Accreditation

Academic staff are key participants in the Internal Quality Assurance System. Their professional activities, involvement in the development and delivery of degree programmes, and contribution to self-assessment processes directly influence the outcomes of institutional and programme accreditation.

Institutional and programme accreditation aim to assess the quality of educational activities, learning outcomes, teaching processes, and the academic environment.
Academic staff participation includes:

• preparation and updating of self-assessment materials;
• interaction with external experts;
• implementation of recommendations following accreditation reviews.

Within IQAS, academic staff:

• participate in the development and periodic review of degree programmes;
• ensure alignment of learning outcomes with stated competencies;
• analyze student and graduate feedback;
• serve on quality assurance committees and working groups.

Academic staff are involved in preparing self-assessment reports at the programme, department, and institutional levels.
Self-assessment covers:

• internal quality assurance policy;
• teaching and assessment methods;
• earning resources;
• academic and research performance.

During accreditation procedures, academic staff participate in meetings with external experts.

It is recommended to be prepared to discuss:

• the logic of the degree programme;
• the formulation and achievement of learning outcomes;
• student assessment methods;
• teaching methods;
• mechanisms for improving the quality of teaching;
• paths to professional development;
• the effectiveness of research work

The Accreditation Department informs academic staff about seminars, training sessions, and activities related to quality assurance, accreditation, and facilitates the participation of academic staff as experts.

Is faculty participation in accreditation mandatory?
— Participation is within the scope of their job responsibilities and workload.

Does accreditation affect the academic load?
— A temporary increase in workload is possible during the preparatory period.

“Employers”

Employers are key external stakeholders of the Internal Quality Assurance System (IQAS). Their involvement ensures alignment of degree programmes with labor market needs and professional standards.

Employers are involved in:

• development and periodic review of degree programmes;
• formulation and updating of learning outcomes and graduate competencies;
• expert review of curricula and courses;
• conducting training sessions;
• organizing professional internships for students.

Within institutional and program accreditation, employers:

• participate in surveys and interviews;
• interact with external accreditation experts;
• provide feedback on graduate preparedness.

Employer feedback is used to:

• assess graduate employability;
• evaluate professional and transferable skills;
• improve degree programmes in line with industry needs.

Employers contribute to:

• internships and practical training;
• dual training;
• joint projects;
• graduate employment support.

Employer feedback is systematically analyzed and used for programmes enhancement.

“Students”

Students are key stakeholders in the Internal Quality Assurance System (IQAS). Their feedback is taken into account when evaluating degree programmes, learning conditions, teaching methods, and academic support. Student involvement complies with the European Standards and Guidelines for Quality Assurance in Higher Education (ESG).

Institutional accreditation evaluates the university as a whole.

Program (specialized) accreditation assesses the quality of a specific degree programme.

Accreditation confirms compliance with national and international quality standards and enhances degree recognition.

Students participate in quality assurance through:

• surveys and questionnaires;
• interviews with external experts;
• representation in quality assurance committees.

Participation is voluntary and does not affect academic performance.

Student feedback is regularly collected through online surveys. The results are analyzed and used to improve degree programmes.

During accreditation visits, students meet external experts in an open and confidential dialogue about education quality.

Typical questions concern:

• the content of the degree programme;
• teaching methods;
• academic support;
• learning conditions.

International students participate in IQAS on equal terms. Surveys and interviews are conducted in English. Academic and socio-cultural adaptation issues are considered.

Participation in surveys is voluntary. All surveys are anonymous and do not affect academic performance.

Is participation in surveys mandatory?
— No, participation is voluntary.

Are the surveys anonymous?
— Yes, all surveys are anonymous.

Does participation affect ratings?
— No.

“Alumni”

Alumni are key external stakeholders of the Internal Quality Assurance System (IQAS). Their professional experience and feedback provide valuable insights into the practical relevance of degree programmes and their alignment with labor market requirements.

Alumni are involved in:

• evaluating the relevance of degree programmes;
• shaping and updating learning outcomes and competencies;
• providing expert review of curricula and course content;
• delivering guest lectures, master classes, and practice-oriented sessions;
• sharing professional experience with students.

Within the framework of institutional and program accreditation, alumni:

• participate in surveys and interviews;
• interact with external experts from accreditation agencies;
• provide independent feedback on the quality of degree programmes and learning conditions.

Information on alumni is used to:

• analyze employment rates and career trajectories;
• assess the level of professional and transversal competencies;
• monitor the relevance of acquired qualifications to professional practice;
• improve and update degree programmes.

Alumni participate in:

• mentoring students and young professionals;
• career events, job fairs, and professional forums;
• joint educational, research, and practice-oriented projects;
• supporting the professional integration of university graduates.

Feedback from alumni is systematically collected, analyzed, and used in decision-making processes aimed at continuous enhancement of the quality of the University’s educational activities.