Framework for the educational process at DTU

Framework for the educational process at DTU - An introduction to DTU’s quality system and culture

Contents 4

Culture and leadership

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The main actors in the educational process

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The responsibilities of key actors

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Quality system

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Matrix organisation and strategic management

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Framework for DTU’s educational process

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References

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Appendices

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Printed matter 5041 0072

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Managing editor: Sofie Riber Rasmussen.

Design and production: Step.

Published: September 2019 | Updated October 2019.

Photos: Mikkel Adsbøl, Mikal Schlosser, Nicolai Perjesi, Stamers Kontor, Joachim Rode, Bax Lindhardt og Ulrik M. Eriksen.

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Preamble

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Preamble This booklet ‘Framework for the educational process at DTU - An Introduction to DTU’s quality system and culture’ introduces the quality system, quality culture, and management processes that implement DTU’s strategy and policies for education.

DTU Educational Process is a key concept in DTU’s work on education quality, as it reflects that focus on processes and improvement of results are key elements in the work.

The quality system and the supporting processes are designed to ensure that the quality of the engineering degrees at DTU have the highest international standard.

This introduction first describes the roles and responsibilities of the key actors involved in the DTU quality system. This is followed by an over-

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view of the processes for ensuring the quality of its degree programmes.

The introduction allows employees to obtain an overview of the main tasks and responsibilities in DTU’s processes for ensuring the quality of its degree programmes.

The introduction is intended for all DTU employees who contribute to the educational process. It is not exhaustive, but serves an accessible reference document.

A complete description of DTU’s quality system, including quality culture and management processes is available at www.inside.dtu.dk/kvalitetssystem [only in Danish].

The key actors in DTU’s educational processes are expected to review this document.

Culture and leadership Management and work processes at DTU are designed to support a goal of continuous improvement of the quality of DTU’s degree programmes.

based on an understanding of DTU’s educational system, stakeholder dialogue and their own leadership judgement.

The processes that support the quality system are therefore regularly adjusted to optimize results.

DTU’s educational leaders are expected to act both proactively and reactively on evaluations and other input.

Educational leadership at DTU is based on organisational dialogue and strong management competences. Leaders are expected to take responsibility for their own tasks and make decisions

Leadership judgement is therefore vital to the successful management of DTU’s degree programmes.

Organisational dialogue

Leadership judgement

Continuous improvement of results

The three pillars of DTU’s leadership system for its degree programmes.

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The main actors The quality assurance and development of DTU’s degree programmes considers both the degree programmes themselves and the courses included in them.

The Heads of Department are responsible for ensuring the link between the department’s research and its teaching, i.e. that relevant researchers deliver each course.

The responsibility for the long term strategic management and the process of educational development is divided between several actors:

The Department Boards of Studies are responsible for ongoing development of the courses offered by the department, and for evaluating and following-up on evaluations of all courses offered.

The two Deans of Education have the overall executive responsibility for education at DTU. The Heads of Studies have had responsibility delegated to them by the Deans of Education to handle the ongoing development and day-to-day management of the degree programmes. This includes creating, developing, and improving the degree programmes.

This division of responsibility means that the departments are responsible for the quality of the teaching—while the two Deans of Education are responsible for the degree programmes and the overall educational framework.

DTU’s teachers, students, and support functions are also key actors in DTU’s educational process.

Dean of Education

Educational process

Head of Studies

Degree programme Degree programme Degree programme

Board of Studies and Head of Department

Course

Course

Project

The educational process is managed at three levels.

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The responsibilities of key actors

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Deans of Education

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Heads of Studies

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Heads of Department

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Department Boards of Studies

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Teachers

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Students

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Support functions

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Deans of Education DTU’s two Deans of Education have the overall responsibility for the degree programmes and the overall educational framework.

The Deans of Education are therefore responsible for developing and improving the degree programmes and the teaching of courses.

The Deans of Education appoint Heads of Studies, who report directly to them and have the responsibility for the given degree programme.

The Deans of Education play a key role in the interaction between the Executive Board, the departments, and the Heads of Studies. The

organisational dialogue between these actors is ensured through the following governing bodies and meeting forums: • Heads of Studies meetings • Interdisciplinary educational committees • Meetings of the Chairs of Department Boards of Studies • DTU’s development goals and measures (UMV) process • University Leadership and Management Forum meetings The Deans of Education also participate in regular dialogue with external stakeholders through meetings with the employers of DTU’s graduates in its Employer Panel.

Two Deans of Education BSc in Engineering (BSc Eng) Bachelor of Engineering (BEng)

Study environment

The responsibilities of the Deans of Education.

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MSc in Engineering (MSc Eng) PhD Further and continuing education Internationalization

Heads of Studies The Heads of Studies are appointed by and report directly to the relevant Dean of Education. In other words, they act on behalf of the Dean.

The Heads of Studies have responsibility for the day-to-day management and ongoing development of each degree programme, including its competence profile and study plan.

The Head of Studies are thus responsible for ensuring that graduates achieve the set competence goals.

The Heads of Studies update their degree programme specifications annually to ensure its continued quality and relevance.

The Heads of Studies prepare an annual report after each annual update, explaining curriculum changes, degree programme developments and reflections on responses to surveys and quality parameters.

The Heads of Studies also continually monitor and take action on evaluations, surveys, and key indicators.

uations to comprehensively review and discuss further development of the programme.

The Heads of Studies have a regular dialogue with students.

Organisational dialogue The Heads of Studies are responsible for planning and conducting meetings with the programme committees (BEng and BSc) and advisory groups, at which the degree programme’s profile, academic progression, and relevance are discussed.

The Heads of Studies have an ongoing dialogue with each other and the Dean of Education through participation in the Heads of Studies meetings, at which general education issues are discussed.

The Heads of Studies engage in ongoing dialogue with the Department Boards of Studies and Heads of Department at their own and other departments, regarding course development and offerings.

The Heads of Studies are responsible for conducting degree programme eval-

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Heads of Department The Head of Department is responsible for ensuring the link between the department’s research and its teaching.

The Head of Department must ensure that the degree programmes involving the department are linked to relevant research environments and teachers.

Organisational dialogue The Head of Department is responsible for involving the department’s Advisory Board in quality assurance and the development of the degree programmes involving the department.

The Head of Department is also responsible for ensuring that there are sufficient resources available for teaching.

Through dialogue with the Executive Board as part of the development goals and measures (UMV) process, the Head of Department contributes to the development of course teaching and the degree programmes offered.

The Head of Department helps ensure that the department’s teachers have the right academic qualifications and knowledge of teaching development, pedagogics, and didactics.

On-going internal leadership dialogue with the Executive Board and with the University Leadership and Management Forum is also ensured through Forum meetings.

Where necessary, the Head of Department follows up on course evaluations.

The Head of Department engages in dialogue with Heads of Studies and Department Boards of Studies at their own and other departments regarding course offerings and evaluation.

The Head of Department supports the evaluation of degree programmes where the department plays a key role.

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Department Boards of Studies The Department Board of Studies is responsible for the formulation, planning, and development of the department’s course offerings.

This includes ongoing development of the course portfolio and follow-up on course and exam evaluations for all of the department’s courses.

The Department Board of Studies is thus responsible for organising, conducting, and developing the teaching within the department.

The Department Board of Studies has responsibility for the annual update of the course descriptions in DTU’s course database.

The chairperson of the Department Board of Studies participates in the evaluation of degree programmes involving the department.

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Organisational dialogue The Department Board of Studies is responsible for planning and holding Department Board of Studies meetings, where the course portfolio is discussed.

The Department Board of Studies also engages in an ongoing dialogue with the Head of Department and course coordinators regarding the development of the course portfolio.

The chairperson and vice chairperson of the Department Board of Studies participate in the meeting of Chairs of Department Boards of Studies with the Deans of Education, where initiatives between departments and degree programmes are discussed.

The Department Board of Studies engages in dialogue with Heads of Studies at its own and other departments regarding programme specifications and any changes made to them.

Teachers Teachers are responsible for the form and content of each course, including regular reviews of course descriptions in the course database so these are kept up-to-date.

Teachers are responsible for each course being planned and conducted in a manner that ensures consistency between the course teaching, exam, and learning outcomes (constructive alignment).

Teachers must ensure that the teaching of each course is based on relevant research or development, and for ensuring that courses consider the broader context of specific degree programmes.

As a result of DTU’s ‘open door policy’, teachers are expected to be accessible and conduct an ongoing dialogue with students.

All teachers are expected to have completed DTU’s education in university teaching (UDTU or UP) or equivalent.

Teachers also play a central role in the evaluation of courses.

They complete formative evaluation activities, such as a mid-term evaluation, so that the teaching in the given course can be adjusted as required.

As part of their report on their course evaluation, teachers provide information on the degree of completion of teaching activities.

Following the completion of course evaluations, teachers engage in a dialogue with students about the results.

Teachers also contribute to the development of DTU’s degree programmes. This takes place through participation in • programme committees and advisory groups • programme evaluations and 9-21 seminars.

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Students Student contributions are an important part of DTU’s quality assurance system, through their participation in organisational dialogue.

Students are represented in the following forums: • Academic Council

Through this dialogue, student insights are brought into play and used to assess development opportunities.

Students also actively participate in a number of formal evaluations, including teaching and degree programme evaluations, study environment evaluations, and employer and graduate surveys.

• Department Boards of Studies • Meetings of Chairs of Department Boards of Studies • Interdisciplinary educational committees • Credit transfer and exemption committees • The Heads of Studies’ programme committees and advisory groups • The Study Environment Committee Quarterly dialogue meetings are also held between the Executive Board and Polyteknisk Forening (PF student association) and between the Director of the Office for Study Programmes and Student Affairs (AUS) and PF.

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Through these evaluations, knowledge is acquired on students’ experiences and views on DTU’s teaching and degree programmes.

This allows the student perspective to be incorporated into the development of DTU’s teaching, degree programmes, and study environment.

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Support functions The educational process at DTU is operated and supported by the Office for Study Programmes and Student Affairs (AUS).

This office provides a central anchor point for the administrative quality assurance processes and procedures.

AUS has overall responsibility for DTU’s study administration systems and procedures.

AUS supports and engages in ongoing dialogue with DTU’s Heads of Studies and departments. The following processes can be particularly highlighted:

AUS conducts surveys and evaluations in cooperation with Heads of Studies and departments, which gather knowledge about stakeholders’ views on DTU’s teaching and degree programmes.

AUS is responsible for the collection, analysis, use and dissemination of data and statistical material regarding DTU’s degree programmes and courses.

Organisational dialogue The director of AUS engages in a dialogue with the Deans of Education through a weekly education meeting (U meeting), where processes spanning both Bachelor’s and Master’s degree programmes are discussed.

• Degree programme evaluations • Annual reports by Heads of Studies • Study rule updates and administration • Course database updates • Support of the governing bodies and meeting forums.

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There is also ongoing dialogue between DTU’s administrative department heads and the Deans of Education regarding education processes within each area of the administration.

Dialogue takes place with the Executive Board through the preparation of AUS’ annual action plan and report.

AUS (Office for Study Programmes and Student Affairs) consists of the following offices: Study Development, Guidance and Admissions, Study Administration, International Education, PhD Programme, and LearningLab

AIT (IT Department) supports the IT infrastructure at DTU and actively participates in implementation of the e-learning policy

CAS (Campus Service) supports the educational infrastructure at DTU and actively participates in implementation of the study environment policy

AFR (Office for Research and Relations) is responsible for policy development and student recruitment

Administrative offices at DTU and their contribution to education.

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Quality system DTU was granted a positive institutional accreditation in December 2014.

This means that the Danish Accreditation Institution deems that DTU has a functional quality assurance system which allows DTU to continuously and

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systematically assure and develop the quality and relevance of its degree programmes.

DTU will apply for a new institutional accreditation in 2020.

Quality processes DTU’s overall quality objective is to develop and optimise the quality of DTU’s degree programmes, so they are at the highest international level, thereby contributing to DTU’s mission.

involvement of employees and students, and input from society.

Quality objectives are formulated in DTU’s strategy and educational policy, and are supported by DTU’s quality policy.

Planning and follow-up occurs through DTU’s management processes and is part of DTU’s annual cycle.

MISSION “DTU will develop and create value using the natural sciences and the technical sciences to benefit society.”

DTU’s strategy

Dialogue—both internally and externally—is thus the cornerstone of the quality improvement processes.

Quality improvement is carried out on an ongoing basis through a development cycle consisting of: • Setting objectives and planning • Implementation • Follow-up • Evaluation and corrective action.

“DTU’s quality assurance will create value and be cost-efficient.”

DTU’s strategy

Quality assurance is essential to the development of degree programmes at the University.

Quality processes aim to continually improve results through the active

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The quality improvement cycle. The model aims to continually improve results.

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Students are challenged to their limit

Strong student organisation

DTU’s culture. At DTU, quality processes and procedures are based on strong leadership judgement, which supports the goal of continuous improvement of results. The cornerstones of the DTU culture are employee presence, dialogue, a focus on core competences and a goal of offering challenging degree programmes.

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Study structure supports academic mobility

Open door policy employeepresence

Study programmes rooted in research and innovation environments – with emphasis on core competences and application-orientered solutions

Goal of continuous improvements

Teaching across the degree programmes

Leadership based on dialogue and extensive delegation of leadership competence

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Matrix organisation and strategic management DTU has a corporate organisation with a Board of Governors and an Executive Board.

Operational management of the University is overseen by the President, who has delegated the top-level management of the University’s core processes to the other members of the Executive Board.

All degree programmes at DTU are thus anchored in the Executive Board via DTU’s two Deans of Education, who have the overall responsibility for DTU’s degree programmes.

This means that the departments supply teaching and supervision to various degree programmes—but the degree programmes themselves are never confined to just one department.

The core processes span DTU’s departments and centres. This matrix organisation is central to framework for the educational process.

Executive Board President Executive Vice President, Provost

Executive Vice President, University Director

Dean of Graduate Studies and International Affairs, Senior Vice President

Dean of Undergraduate Studies and ­Student Affairs, Senior Vice President

Dean of Research

Director for Innovation and ­Entrepreneurship, Senior Vice President

DTU’s Executive Board.

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Education

Innovation

Scientific advice

Research DTU’s four core processes. Research provides the foundation for education, innovation, and scientific advice.

Boards and councils Academic Council Board of Representatives

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DTU’s organisation. The degree programmes are offered as joint programmes across DTU’s departments and centres.

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DTU’s strategic cycle The foundation for the long-term development of the University is defined in DTU’s 6-year strategy.

The strategy is translated into policies such as the Education Policy, which describes processes in more depth.

Implementation of DTU’s strategy and policies by the departments takes place through the annual development goals and measures (UMV) process.

for each department, whereby strategic objectives and focus areas are defined and implemented in an action plan. The UMV is subject to rolling review every spring.

The UMV process consists of three sub-elements: UMV, budget and action plan, and annual report.

The UMV process comprises continuous employee involvement that aims to promote co-ownership.

The UMV (the document Development Goals and Measures) is a strategic plan

Strategy Board of Governors Policies (Educational policy) Executive Board The development goals and measures (UMV) process DTU’s departments DTU’s strategic cycle and the responsible parties.

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Framework for DTU’s educational process The educational system at DTU is the framework for the students’ path from admission to graduation.

DTU’s educational policy provides the foundation for the educational system.

The educational policy supports DTU’s aim of being an international elite university.

DTU’s uniqueness Unlike many universities, DTU has only one faculty. This is central to the way processes are organised.

The University offers BEng, BSc Eng, and MSc Eng programmes, together with continuing education. These are covered by the quality system.

BSc in Engineering (BSc Eng)

M

Basic natural science courses 45 ECTS credits

Projects and professional skill courses 45 ECTS credits

G 3

Technology core courses 45 ECTS credits

Electives 45 ECTS credits

T 3

Bachelor of Engineering (BEng) Semester 1 to 4 Mandatory courses based on CDIO

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Semester 5 to 7 Internship Electives and mandatory courses Final project

All BEng, BSc Eng, and MSc Eng programmes are structured according to the same basic principles.

MSc in Engineering (MSc Eng) Thesis 30 ECTS credits

Technological specialization 30 ECTS credits

Electives 30 ECTS credits

Labour market

General competences 30 ECTS credits

Labour market

This means that the quality processes apply to both the general educational system and to each degree programme.

DTU’s BEng, BSc Eng, and MSc Eng programmes are maintained by the quality processes. All BEng, BSc Eng, and MSc Eng programmes are structured according to the same basic principles.

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References The framework for DTU’s quality system consists of:

• DTU’s institutional accreditation of 11 December 2014 (applicable to 31 December 2020)

• Strategy 2014-19 • Policy for quality assurance • Policy for education • DTU’s self-evaluation report: Framework description for the quality system for education

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• DTU Excellence—Strategic management at DTU • DTU Excellence—Framework for the educational process • Processes and procedures in AUS

Appendices

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Bodies, committees, and forums Academic Council The Academic Council is DTU’s top academic body.

The Academic Council has the task of advising the President about academic issues of key importance to the University’s activities.

The Council consist of the President, eight elected scientific staff members, and three elected MSc, BSc or BEng students.

University Leadership and Management Forum The forum meets every fortnight.

The meetings are attended by the Executive Board, Heads of Department and Directors.

The aim of the meetings is to facilitate input from the Heads of Department to the Executive Board, and dissemination of policies and organisational culture from the Executive Board to the rest of DTU.

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Heads of Studies Groups There are four Heads of Studies Groups, which hold meetings each semester—for Heads of Studies for the BEng programmes, BSc Eng programmes, MSc Eng programmes, and part-time programmes.

The meetings of the Heads of Studies are chaired by the respective Dean of Education, but are dialogue-based.

Education matters spanning the various degree programmes are discussed at the meetings.

Programme committees and advisory groups The Heads of Studies have established a programme committee (BEng and BSc) and an advisory group for each degree programme.

These groups support the Head of Studies’ efforts to improve teaching and develop each degree programme.

The programme committee (BEng and BSc) consists of the Head of Studies

(chairperson), key teachers, and at least two students. The advisory group consists of graduate and employer representatives in addition.

Heads of Studies, who are not members of the Department Board of Studies, can attend the meetings as observers.

Department Boards of Studies Each DTU department has a Department Board of Studies (ISN).

Chairs of Department Boards of Studies (ISN) The chairperson and vice chairperson of each Department Board of Studies constitute the Chair of ISN.

The Department Boards of Studies have the task of contributing to course content, doing quality assurance and developing the courses at DTU by overseeing the organisation, implementation, and development of the teaching.

The Department Boards of Studies consist of six, eight, or ten members.

Half are elected by and from among the department’s scientific staff, and half by and from among students.

The Department Board of Studies elects a chairperson from among its serving scientific staff, and a vice chairperson from among its serving students.

Two or three meetings are held each year between the Chairs of ISN and the Deans of Education.

The meetings are dialogue-based, and aim to discuss teaching matters that span departments and degree programmes at DTU. Interdisciplinary educational committees There are two interdisciplinary educational committees at DTU—the BSc and MSc Interdisciplinary Educational Committee (CUU), and the BEng Interdisciplinary Educational Committee (DUU).

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The committees have the task of advising the Deans of Education regarding the degree programmes, and discussing the education and educational policy issues the Deans raise.

Each committee consists of the Deans of Education (chairperson), three elected ISN chairpersons, three elected Heads of Studies, and three elected students from the given degree programmes.

Credit transfer and exemption committees The credit transfer and exemption committees for the BSc and MSc programmes and BEng programmes (CMDU and DMDU) handle applications for exemption from students at DTU. Each committee consists of two students and two scientific staff, appointed from among the members of the interdisciplinary educational committees, CUU and DUU, respectively.

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Study Environment Committee The Study Environment Committee has the task of promoting the development of a good study environment—including the preparation and implementation of an action plan based on study environment surveys.

The committee consists of the Dean of Undergraduate Education and Student Affairs (chairperson), and representatives of the students, scientific staff and several support functions, including AUS and CAS.

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External dialogue External examiner corps DTU uses external examiners from the engineering degrees’ external examiner corps.

DTU receives regular feedback from the external examiners via the chairmanship’s annual reports and chairmanship meetings.

The duties of the external examiner corps’ chairmanship include nominating external examiners for appointment and answering consultations on programme specifications and changes regarding the exam system.

Employer Panel The Employer Panel at DTU has the task of advising the University on the quality and relevance of the degree programmes, the development of new and existing programmes and forms of teaching and examinations.

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The Employer Panel consists of 28 appointed members, who have experience with and insight into education and relevant areas of employment.

Advisory Boards Each department has an Advisory Board, which advises the department on DTU’s core processes, including education.

An Advisory Board consists of between two and six members, who are external representatives of the department’s main stakeholders.

Advisory groups See the section on bodies, committees, and forums.

Ongoing dialogue Dialogue is also maintained with external stakeholders outside the formal meeting forums.

DTU’s scientific staff maintain close contact with the business community and national and international peers.

Graduate and employer surveys also provide input that is used in the development of DTU’s degree programmes.

1 Employer Panel Executive Board 18 Advisory Boards Departments 69 Advisory Groups Heads of Studies DTU’s formal forums for dialogue with prospective employers.

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