UNIVERSITY OF COPENHAGEN
Template for Aggregate Programme Evaluations for Bachelor’s and Master’s Programmes at the University of Copenhagen1
Name of bachelor’s
programme
Name of master’s programme
Head of studies/head of
department
Department
Faculty
Academic year – period
Date of Dean’s approval
Student numbers in the
last three years of the
period, bachelor2
Student numbers in the
last three years of the
period, master3
Number of degrees in
the last three years of
the period, bachelor4
1
If a master’s programme constitutes a natural progression from a bachelor’s programme,
the faculties can opt to present a joint report covering both. In aggregate reports for
bachelor’s and master’s programme evaluations, quantitative data must be calculated
separately for each programme. The University has also made templates for different
kinds of single reports.
2
As of 1 October.
3
See Note 2.
17 SEPTEMBER 2015
UNIVERSITY EDUCATION SERVICES
FRUE PLADS 4
DK-1168 COPENHAGEN K
Number of degrees in
the last three years of
the period, master5
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Outgoing exchanges,
bachelor
Outgoing exchanges,
master
Involvement of external
expert(s)6
Appendix:
Competence matrix7
Research matrix8
Follow-up plan if critical conditions are detected
Analysis of quantitative Is the programme within the quantitative paramand qualitative materi- eters set by the faculty? Have the results of:
al (see list below)
 reports by the chairs of external examiners
 course evaluations, including pass rates
 dialogue with employer panels
 dialogue with graduates9
 the competence matrix
 the research matrix
given rise to changes?
Status
What is the current status of the programme and
of student progress? What has happened since
the last report? Follow-up/evaluation of initiatives implemented after the previous programme
evaluation.
The future, including
action plan
In which direction is the programme heading? Is
there a need for educational-strategy initiatives,
i.e. interventions in the long term? What did the
4
Number of degrees conferred in the period 1 October to 30 September (subsequent
years).
5
See Note 4.
6
State the faculty, the external experts, including the types, who are/will be involved and
the date/time period.
7
Aggregate reports on bachelor and master’s programme evaluations must include a
competence matrix for each study programme.
8
Aggregate reports on bachelor and master’s programme evaluations must include a research matrix for each study programme.
9
Surveys of graduates are conducted every three years, comprising the last three year
groups, but at the earliest one year after graduation. The surveys are by turn included in
the programme evaluation and in the programme report.
external experts recommend? Did the programme management follow the recommendations? If not, explain why. On the basis of the
above, an action plan is drawn up10 for the next
six years.
Misc.
If any of the criticisms are serious enough to
warrant immediate action, a follow-up plan must
also be drawn up11 and attached to the programme evaluation. If serious problems are
identified, closing the programme is one of the
options.
Quantitative material12
Results for the period
Year:
Year:
Year:
Standards
for quality
Intake p.a., bachelor13
Intake p.a., master14
Drop-out rate p.a., bachelor15
Drop-out rate p.a., master16
Completion times p.a.,
bachelor17
Completion times p.a.,
master18
Graduate unemployment
10
Action plans are drawn up every six years, after the programme evaluations. The action
plans are long-term, covering a whole six-year period. The programme reports include follow-up on the action plan.
11
Follow-up plans are short-term, and differ from the action plans in that they focus on
ameliorating situations that have arisen suddenly. The action plans focus on the long-term
development perspective.
12
In aggregate reports for bachelor and master’s programme evaluations, quantitative data must be calculated separately for each programme.
13
As of 1 October.
14
See Note 13.
15
Drop-out rates from bachelor’s programmes are calculated for at least the first year of
the programme (key data F.3.1).
16
Drop-out rates for master’s programmes are calculated for the whole programme (key
data G.1.4).
17
Completion times are calculated on 1 October, and comprise the proportion of students
who have completed their programmes in the prescribed time and the percentage of students who have completed in the prescribed time + one year (key data G).
18
See Note 17.
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statistics p.a., bachelor19
Graduate unemployment
statistics p.a., master20
Number of international
students on the master’s
programme p.a.21
Number of teaching
hours on the bachelor’s
programme per week
during each p.a.22
Complaints/appeals p.a.,
bachelor:
 Number of complaints
 Number of successful
complaints
 Number of appeals
 Number of successful
appeals
Complaints/appeals p.a.,
master:
 Number of complaints
 Number of successful
complaints
 Number of appeals
Number of successful
appeals
Full-time/part-time academic staff ratio, FTEs,
most recent year, bachelor23
Full-time/part-time academic staff ratio, FTEs,
19
For bachelor’s and master’s programmes, unemployment figures are calculated as the
percentage of unemployed graduates 4th–7th quarter after completing their studies.
20
See Note 19.
21
Calculated as of 1 October as the proportion of student intake on full master’s programmes whose nationality is not Danish, Swedish, Norwegian, Finnish, Icelandic or Faroese. The period counted is from 1 October to 30 September (the following year).
22
One semester (= two blocks) is 14 weeks. There are two semesters per year.
23
Full-time and part-time academic staff are defined as per Danish Universities’ statistics
and are calculated in terms of FTEs. Includes the activities that are part of the study programme, i.e. teaching, preparation, supervision, exams and administration. Full-time/parttime academic staff ratios are calculated for all programmes.
PAGE 4 OF 9
most recent year, master24
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Student/full-time academic staff ratio, FTEs
or number, most recent
year, bachelor25
Student/full-time academic staff ratio, FTEs
or number, most recent
year, master26
Qualitative material
Results for the period
Standards
for quality
Study start – the whole
period27
Internationalisation – the
whole period, including
balance between agreements28
24
See Note 23.
Are calculated either in terms of FTEs or numbers. For the FTE-ratio, student FTEs are
taken from the FTE report, while full-time members of academic staff are calculated as per
the calculation for the ratio of full-time to part-time academic staff. For the number-ratio,
ratio of students as of 1 October who trigger funding to the number of full-time academic
staff teaching on the programme are taken. Student/full-time academic staff ratios are
calculated for all programmes.
26
See Note 25.
27
If the faculty does not arrange specific study-start activities at programme level, an account is given of study-start at faculty level.
28
If the faculty does not arrange specific internationalisation activities at programme level, an account is given for internationalisation at faculty level.
25
Template for competence matrix for:
PAGE 6 OF 9
(Insert name of bachelor’s programme)
Qualification
framework
Competence
profile
Description of objectives for the constituent study activities
Course
Course
Course
Course
Course
Knowledge
Skills
Competences
In the first column, insert the relevant type description from the Qualification Framework (e.g. for the bachelor programme), see the Accreditation
Order.
In the second column, insert the study programme’s competence profile.
In the second row of the third column, insert the title of the constituent study
activities. In the rows below that, mark with an X, if the description of the
objectives for the study activities contributes to attaining the competence
profile.
All points in the competence profile must be covered by the description of
objectives for at least one of the study activities.
Template for competence matrix for:
PAGE 7 OF 9
(Insert name of master’s programme)
Qualification
framework
Competence
profile
Description of objectives for the constituent study activities
Course
Course
Course
Course
Course
Knowledge
Skills
Competences
In the first column, insert the relevant type description from the Qualification Framework (e.g. for the bachelor programme), see the Accreditation
Order.
In the second column, insert the study programme’s competence profile.
In the second row of the third column, insert the title of the constituent study
activities. In the rows below that, mark with an X, if the description of the
objectives for the study activities contributes to attaining the competence
profile.
All points in the competence profile must be covered by the description of
objectives for at least one of the study activities.
PAGE 8 OF 9
Template for research matrix for:
(Insert name of bachelor’s programme)
Constituent study activities for the programme
Academic staff
(member of staff responsible for the
course and main lecturers) for the constituent study activities
The academic staff’s
links with research
In the first column, insert the programme’s constituent study activities (i.e.
compulsory study activities, including bachelor’s project or similar).
In the second column, insert the names of the members of academic staff responsible for running courses and the main lecturers for the constituent
study activities mentioned in the first column.
In the third column, state the research environment with which the members
of academic staff listed in the second column are associated.
Template for research matrix for:
PAGE 9 OF 9
(Insert name of master’s programme)
Constituent study activities for the programme
Academic staff
(member of staff responsible for the
course and main lecturers) for the constituent study activities
The academic staff’s
links with research
In the first column, insert the programme’s constituent study activities (i.e.
compulsory study activities, including master’s thesis or similar).
In the second column, insert the names of the members of academic staff responsible for running courses and the main lecturers for the constituent
study activities mentioned in the first column.
In the third column, state the research environment with which the members
of academic staff listed in the second column are associated.