Contents

Consortium

Results

 

1. Quality assurance and enhancement system for engineering education

1.1 Review of existing national and international quality assurance and enhancement systems for engineering education,  January-April, 2009

Within this activity, the Project Tempus Offices at beneficiary universities and the project web site (http://tempus.mas.bg.ac.rs and latter http://cpa.fin.kg.ac.rs:30/Home/Home ) have been established. The project web site is linked with web pages of European Network for Accreditation of Engineering Education http://www.enaee.eu/ (ENAEE), Council for Higher Education Accreditation http://www.chea.org/, ASIIN http://www.asiin.de/, ABET http://www.abet.org/, ECUK http://www.engc.org.uk/ and contains actual information about national standards for accreditation and quality assurance in higher education. The project representatives from beneficiary universities are included as web site editors. They have collected all necessary information about national and international quality assurance and standards for enhancement of engineering education. Also, they have selected and transferred the collected information to their relevant faculty/university bodies and authorities who can help the project realization.

Accreditation agencies requirements are compared by including objectives, learning outcomes, & the different credit systems, etc. In meanwhile, kick off meeting is organized at Faculty of Mechanical Engineering, University of Belgrade, Serbia. A part of its content was:

  1. An overview was given about the outlines of the project, overall project goals, outputs & outcomes
  2. Also the exchange of ideas about the national & international accreditation agencies namely; ABET, ASIIN, ACQUIN, NAQAAE, KAPK took place in the kick off meeting
  3. During the kick off meeting, introducing the delegates to each others took place, where they discussed the different aspects and the implementation procedures of the project.
  4. Presentation and discussion about European Standards and Guidelines (ESG) http://www.eqar.eu/fileadmin/documents/e4/050221_ENQA_report.pdf
  5. ASIIN presentations about QA and ASIIN
  6. Presentations and discussions of EU partners

German University in Cairo (GUC) approach: To reach to the best QA practices, we selected to compare the criteria of ABET, ASSIN, ACQUIN, and Egyptian National QAA agency “NAQAAE” (GUC is already accredited by ACQUIN in other programs). In addition, the Tempus project team had further reading about the qualifications framework (EQF and German QF), Dublin descriptors, ECTS user guide (different versions), the Baldrige Award Excellence Model (Education), the publications of the QAA of England and the Australian publications of AUQA.

Curricular reform and modernization of curricula

Our comparison of the criteria of different accreditation agencies showed general agreement of the requirements (criteria), with three main good practices (concepts) that will be considered in the next phase of the project when refining the curricula of the 2 study programs in preparation for ASIIN accreditation.

The three concepts are: 1) the program outcomes approach - although all the above mentioned agencies have a uniform agreement on the concept of learning outcomes (competencies) for curriculum design (compared to the content oriented approach, teacher centred approach versus student centred approach), the terminology program outcomes was only mentioned explicitly in the ABET criteria with clear emphasis on the program outcomes assessment. A workshop held in the premises of the NAQAAE in Cairo at march 2010 confirmed this approach (the title of the workshop: ”Difference between class room and program assessment “ held by an ABET expert; Dr Gloria Rogersfor, 3 days). 2) The second good practice is the concept of breaking down the learning outcomes into more defined measurable performance criteria, with good illustrative examples for defining the intentionally vaguely constructed ABET criteria by a project funded by the American national science foundation. The concept was confirmed to be in agreement with ASIIN requirement, as approved by ASIIN representative in the workshop held in Cairo at 15/6/2010. During the workshop the attendees were trained by the ASIIN expert on breaking the outcomes to measurable performance criteria. 3) The third concept is the assessment of the workload by the examples of the Tuning project. All these concepts had been discussed in the presentations held in the workshop held in Egypt. Also, Bloom’s taxonomy was discussed in the presentations which are very important for defining of the cognitive level of learning outcomes (it is basically an essential requirement for assessment and for designing of the teaching methods). This is the taxonomy which is used in designing the courses at GUC.

1.2 Establishment of Committee for quality of engineering education, February-May, 2009

In accordance with RS national accreditation standards from January 2007, the Committees for quality assurance are established at all RS universities and faculties. These Committees, on faculty’s or university’s level, discuss actual issues concerning general quality assurance measures in order to reach national accreditation standards. At Serbian universities there is a Committee for quality assurance at Faculty of Mechanical Engineering, then a Committee for quality assurance at Faculty of Electrical Engineering and so on, but there is no Committee for quality assurance in engineering education at university level. Establishment of Committee for quality assurance of engineering education is proposed by this project in order to establish university body which 1) improves, promotes and implements quality assurance and enhancement mechanisms based on international and national accreditation standards in engineering education, as well as industry needs and overall EU projects, 2) promotes inter-, multi- and trans- disciplinary studies in order to reach contemporary EU qualifications frameworks in engineering education, 3) evaluates engineering curricula and, if necessary, suggests changes and improvements in order to reach harmonization with respective EU engineering curricula. The Committee should be composed of experts and representatives of academia (from different engineering branches), students, administrative staff, scientific associations and industry representatives. The Committee should examine globalization processes in engineering education including the life long learning education processes, support other quality assurance and enhancement bodies, work on improvement of internal processes and quality management, keep public relations and work on specific projects.

In intermediate report we noted that Committees for quality in engineering education, as new RS university bodies haven’t been established. The reasons were: 

1) There was a suggestion of National Tempus Office that active Tempus projects should collaborate among each other in order to reach synergetic effects. There were at least four Tempus projects in realization concerning quality assurance improvement at university level:

  1. 158999 "Strengthening Quality Assurance System within West Balkans HEIs in support of National and Regional Planning" 
  2. 145677  “Internal Quality Assurance at Serbian Universities” (all universities in RS are included)
  3. 144856  “International Accreditation of Engineering Studies”
  4. 158926 “Governance and Management Reform in Higher Education in Serbia”

So, this project is very probably not the primary one for that purpose.

2) The budget for this project has been considerably cut.

3) Introduction of quality assurance and enhancement system based on the best international practice must be dominantly supported by university Committee for quality assurance.

 

That is why the Committees for quality of engineering education were established by project representatives as a service for faculty/university authorities and colleagues in realization of Tempus projects with complementary aims.

Nevertheless, persons who are leading the project actions are mainly members of faculty and university Committees for quality assurance. For example, representatives from the Faculty of Medicine, Faculty of Science and Faculty of Mechanical Engineering in the Committee for quality assurance at University of Kragujevac have been closely included in this project activity. On 16th October 2010 “The First Quality Assurance Conference in Higher Education” is held at University of Kragujevac, with co-organization of the Committee for quality assurance in order to exhibit impact of the mentioned Tempus projects and disseminate knowledge about quality assurance in higher education. 

Namely, the aim within this activity was to establish Committee for quality of engineering education. It is done at GUC (EG), and in RS - Committee for quality of engineering education is established by project representatives as a service for faculty/university authorities and colleagues in realization Tempus projects with complementary aims. In RS, Committees for quality assurance on university level are established, and they encompass quality of engineering education issues, also.

This activity was encompassed following:

  1. Reviewing of the adequate central quality system that already existed within the whole university
  2. Study of accreditation agencies and the excellence models adopting TQM, and the global shift from the inspection concept to the concept of TQM, meaning the involvement of everybody
  3. Proposal for Re-organization of the Quality Assurance System in GUC
  4. Two proposals were prepared; the first one was to develop a central quality assurance department at the university level with corresponding quality assurance units at the faculties’ level, the second one was to develop a central quality assurance department at the university level, with corresponding central functions, managed by persons from each faculty or by committees within each faculty. (Curriculum committee and assessment committee)
  5. Establishment of quality management and accreditation committee (QMAC) on the university level *(GUC).
  6. The upper GUC management approved the second proposal. A quality management and accreditation committee (QMAC) was established at the university level with a representative unit in each faculty.
  7. Establishment of the EMS Curriculum Committee for quality of engineering education has been done.

GUC approach: Establishment of the Committee for quality of engineering education has been done. In addition to the adequate central quality system that already existed within the whole university, a recent quality management and accreditation committee (AQMC) was established at the university level with a representative unit in each faculty. A review for learning outcomes has already been achieved, but according to the Gantt chart a creation of an enhanced study program should be implemented during the same period, which is not practical because the learning outcomes were needed first in order to enhance the existing curriculum.

1.3 Proposal of quality assurance and enhancement system for engineering education, April 2009 – July 2010

We were transferring knowledge and good practice from EU universities and consequently improve our quality assurance mechanisms. Some results were presented by Prof. Matijevic at TREND conference www.trend.uns.ac.rs from 1st to 4th March 2010, at Kopaonik, Serbia, within sessions with university, faculty and government representatives from Western Balkan Countries. 

At RS beneficiary universities quality assurance system dominantly depends on top management of faculties and universities, as well as its Committees for QA. One of duties of QA Committee is continuously improvement of quality assurance system. This project has gave its contribution related with improvements of quality assurance system at Serbian faculties and universities.

GUC approach: Although different agencies have apparent differences in their criteria for accreditation, they all agree on covering two essential requirements namely strategic planning and process approach. 

In addition to accreditation criteria set by accreditation agencies (ASIIN and ACQUIN), GUC has also adopted models for continuous educational enhancement (EFQM model for organizational excellence (European model) and Baldrige award model). Namely, the central QMAC took a decision for taking the approach of compliance to standards - Based on the previous studies, the QMAC adopted more TQM implementation (leadership, process approach) and continuous quality improvement using PDCA cycle (Plan-Do-Check-Act). A decision was taken for adopting the compliance to standards approach based on the previous studies made and on the NARS. Adoption of the best models for continuous quality enhancement: Studying the EFQM (the European model for organizational excellence), & Baldrige award model

Adopting one of these two models will in fact assist GUC in pursuing its goal to achieve a newly introduced system accreditation by the German accreditation council.

Report “Guidelines for quality assurance and enhancement in engineering education” has done within this activity, which aim was to propose improvements existing quality assurance system on faculty and university level at beneficiary universities. Proposed improvements are based on Comparisons for accreditation agencies requirements regarding; students admission, examinations, facilities & support, & staff as well as QA standards from EU partner universities.

1.4 Promotion of necessity of quality assurance and enhancement system based on the best international practice, April 2009 – March 2011

This activity started even before the kick-off meeting (April 3-4), on Wednesday Feb.18th 2009, when National Tempus Office (shortened as NTO) organized a TEMPUS day on Faculty of Mechanical Engineering in Belgrade. The project has been presented to the audience of about 100 people. To dignify the meeting, welcome speeches  have been addressed by H.E. Mr. Josep Loveras, Ambassador of European Commission delegation in Serbia, Mr. Bozidar Djelic, Vice-president of the Government in charge for European integration (and, at the same time, Minister for science and technological development), Prof Dr Zarko Obradovic, Minister of education, representatives of NTO and others.

Prof. Dr. Milos Nedeljkovic as a responsible Project leader and at the same time Government secretary in the Ministry for science and technological development, in every appropriate occasion within his official visits to RS universities and media, explains necessity of quality assurance and enhancement system based on the best international practice, and which is the essence of this project proved by accreditation.

Participation in this project is often used for faculty promotion in media by deans and vice deans in Belgrade, Kragujevac and Nis.  Comparative advantage of engineering profession is its internationality by nature and because of that it is necessary to apply international standards in engineering education.

During whole the project span the necessity of introducing of quality assurance and enhancement system based on the best international practice has been promoted.

GUC approach: To implement the excellence model we need to have a culture of TQM, in which everyone is involved and committed, to continuous enhancement. GUC plan was delivered to the university level committee QMAC for approval and implementation with their support. Over time span of the project, several workshops were held.

The project participants have took place within different occasions like:

  1. Participation at “The First Quality Assurance Conference in High Education”, University of Kragujevac, Kragujevac, Serbia, 15/10/2010.
  2. Participation in one month robotics science festival in Belgrade (September/October 2012 – “Days of Future: Robotics”) is used for promotion of use robotics in engineering education and IAES Tempus project also
  3. A lot of presentations were organized
  4. Meetings with the members of the EMS quality unit. Several meetings and discussions took place with the EMS quality unit members discussing the project progress and requirements, also an introduction about the ECTS and the learning outcomes concept were discussed.
  5. QMAC meetings & discussions with Dr Mona Osman, the head of the English & Scientific Methods department in the GUC. Several meetings and discussions took place between the QMAC team and Dr. Mona Osman introducing to her the TQM concepts and approaches, and she decided to implement these new concepts in one of her courses as a pilot.
  6. Preparing materials to be presented in the third consortium meeting. Internal meetings and discussions were held between QMAC members & Dr. Mona Osman to discuss the TQM concepts and applications and to prepare the materials and handouts to be discussed during the third consortium meeting. Also internal faculty meetings and discussions in the faculty of EMS took place to prepare for the third consortium meeting.
  7. Presentations and workshops of the 2 consortium meeting held at the GUC in 6/2010. Four presentations were given by the representatives of the GUC and the faculty of EMS about the GUC’s performance indicators, postgraduate studies & research, faculty of EMS, and the IT infrastructure. Two presentations were held by Dr. Mona Osman , the head of the English department in the GUC ; in the first one, she gave brief idea about quality, learning outcomes concept, difference between course assessment & program assessment .  She also referred to Bloom’s taxonomy, workload, ECTS & the Tuning project. In the second presentation, she explained the concept of learning outcomes’ assessment in the course objectives survey. A presentation and a work shop were given by Ms. Jana, the ASIIN’s consultant.
  8. Introducing the total quality management concepts to the different faculties on the university level through a presentation. Two presentations were held by Dr. Mohamed Shohaib, & Dr. Magdy Mansour to the different faculties’ representatives, introducing Total quality management concepts.
  9. RS presentation at TREND conferences, to students and professors at organized occasions, and so on.

1.5 Implementation of quality assurance and enhancement system at beneficiary faculties, January 2010 – January 2013

Implementation of appropriate quality assurance system is a precondition for international accreditation of engineering studies. Committee for quality assurance can permanently propose new improvements, but faculty management is responsible for implementation of quality assurance and enhancement system. 

Implemented quality assurance and enhancement procedures at beneficiary faculties/departments are printed as public document (on the web site http://tempus.mas.bg.ac.rs).

All beneficiary partners are adopted a few essential procedures for this project realization.

An example of a lot of sub-activities with  instances of quality assurance improvements & implementations at GUC:

  1. Preparing policies & procedures of the curriculum committee. The policies & procedures of the CC were made by the QMAC & revised with the heads of the CC in the different faculties.
  2. Forming the staff curriculum committee in EMS. Initiating the EMS staff CC. Holding meetings in the QMAC office with the staff participants.
  3. Preparing materials to help in explaining new educational concepts. Forming the flow chart explaining the old concept of education (teacher centered/ content oriented) versus the new concept (student centered/ learning outcomes oriented).
  4. Preparing materials, handouts. Several materials were studied to prepare handouts.
  5. Explaining the new educational concepts. Several presentations held with staff members explaining the difference between the 2 concepts, the learning outcomes concept, & the ECTS.
  6. Collecting materials required to prepare the templates. Revising all the available materials and accreditation agencies requirements. (Tuning project, Egyptian agency, ASIIN, ACQUIN, & ABET). Collective requirements template (collective good practices).
  7. Preparing templates. Student workload template. Course description template. Modified template. Course report. Several drafts of the student workload templates were tried as a pilot in order to choose the most suitable one. A collective course description template was formed satisfying the requirements of NAQAAE, ASIIN ACQUIN & ABET.
  8. Implementing the learning outcomes Concept & using Bloom’s taxonomy in writing the outcomes. Several techniques were used to adopt the concept of learning outcomes. General meetings were held between the QMAC members & the EMS quality unit to explain the learning outcomes concept & Bloom’s taxonomy Other technique was to hold meetings with CC members, then departmental meetings were tried but due to the fact that the staff is busy & couldn’t attend collective meetings another technique was used: Where QMAC used  training of trainers technique. Trainers were trained on the methodology of writing the learning outcomes using Bloom’s taxonomy. Trainers held on job training for the busy staff.
  9. Estimation of students’ workload, allocating the credit points, & comparing it to the previously allocated credit points. During the on job training with the courses instructors and their assistants’, there were discussions about how to estimate the students workload and then to allocate the credit points for each course. The second step was to compare the newly allocated workload with the previously allocated one.
  10. Forming the student’s curriculum committee in EMS.  Start of students’ meetings to have their feedback concerning courses, workload, etc. Collect student’s suggestions.
  11. Linking the learning outcomes concept with assessment by using the item analysis bank software. This soft ware is bought & is to be implemented to deepen the use of the concept of learning outcomes.
  12. Training sessions are to be held in the QMAC office by the service providers to the trainees including courses’ instructors, teaching assistants & some of the QMAC assistants
  13. Action plan for the implementation of the use of the item bank for Mechatronics program.
  14. Action plan for the implementation of the use of the item bank for other programs. Action plan is to be prepared for implementing the use of the software.
  15. External evaluation of the Mechatronics program. Professor Dr.-Ing. S. Helduser visited GUC and evaluated the Mechatronics programs
    1. Program & suggesting adding new elective courses to the master level (semesters 9 & 10)
    2. Final exams for 5 courses where complete analysis was given & a comparison to the exams held in    Dresden was done
    3. Research activities
  16. Preparation of materials for the initiation of the assessment committee. Preparing presentations using a reference book “Developing Effective Assessment in Higher Education”: A Practical Guide as a main source together with other materials.
  17. Collecting materials from different national & international universities concerning surveys to adopt good practices. National & international surveys were studied & GUC made its own survey including its own areas of interest.
  18. Differentiating between fresh graduate survey & alumni survey. Comparing surveys of different universities. Concluding that the fresh graduate’s survey is to be answered by graduates within 6 months of graduation. The alumni survey is to be answered by graduates after 6 months of graduation.
  19. Implementing fresh graduate survey. The fresh graduate survey (FGS) was prepared, collected & analyzed. It is a survey that students have to fill right after their graduation ceremony. The FGS is implemented in 2010, 2011.2012 and it is an ongoing process where it is to be implemented every year. A surveying machine was bought to be used in surveys analysis.
  20. Implementing alumni survey. The alumni survey was prepared, collected & analyzed in 2010. It was implemented in a certain ceremony held at the GUC (Sohour gathering).
  21. Implementing employer survey. A brain storming session was held and the recommendations were to implement 3 templates, one for the HR, the other one for the supervisor of the employee, and the last one for the manager. The process included 3 phases; preparation, proposing, & implementation.
  22. Implementing course objectives achievement survey. The course objectives achievement survey was formed & implemented in the ABSK course as a pilot. It was then implemented in this course every semester to detect the degree of achievement, improve, etc. It will be implemented in other courses.
  23. Implementing course evaluation survey. The course evaluation survey was first prepared in Dec. 2010. It is an online survey that students have to fill by the end of each semester.
  24. Collecting materials from different national & international universities concerning the course monitoring. National & international reports were studied & GUC made its own report including its own areas of interest. The report was tried as a pilot. This resulted in deciding to simplify the template.
  25. Implementing course report. QMAC held presentations to show the importance of the report & to explain the methods of filling the report. QMAC set deadlines for the instructors to fill the reports & write their action plans.

The most obvious proofs of the implementation of quality assurance and enhancement system at beneficiary faculties are finalizations of accreditation processes and getting of the appropriate certificates for University of Belgrade, Faculty of Mechanical Engineering for the study program in Naval Architecture Engineering (MSc level), and for German University in Cairo for the study program Engineering and Materials Science (BSc and MSc levels).

 

Also...

 


2. New flexible study program models in order to reach interdisciplinarity and  new qualifications frameworks

2.1 Review of current standards in engineering education and contemporary qualifications frameworks, June 2009-Jaunary 2010

The activity has been performing according to the plan stated in the project proposal.

This activity encompassed
1) collection of all necessary information about contemporary engineering education
2) exchange of all relevant information between the consortium members
3) preparation of project staff for the next activity

GUC staff members have revised
- the National Academic Reference Standards (NARS):
- the European Qualification Framework (EQF) &
- the German Qualification Framework (GQF)

GUC staff members were done a comparison of Mechatronics study programs of 5 different degree awarding institutions. Namely, the staff CC compared the GUC Mechatronics program to those of:

RS staff members have revised the European Qualification Framework (EQF) & interdisciplinary engineering programs contents and organization at Imperial College London (UK), TU 9 German Institutes of Technology (especially at TU Munchen, and KIT). Also, have been reviewed and discussed principles of engineering education at the most recognized U.S. universities like MIT, Stanford or Harvard. MIT visiting professor V.M. Stojanovic at University of Kragujevac had been helped to Serbian colleagues to better understanding of U. S. engineering education system and organization at MIT and Stanford University. Some organizational concepts could be used at Serbian universities, also.

2.2 Creation of new flexible study program models in order to reach interdisciplinarity and new qualifications frameworks, July 2009 – November 2010

Goal of the activities 2.1 and 2.2 is modernization of traditional engineering curricula, to provide lacking interdepartmental and interfaculty collaboration and flexible frameworks for new engineering curricula in order to reach new engineering qualifications and degrees. 

But, after the first cycle of national accreditation, the most of RS accredited faculties and universities accepted accredited status in a less or more unchangeable situation as compared to the new national accreditation cycle. For example, at the Faculty of Mechanical Engineering in Kragujevac (FME-KG), the Faculty Council by Decision No 01-1/445-2 from 28/02/2008 adopted the interdisciplinary/interdepartmental study profile “Mechatronics” at Bachelor and Master study levels. The diploma supplement for both study profiles was defined (including titles: BSc in Mechanical Engineering – Mechatronics and MSc in ME – Mechatronics). The Faculty Council adopted further proposed improvements on 15/10/2009 in order to accommodate that both study profiles can start in current school year. But, the Dean of the Faculty has not implemented this decision yet. In his opinion it is not clear whether it is necessary to wait for the new accreditation cycle in order to begin the realization of the new study profiles, no matter whether all accreditation criteria are satisfied. Having this experience, and bearing in mind realization of several Tempus projects, FME-KG adopted new study profiles which consist from existing subjects within different branches of engineering education at FME-KG and has submitted two new study programs for national accreditation. No less complicated procedure was used at the Faculty of Mechanical Engineering, University of Nis. At university level, situation for creating inter-faculties or university study programs is practically impossible because there is no administrative support and organization for integrated university study programs.

However, Faculty of Mechanical Engineering, University of Belgrade has established new system curricula building it as a part of quality assurance mechanisms. This solution is accredited by national Committee for accreditation and quality assurance. According to this solution, it is possible to introduce new elective subjects (but under strong quality assurance conditions) and link them within old or new study profile. Also, a few months ago, national Committee for accreditation and quality assurance opened possibility for establishment joint degree study programs among national faculties in its realization.

It is a unique accredited solution in Serbia at BSc study level with inherent flexibility for students to collect elective subjects from different areas engineering, science and soft skills. Professors can offer new elective courses in each year and propose new modules with defined line of courses (within different old modules, with both new and old courses). Students have opportunity to expand their qualification framework related to elected subjects within one or more modules.

At this manner at Faculty of Engineering (Faculty of Mechanical Engineering (FME-KG) up to 28.07.2011.) are formed new study programs from old courses within different study modules of Mechanical Engineering study program at both BSc and MSc study level. At this faculty had been majority opinion that “new” study programs like Automotive Engineering, Military-Industrial Engineering, are more attractive for enrolment of new students than proposed elective path inside Mechanical Engineering study program like solution of Faculty of Mechanical Engineering at University of Belgrade.

Faculty of Mechanical Engineering at University of Nis is introduced Engineering Management (at both BSc and MSc level) as a new interdisciplinary engineering study program.

Development of programs and courses at GUC

Two study programs (namely design and production engineering and mechatronics engineering ) are currently under modification to conform with the ASIIN requirements, taking into consideration the modular structure and flexibility.

- Modifying the learning outcomes
- Verifying the allocated student workload
- Forming the courses’ syllabi catalogues

Using data collected in the previously filled course description forms, the student workload form courses syllabi catalogues are formed, edited & printed.


3. New laboratory, library, learning and teaching facilities as well as  administrative/student services improvement

3.1 Selection, procurement and instalation of  laboratory software and equipment, November 2009 – November 2011

Necessary laboratory setups, measurement and computer equipment have been defined. The activity has been conducted according to the original project plan. Appropriate education laboratories are necessary for accreditation and quality assurance of any relevant engineering study program. Our fund for the equipment is extremely limited after budget cutting and we were in doubt if it is necessary to apply for project budget restructuring. Because of that we were slightly late in performing this activity.

At all beneficiary faculties, laboratory equipment is planned to support education in Mechatronics as an interdisciplinary engineering field. At the Faculty of Mechanical Engineering University of Belgrade, appropriate part of the equipment for mechatronics (experimental robots) has been bought from its own budget. New laboratory facilities are showed at  http://cpa.fin.kg.ac.rs:30/Home/EquipmentUniversity

At Faculty of Mechanical Engineering University of Belgrade is formed new laboratory for 20 students, and procured laboratory equipment for individual student’s work.

At Faculty of Engineering (former FME) at University of Kragujevac, two laboratories with 8 and 20 student places are improved. Additional donation resources from industry are used in order to improve some laboratory aspects (furniture, and so on).

At Faculty of Mechanical Engineering at University of Nis, Mechanotronics educational laboratory is improved.

The Mechatronics Department at GUC purchased two educational equipments that are used in the Mechatronics Lab. These two equipments are:

  1. LDS 100 lb Shaker,
  2. Two workstations model HP Z800

These equipments will enhance the education and research for the following courses:
- Fluid Mechanics: 5th semester Mechatronics, Materials Engineering and Design and Production.
- B.Sc. theses
- Graduate research

Engineering education laboratories were improved and established.

3.2 Library facilities and administrative/student services improvement, November 2009 – November 2011

During this project, Faculty of Engineering at University of Kragujevac (former FME-KG) employed one person in order to permanently improve ICT support for administrative/student services as well as for teaching services. They have developed Internet based software for support and control all more important processes in teaching and student administration. RFID system is implemented in order to establish evidence about student presence at lessons and classroom consume. Interactivity among students, teachers and faculty management was increasing. Moodle portal (web pages based on open source learning management system named Moodle) for each subject is established. Students can find all relevant data concerning their subjects and communicate among themselves and with teachers via organized Moodle portals. These results were presented at TREND conference www.trend.uns.ac.rs from 1st to 4th March 2010, within sessions with university, faculty and government representatives from Western Balkan Countries. At RS government level software facilities for all government faculty/university libraries are improved. Library databases are connected among by Internet and access to new databases from libraries is enabled. There is collaboration among beneficiary faculties in order to reach contemporary ICT support for administrative/student/teaching services at these faculties.

GUC: Purchase of administrative equipments (copiers, laptops, PCs, printers, etc). These equipments are used in preparing and presenting the orientation materials used by QMAC in doing orientations and workshops. GUC had developed administrative/student services according to ASIIN standards.

RS-beneficiary faculties: Printed textbooks were gifted to RS faculties and universities libraries. Software for teaching/learning support in engineering education with some e-publishing materials are produced and it has gave to public use by the cite: http://cpa.fin.kg.ac.rs:30/Home/EPublishing

Also, e-learning teaching support is organized by LMS Moodle with adopted quality assurance standards concerning with a subject Moodle portal content. Software solutions for the following student statistics and attendance to lecturing are also developed. Basic software authors are Nenad Zahar and prof. Vladimir Cvjetkovic. Practically they have gifted their solutions to ICT office of Faculty of Engineering at University of Kragujevac. Now, all beneficiary faculties have developed ICT service and its software solutions for documentation management and trace of all essential processes related to administration and student services.

Some international office functions are transferred as a part of local student services, especially at GUC where internationally accredited study programs in English (international study programs) .

3.3 Developing of partnership with enterprises through student practice organization, November 2009 – October 2011

Partnership model with enterprises through student practice organization was developed. In September/October 2009 the typical agreement which includes all aspects of student practice organization is defined and it is offered to local firms to sign this agreement according to the new proposed quality procedures concerning with student practice organization at beneficiary faculties. This agreement covers different possibilities of student work in industry:  student practice, laboratory work without engineering departments, student part time job, student projects and diploma thesis for industry, etc. The part of mentioned agreement is also the new proposed questionnaire for the companies which should provide feedback from industry about quality of engineering education and their needs in the future. It is very important that engineering education ensures industry focus, research focus, industrial placements and professional qualification confirmed by the degree. At the beginning of 2009/2010 school year, the vice deans have sent accompany letter, agreement and questionnaire to companies proposed by teaching staff and student organization. The first agreements were signed. Involving of students and teachers in real industry environment is necessary part of engineering education which also can enable graduates to take up employment corresponding to their qualification.

Developed and another kind of partnership with enterprises. For example: the firm Muehlbaur has asked Center for Applied Automatic Control at University of Kragujevac to select young engineers for them. Also, Muehlbaur donated 5000EUR for laboratory infrastructure needs.

Student career and development office (SCAD) at GUC is responsible for supporting students in their internships and training and it is enhanced through the implementation of various project phases (student mobility). The SCAD office contributes to the statistics of graduates’ employability.

 

4. Pilot project of international accreditation of engineering sudies

4.1 Accreditation of at least two selected study program with ASIIN, July 2010 – January 2013

According to the project time plan, beginning of this activity was planned for July 2010, but the Faculty of Mechanical Engineering, University of Belgrade before this term reached international accreditation in Naval Engineering. It is result of good study program including teaching organization, quality of education laboratories, excellent teaching staff, and it is result of administrative efforts to do it concerning this project idea.  

Also, before submission of intermediate report of this project, GUC reached international accreditation for

But essential intention was accreditation of interdisciplinary study programs (especially Mechatronics, as well as programs which are outcome of 2.1 and 2.2 activity). 

A few study programs (namely Design and Production Engineering and Mechatronics Engineering) at GUC had been under modification to conform with the ASIIN requirements, taking into consideration the modular structure and flexibility.

The GUC has submitted the applications for accreditation to ACQUIN. Two courses’ syllabi catalogues namely:

The Faculty of Mechanical Engineering at University of Belgrade has submitted the applications for accreditation to ASIIN. Two courses’ syllabi catalogues namely:

The peers of ASIIN have visited UB-FME for two days and announced their positive decision, which is to be confirmed by the agency and officially declared on June 28th, 2013;

At Faculty of Engineering, University of Kragujevac (former Faculty of Mechanical Engineering) from different resources were developed teaching laboratories in Mechatronics (now, it is the best teaching laboratory infrastructure at Faculty). Regardless to developed resources, self-assessment reports, the dean prof. M.Babic and the vice rector prof. B.Jeremic haven’t answered positively at request of prof. Matijevic to submit the applications for accreditation to ASIIN, like the Faculty of Mechanical Engineering at University of Belgrade did.

The Faculty of Mechanical Engineering at University of Nis has not had intention to reach international accreditation for any of its study programs. They used this project in order to improve overall processes and resources at its institution.

Development of programs and courses at GUC

Two study programs (namely design and production engineering and mechatronics engineering) were under modification to conform to the ASIIN requirements, taking into consideration the modular structure and flexibility.

However, the EMS faculty of GUC has good experience in preparation of accreditation documents. On March, 13th 2008, the application was sent for the accreditation of the Faculty of Engineering and Materials Science together with the documents, in order for the accreditation committee to decide on the accreditation of the B.Sc. and M.Sc. study programs. On 26th of October, the feedback was received of the first meeting of the peer group which took place at Stuttgart on 17th of October 2008 requesting further information to be able to have a broad view of the program.  On 15th of December 2008, the reply on the feedback questions of the peer committee was sent. Based on this fact the nominated peers for the accreditation procedure of Bachelor and Master of Science study programs for Engineering and Materials Science Faculty have visited GUC for two days 1st and 2nd of February 2009. The delegation held meetings with the university authorities and another meeting with the faculty dean, department heads and staff members. In theses meetings, they discussed and clarified the points they need about the study programs and also they met a sample of the students and visited the labs, examination office and all related departments. At the end of the visit, they were very satisfied and promised that they will deliver a positive report for the next ACQUIN meeting. In conclusion, in June 2009 the ACQUIN accreditation approval has been received for five years for both the Bachelor and Master of Science programs.

 

7. Dissemination  and sustainability

7.1 Dissemination analyzing and actions planning, January 2009 – January 2012

The dissemination has included information exchange (using web publishing, marketing presentations, etc.), information sessions and workshops where outputs of the project are presented.

Dissemination results – 16 TV broadcasts, 5 university presentations, 7 newspaper articles, http://tempus.mas.bg.ac.rs/doc-1.html , http://cpa.fin.kg.ac.rs:30/Home/Home, academic collaboration among WBC faculties and universities, secondary school presentations which are given with intention techniques popularization, participation at TREND Conferences (about university education) www.trend.uns.ac.rs from 1st to 4th March 2010, and in March 2012. within sessions with university, faculty and government representatives from Western Balkan Countries.

Participation in one month robotics science festival in Belgrade (September/October 2012 – “Days of Future: Robotics”) is used for promotion of use robotics in engineering education and IAES Tempus project also.

CD "Introduction to Object-Oriented Programming - Collection of tasks with interactive software-testing system and support learning", 144,856-TEMPUS-2008-RS-JPGR, was presented at the Roundtable - "New concepts of learning and ICT technologies as a help or hindrance" Faculty of engineering Science, University of Kragujevac

The presentation: “International Accreditation. Results and planned activities at 144856-2008-RS-JPGR Tempus project International Accreditation of Engineering Studies”, I Conference for Quality Assurance in Higher Education, 15th October 2010, University of Kragujevac

YouTube resources about some aspects of the Tempus results (some TV broadcasts, equipment use, master thesis presentations, new teaching methodology) are organized and have stayed a part of practice concerning with results sharing and promoting.

Four workshops were organized by ASIIN.

GUC: Participation in Egypt Tempus day (January 18th, 2010) with a booth under the title of international accreditation of engineering studies explaining the activities of the project has been held in this well-attended conference. A booklet for all the tempus projects was published and distributed among attendees. Dissemination of knowledge within the different partners of the project was carried out through meetings held in Serbia, Germany, and Egypt.  Also, five presentations were conducted during the partners visit to Cairo by the Egyptian partner.

7.2 Sustainability analyzing and actions planning, January 2009 – January 2012

All officially adopted documents which result from the project activities directly contribute and guarantee that the project results will be implemented and used for a long time after the project completion: 1) documentation about adopted teaching quality procedures at faculty and university levels, 2) documentation about new curricula, courses and syllabuses, 3) documentation about equipment procurement, 4) documentation about publishing activities, 5) accreditation certificates, 6) adopted quality assurance system, 7) stable financial support to beneficiary faculties and developed infrastructure by this project (laboratories, QA system, and so on).

Quality management system has been established to ensure active involvement of faculty members in the continuous development and modernization of curriculums and its implementation. Top management representatives are also involved to support the implementation of the project outcomes.

GUC example: Establishment of QMAC as a physical and political structure on the university level. The QMAC will carry an ongoing process of training the trainers and staff of different faculties on different quality concepts including enhancing the implementation of TQM and CQI. Also the central QMAC unit will guarantee applying the state of art national and international accreditation standards and models and to distribute the TQM culture all over the GUC faculties.

Establishment of QMAC unit as a physical structure in EMS. The QMAC unit of EMS together with the staff curriculum committee will carry on an ongoing process of revising the programs’ objectives and learning outcomes.  Prof. Imam Morgan; the head of the EMS unit, will be the ECTS coordinator for the faculty.

Forming the student’s curriculum committee in all the GUC faculties. Initiating the students’ curriculum committee in EMS, and carrying on the same process in the different GUC faculties.

The students’ CC is to pursue an ongoing process of collecting students’ feedback and suggestions regarding workload, curriculum, instruction, and assessment to be used in enhancing the educational process.
Forming courses’ syllabi catalogues for 4 engineering programs. Four courses’ syllabi catalogues were prepared by revising the program learning outcomes and the students’ workload ,namely:

This process is to be carried out for all the GUC programs on regular basis by the QMAC units of the different GUC faculties.

Preparation and initiation of assessment committee. The QMAC started the assessment process on the university level, by preparing and implementing course evaluation survey, fresh graduate survey, alumni survey, & employer survey where the reports about the surveys will be used for continuous quality improvement. The QMAC prepared for the initiation of the assessment committee to be responsible for the previously mentioned tasks as on going processes, including the direct and indirect assessment.

Using technology transfer and physical infrastructures in Continuous quality development based on direct and indirect assessment statistics provided by Scantron (iNSIGHT 4) scanner hardware and software, and Intelligent Item Bank (IIB) software.

Scantron (iNSIGHT 4) scanner hardware and software was bought for continuous process of designing and reading surveys, providing statistical analysis reports to survey responses, so it’s a powerful indirect tool for assessment of the different programs and continuous development on the GUC level.

Also it is used in correcting exam answer sheets and providing statistical analysis reports about students’ responses, so it is also used as a direct assessment tool for courses, as the statistical reports provided can help instructors write and implement their action plans depending on the statistics of students’ responses fulfilling the continuous quality improvement of courses.

Intelligent Item Bank (IIB) is an item banking application; it provides extensive information regarding test development and psychometric characteristics of the items (questions).

It is a software used to build question banks for each course, in which the questions are listed under the categorization of learning outcomes, and after building a question bank, the instructor can put as example that he/she needs (according to the courses learning outcomes) the exam to be of 30% in the level of knowledge and understanding, 50% in the intellectual level, and 20% soft skills, then the software will export automatically the exam with the required structure and levels. So, this software is used in the project to deepen the concept of learning outcomes in the instructors’ minds, and to link the written learning outcomes to the courses’ assessment.