knowledge tests (i.e. colloquia, seminar papers etc.) • The possibility of choosing a professor for lecture and exam • Optional repetitions of segments or whole lectures on students request • Optional selection of additional program (foreign languages, Internet work, …) • Institutional monitoring of education quality with particular emphasis on courses identified as „narrow gap“ for students.

12. Monitoring of education quality (Commission for Quality Monitoring and Improvement) • vice-dean for education • secretary • a representative of professors • an assistants representative • a students representative.

13. The position of the Commission for Quality Monitoring and Improvement at MEF in Slavonski Brod

14. The position of the Commission for Quality Monitoring and Improvement at the University

15. Student Survey in 2005/2006 academic year(… as analytic tool of constant quality improvement ) • General questions about a college • Questions about the lecturer • Questions about the assistant

16. General questions about a college • Frequency of attendance to lectures • Frequency of attendance to practice classes • Frequency of lectures held • Frequency of practice classes held • Colloquia option • Exams passed

17. Frequency of attendance to lectures

18. Frequency of attendance to practice classes

19. Exam preparation is the key motive for attendance

20. Questions about the lecturer • Lecturer use appropriate approach according to students' pre-knowledge • Lectures are comprehensible • Lecturer able to raise interest in lecture • Lecturer considers students' ability to follow • Transparent evaluation grades • Lecturer is open for approach and discussion

21. Questions about the assistant • Assistant raises interest for education • Assistant considers students' ability to follow • Assistant is open for approach and discussion

22. Answers on questions

24. Efficiency – pass exams rate

25. Difficulties throughout the past three years of implementation of the „Bologna process“ • Insufficient of students pre-knowledge in Physics and Mathematics • Low motivation of some students for study • Some students did not recognise possibilities of “mentor work” • 2 additional lecture amphitheatre are needed as well as one bigger fully equipped laboratory • Several lab technician for practical education • A need for changes and supplement of study programs • Low motivation of young graduates to apply for positions of Scientific Novices who could contribute to implementation of “Bologna process” • Mobilty of students and professors, “learning outcomes” , …

26. Conclusions • Based upon survey response, we conclude that students rate their professors as very good on average. • Efforts on “Bologna process” implementation in our education system gave evident progress! • We shall continue to implement all positive experience in education process from other faculties to obtain prescribed goals of “Bologna process”.

27. Thank You for attention!