Quality assurance measures at the faculty and degree-programme level

Existing degree programmes can only be improved if we interpret the results of surveys and empirical data and use these as the basis for developing and implementing concrete ideas when making changes to modules, courses and examinations.

The University of Münster administers evaluations which monitor the quality of its degree programmes. These operate at two different levels: at the degree-programme level for assessing the concrete organisation of the programme and monitoring teaching quality, and at the broader faculty level.

  • Degree-programme level
    The student course evaluations provide instructors with feedback on the content-based and methodical structure of their courses. They also offer students the chance to suggest changes and exert influence. This instrument should be applied to the module level, as well. Furthermore, it would be beneficial if the guiding principle of the course and module evaluation process centred on the question "What have I learned?" from the student's point of view.

Graduate student surveys, on the other hand, enable us to assess the degree programme on the whole and to ascertain how well the programme prepared them for the practical challenges of their profession.
More information about student course evaluations [de]
More information about graduate student surveys [de]

Faculty level
Faculty evaluations, administered in accordance with the Evaluation Regulations of the University of Münster, are conducted by external assessors who appraise the quality of teaching and offer recommendations for improvement. Their recommendations can also serve as the basis for implementing quality assurance measures at the degree-programme level.
More information about faculty-level evaluations [de]

Further recommendations:

1. Workload surveys should provide information on whether the students' actual workload corresponds to that indicated in the module descriptions.
2. The various evaluation results should be consistently used for optimising the degree programmes.
3. The target and performance agreements between the University management and the faculties can focus more strongly on teaching.
4. Higher education didactic continuing education programmes could be developed at the subject level.