{"id":4,"date":"2024-04-04T09:11:21","date_gmt":"2024-04-04T06:11:21","guid":{"rendered":"https:\/\/sisu.ut.ee\/internalevaluation\/main-report\/"},"modified":"2024-04-04T09:11:24","modified_gmt":"2024-04-04T06:11:24","slug":"main-report","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/internalevaluation\/main-report\/","title":{"rendered":"Main report"},"content":{"rendered":"<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#565656\">The main report of internal evaluation is compiled every third year. It includes a more strategic comparative element as well as feedback from stakeholders, with the aim of reviewing interim results and setting new targets. The main report has three parts.<\/span><\/span><\/span><\/span>\n<\/p>\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69f07316a43f2-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69f07316a43f2-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69f07316a43f2-collapse\">Part 1. Strategic development directions of the curriculum (click to open)<\/button>\n        <\/h2>\n        <div id=\"accordion-69f07316a43f2-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69f07316a43f2-heading\">\n            <div class=\"accordion-body\">\n\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">This part of the report allows to<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<ul>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">analyse the extent to which the curriculum development targets meet the needs of society and national objectives and strategies;<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">assess the employability of graduates and the actions needed for their development (incl. cooperation with employers and alumni).<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<\/ul>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">1.1. Ensuring the employability of graduates <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">What is the main national objective (innovation, entrepreneurship, economic and service development, development of (civic) society, cultural and linguistic development, sustainable development, etc.) the curriculum development is directed to? What changes in society and the labour market affect the curriculum, and how? What is the demand for graduates of the curriculum? Do employers consider that graduates have sufficient competencies, what is lacking, is there a need to add some specialisation? How do alumni rate their employability? What skills will graduates need in the future? OSKA reports, labour force projections, surveys, interviews, benchmarking, cooperation projects, etc. will provide information for analysis.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figures<\/b> show data on the employment of alumni and their median wage.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The data can also be viewed on the statistics dashboard at <\/span><\/span><\/span><\/span><\/span><u><strong><a href=\"https:\/\/statistika.ut.ee\/oppekavad\/?_inputs_&amp;keel=%22en%22\"><span style=\"color:#0000cd\">curricula<\/span><\/a><\/strong><\/u><span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">, accessed from the university network or with a VPN connection; the link is also available in the statistics section in SIS2.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">1.2. Internationalisation and promotion of Estonian society, language and culture <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">How international and comparable to foreign universities is the learning experience provided by the curriculum? Which cooperation is done with partner universities (mobility of students and teaching staff, virtual cooperation)? Does the curriculum provide the skills to study and work abroad? How important do employers and alumni consider the internationalisation of the studies to be? Why? What do teaching staff consider to hinder or support the internationalisation of teaching? Which activities at curriculum or university level do employers, alumni and teaching staff consider the most important in promoting Estonian-taught studies, Estonian language (terminology) and culture? Are international students (if any) prepared for employment in Estonia?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figure<\/b> shows the share of students who have studied abroad (among graduates of the curriculum). Comparison with the average of the level of study in the faculty and at the university.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">1.3. High-level research-based studies <i>(up to 2,500 characters) <\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">How does the curriculum help students develop scientific thinking and acquire top-level knowledge and skills? What is the quality of supervision, how easy it is to find a thesis supervisor? Are top-level experts from outside the university involved in teaching? How can students participate in (international) research and innovation projects? How is the supply and succession of highly qualified teaching staff ensured? See the definition of science-based teaching in the Good practice of teaching.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69f07316a4489-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69f07316a4489-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69f07316a4489-collapse\">Part 2. Analysis of indicators of interim report and feedback from stakeholders (click to open)<\/button>\n        <\/h2>\n        <div id=\"accordion-69f07316a4489-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69f07316a4489-heading\">\n            <div class=\"accordion-body\">\n\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">This part of the report includes agreed statistical indicators, commented on by the programme director and supplemented by feedback and expectations from teaching staff, employers and alumni. The source of the data is indicated in brackets after each indicator:<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<ul>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">number of admitted students, share of student places filled (SAIS);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">learners\u2019 satisfaction with the chosen curriculum and with the choices within the curriculum (curriculum feedback questionnaire);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">taking course feedback into account (course feedback questionnaire);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">learners\u2019 assessment of the development of their competencies (curriculum feedback questionnaire);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">graduation rate, drop-out rates in the first year and at the end of studies (SIS);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">learners\u2019 satisfaction with the learning environment and e-learning support (curriculum feedback questionnaire);<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">learners\u2019 participation in student mobility, opportunities for international learning experiences;<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">main helpers of learners, learner expectations for support (curriculum feedback questionnaire).<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<\/ul>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.1. The marketing of and admission to the curriculum has brought the desired target group to study <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Have motivated and capable students been admitted to study in the curriculum? What do the teaching staff find that could be done more or better to cater for the target group?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figure<\/b> shows data on filled student places: comparison of applicants, admitted students, matriculated students and the number of student places.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.2. The curriculum has been thoughtfully designed <i>(up to 5,000 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Do the teaching staff find the curriculum coherent, with courses in a logical sequence and interlinked? Which courses could be taught together or closer together? Are the volumes of courses (workload in relation to ECTS) appropriate? How well are the requirements of the Statutes of Curriculum met (module of a semester abroad, Estonian language courses, entrepreneurship courses)? In the opinion of teaching staff, has the availability of options led to teaching courses with too many or too few participants, to different levels of satisfaction with the course among students of different specialisations, or to other concerns that need to be addressed?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figure<\/b> shows the data from the curriculum feedback survey \u2013 students\u2019 ratings for two statements: 1. I feel I have chosen the right curriculum. 2. I am satisfied with the choices I can make within my curriculum (modules, optional or elective courses). The data can be compared by the time studied or with the average for the faculty and the UT. More information on the results of the curriculum feedback survey can be found on the curriculum statistics dashboard at <\/span><\/span><\/span><\/span><\/span><u><strong><a href=\"https:\/\/statistika.ut.ee\/oppekavad\/?_inputs_&amp;keel=%22en%22\"><span style=\"color:#0000cd\">curricula<\/span><\/a><\/strong><\/u><span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.3. Teaching and assessment supports learning* <i>(up to 10,000 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">To what extent have teaching staff been motivated to make changes (e.g. improved giving feedback or e-support, diversified teaching, etc.) based on student feedback? What learning methods should be introduced to increase learner autonomy and responsibility (self-management)? How has assessment been modified to support learning and monitor the development of general skills?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figures<\/b> show the data from the curriculum feedback survey indicating satisfaction with courses \u2013 students\u2019 ratings for statements: 1. I understand how the courses I studied enable me to be more successful in the future. 2. I understand the relevance of the courses in my curriculum. The data can be compared by the time studied (ratings by students of the first or final year) or with the average for the faculty and the UT.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">For more information and explanations on course feedback in comparison with previous years and other courses and by statements characterising teaching, see the statistics dashboard\u00a0<\/span><\/span><\/span><\/span><\/span><u><strong><a href=\"https:\/\/statistika.ut.ee\/tagasiside2\/?_inputs_&amp;keel=%22en%22\"><span style=\"color:#0000cd\">course feedback<\/span><\/a><\/strong><\/u><span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">, accessed from the university network or with a VPN connection; the link is also available in the statistics section in SIS2.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Students\u2019 ratings for the following statements are used to calculate the aggregate result of the <b>teaching component<\/b>:<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<ul>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Students were given the chance to discuss the subject matter.<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The assessment was closely related to the teaching.<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The teaching was varied (different kinds of methods and tasks were employed).<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The feedback helped me understand which knowledge and\/or what skills I should develop further.<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"background:white\"><span style=\"line-height:normal\"><span><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The structure of the course supported my learning.<\/span><\/span><\/span><\/span><\/span><\/span>\n\t<\/li>\n<\/ul>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The analysis should identify the most important problem for the courses in the curriculum (e.g. the most problematic statement) and list the courses (or topics) that need to be addressed and used as a role model during the year.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.4. The curriculum supports the development of competencies the graduates need <i>(up to 2,500 characters) <\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">In the opinion of teaching staff and students, the development of which competencies should the curriculum definitely support? How well do the teaching staff know which courses they can draw on in teaching their course and in which courses the student can develop the acquired knowledge and skills further?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figure<\/b> shows the data from the curriculum feedback survey. When responding to the survey, students rated the development of their 20 competencies during their studies (developed a lot, developed to some extent, did not develop, or competency decreased). Comparisons can be made according to the time studied or with the faculty and university average. It is important to analyse whether the competencies developed are the ones the curriculum aims to develop. A conclusion from the open question about which competencies could be developed more at the university can also be included.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.5. Students successfully reach graduation <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">According to teaching staff, which activities\/courses in the curriculum and when help to support learning and reduce the drop-out rate?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The <b>figures<\/b> show data on the completion of studies within the standard period of study or n+1 year and the drop-out rate in the first year.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.6. Learning environment and support services support students\u2019 learning <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">How, or how well, do students know whom to contact with which questions? What kind of support are students satisfied with, and what can be improved? What investments in the learning environment, incl. the e-learning infrastructure, do students and teaching staff consider most important?<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">2.7. The organisation of teaching, the students, teaching staff or graduates receive recognition <i>(up to 2,500 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">E.g. teaching staff of the year award or other recognition by the university, e-learning quality labels, students\u2019 success in competitions and contests (research and innovation), graduates continuing their studies in top universities worldwide.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<div align=\"center\" style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:15.0pt;margin-left:0cm;text-align:center\">\n<hr align=\"center\" size=\"0\" width=\"100%\">\n<\/div>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">* Mandatory fields<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69f07316a44a7-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69f07316a44a7-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69f07316a44a7-collapse\">Part 3. Summary and action plan (click to open)<\/button>\n        <\/h2>\n        <div id=\"accordion-69f07316a44a7-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69f07316a44a7-heading\">\n            <div class=\"accordion-body\">\n\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">A short summary is compiled based on the analysis. What past developments have been beneficial for the curriculum. What improvement needs have been identified and what improvement activities are planned for the coming years (2\u20133 activities).<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">The template of the main report has been supplemented with guiding questions to help open up the topic. These questions help to write the analysis. Not all questions may carry equal weight in the development of all curricula, so the programme director can choose which ones to focus on in the analysis and which stakeholders (teaching staff, employers, alumni) to consult to identify opportunities for improvement.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">3.1. Summary evaluation of the functioning of the curriculum, suggestions for improvement* <i>(up to 5,000 characters)<\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p style=\"margin-bottom:7.5pt\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Summarise the aspects in which the curriculum is doing well and what needs improvement. What major changes have been successfully implemented in recent years? Provide feedback on activities that have contributed (as well as people who have contributed) to developing the curriculum and its organisation of studies. Identify areas of concern that need to be discussed and addressed (and whose action or decisions you need for that).<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm\">\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span><span style=\"color:#c35925\">3.2. Action plan for the years \/\u2026\/* <i>(up to 5,000 characters) <\/i><\/span><\/span><\/span><\/b><\/span><\/span>\n<\/p>\n<p>\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">Set objectives for the next 3-year period and outline 2\u20133 activities the programme director will address to achieve the objectives; proposals to the manager to address wider issues.<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<div align=\"center\">\n<table class=\"table table-hover\" border=\"1\" cellpadding=\"5\" style=\"width: 100%;border-collapse: collapse\" width=\"712\">\n<tbody>\n<tr>\n<td style=\"width:120.1pt;border:inset1.0pt\" width=\"160\">\n<p align=\"center\" style=\"margin-bottom:7.5pt;text-align:center;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">Objective<\/span><\/span><\/span><\/b><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<td style=\"width:326.05pt;border:inset1.0pt;border-left:none\" width=\"435\">\n<p align=\"center\" style=\"margin-bottom:7.5pt;text-align:center;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">Activity (incl. cooperation partner)<\/span><\/span><\/span><\/b><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<td style=\"width:87.9pt;border:inset1.0pt;border-left:none\" width=\"117\">\n<p align=\"center\" style=\"margin-bottom:7.5pt;text-align:center;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><b><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">Time<\/span><\/span><\/span><\/b><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width:120.1pt;border:inset1.0pt;border-top:none\" width=\"160\">\n<p style=\"margin-top:0cm;margin-right:0cm;margin-bottom:7.5pt;margin-left:2.6pt;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><i><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">EXAMPLE: Assessment also measures the development of transferable skills.<\/span><\/span><\/span><\/i><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<td style=\"width:326.05pt;border-top:none;border-left:none;border-bottom:inset1.0pt;border-right:inset1.0pt\" width=\"435\">\n<p style=\"margin-bottom:7.5pt;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><i><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">Workshops for teaching staff to specify the learning outcomes and select the assessment criteria and assessment tasks for five courses (taught in the first year). With the participation of teaching staff members of five courses, an academic developer, two second-year students; if needed, the instructional designer is involved. The revised assessment will be piloted this academic year, summaries will be made, and assessment recommendations will be formulated for other teaching staff of the curriculum.<\/span><\/span><\/span><\/i><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<td style=\"width:87.9pt;border-top:none;border-left:none;border-bottom:inset1.0pt;border-right:inset1.0pt\" width=\"117\">\n<p style=\"margin-bottom:7.5pt;padding:3.75pt3.75pt3.75pt3.75pt\">\n\t\t\t\t\t\t<span style=\"line-height:normal\"><i><span lang=\"EN-GB\"><span style=\",serif\"><span style=\"color:black\">First workshop in August, others to be agreed upon as needed, with summaries in January and June.<\/span><\/span><\/span><\/i><\/span>\n\t\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div align=\"center\" style=\"margin-top:15.0pt;margin-right:0cm;margin-bottom:15.0pt;margin-left:0cm;text-align:center\">\n<hr align=\"center\" size=\"0\" width=\"100%\">\n<\/div>\n<p>\n\t<span style=\"background:white\"><span style=\"line-height:normal\"><span lang=\"EN-GB\"><span><span style=\"color:#222222\">* Mandatory fields<\/span><\/span><\/span><\/span><\/span>\n<\/p>\n<p>\n\t<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n","protected":false},"excerpt":{"rendered":"<p>The main report of internal evaluation is compiled every third year. It includes a more strategic comparative element as well as feedback from stakeholders, with the aim of reviewing interim results and setting new targets. The main report has three &#8230;<\/p>\n","protected":false},"author":9,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-4","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/pages\/4","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/comments?post=4"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/pages\/4\/revisions"}],"predecessor-version":[{"id":13,"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/pages\/4\/revisions\/13"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/internalevaluation\/wp-json\/wp\/v2\/media?parent=4"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}