Assessment of the doctoral programme at the Daugavpils
University in the Faculty of Sciences and Mathematics
th
th
February 14 and 15 , 2006
Programme assessed
Doctoral Study Programme in Biology, focused on Zoology and Ecology
(herein referred as the Programme)
Assessment Panel (herein referred as the Panel)
Prof. I. Muiznieks, University of Latvia, Latvia (Team Leader);
Prof. A. Heinaru, University of Tartu, Estonia;
Research Prof. T. Frisk, Pirkanmaa Regional Environmental Centre and Technical
University of Tampere, Tampere, Finland.
Procedure
The Panel were provided with details of the programme and a critical self
evaluation. The assessors obtained further information through interviews with the
Programme co-ordinators (Prof. A. Barševskis for Zoology branch of the Programme
and Prof. A. Škute for Ecology branch of the Programme), senior and junior staff
members and researchers at the Faculty of Science and Mathematics (herein referred
as the Faculty), institutes of Systematic Biology, Research and Management of
Biological Resources, Centre of Innovative Microscopy, with the professors who are
involved in supervision of the Doctoral Theses, with the students representing the
programme and with the employers.
GENERAL ISSUES RELATING TO THE DEVELOPMENT OF DOCTORAL
STUDIES IN DAUGAVPILS
CURRICULUM CONTENT AND ORGANISATION
The Faculty can be complimented on its efforts to extend the offer of the
programmes, to raise the standards of teaching and research as well as to modernise
its infrastructure in response to:
1) the strategic goals of the development of the Daugavpils University, which
is aiming to become a comprehensive research university for the eastern region of
Latvia;
2) the demand of the recruitment of the qualified staff, which is the
prerequisite to meet the strategic goals of the University;
3) the expectations of the regional development and the employers, who
endorse the prospects of knowledge and technology orientation for the Eastern Latvia
(Latgale) region;
4) the interest of junior staff of the University and of the representatives of
local knowledge-based enterprises to obtain the academic upgrading possibilities in
close conjunction with the development of their professional careers.
The programmes prepared for the candidates who have quite focused tertiary
education background. Master of Biology or analogous degree is the prerequisite, and
the programme makes strong emphasis on the academic profile and research
competences to be acquired by the students. The workload of the students according
to the system used in Latvia corresponds to 120 credit points (CP), or six semesters of
the studies, where one credit point is an equivalent of one week or 40 hrs of full time
studies. There is strong dominance of the research work – 84 CP + 3 CP research
conferences + 9 CP research related workshops and seminars, what is commendable
and understandable for the doctoral programme. The research directions are subject
oriented. The part of Zoology is dominated by systematic entomology, in particular
coleopterology; the part of Ecology – by limnoecology. The programm is offered only
in the form of full-time studies.
The assessed programme can be complemented as an important step towards
strengthening research component at the Faculty, which traditionally has pursued
mostly tasks of teacher education. The Programme can play an important role in the
development of research units (institutes, Centre of Innovative Microscopy), where, in
turn, interdisciplinary studies and novel competence fields for the studies in Biology
may come up. It has to be recognized that the Faculty has found its very specific
niche of excellence and competence – systematic coleopterology, where it has gained
international academic recognition, accumulated significant infrastructural capacity
and established peer reviewed research journal. The planned development of the
research capacities in the University for the upcoming 3 – 5 years allows anticipating
academic career opportunities for most of the graduates.
The programme has been developed and is implemented against a background
of gradually raising financial resources and meaningful concentration of material
resources in the fields of peculiar competence of local research tradition, due to
enthusiasm of the Faculty staff and support of the University administration. The
programme complies with the requirements of the standards, which are established for
doctoral studies by the Latvian Law on Higher Education Institutions and Law on
Research Activities. The University has acquired Promotion rights in Biology by the
Latvian Ministerial Ordinance #1000 from December 27, 2005. The Promotions
Council can be established as soon as minimum five staff members of the University
will be awarded experts rights by the Latvian Council of Science. The Faculty has
successfully interacted with a number of local partners from universities and
ministerial research institutes, as well as with academic partners in Estonia, Poland,
Lithuania and Finland to secure satisfactory operation of the programmes under
constrained conditions. This type of collaboration should be a characteristic of all
areas of postgraduate studies at the University.
The enthusiasm of the Faculty to uphold the doctoral studies by developing
research entities and by concentrating within these units modern equipment, which
can be purchased in recent years due to the support of the European Union funds and
state budget support, is strongly commended.
The expectation of the overall success of the assessed programme is high as
judged by the esteem of the graduate career perspectives by the students themselves,
by the University administration and by local regional development agency, which
can be regarded as the representative of the largest non-academic employer.
Concerns (i)
The programme is oriented mostly, if not only upon academic career
pathway of the eventual graduates. In the same time, the assessment of the
developmental plans of the University and prospects of the regional
development clearly indicate that the demand for research education and
doctoral degrees is to be expected also in administration, governance and
entrepreneurial sectors. The current curriculum does not address those
segments in due manner. The Panel strongly recommends that additional
courses, which may improve the employability of the graduates outside
(ii)
(iii)
(iv)
academia, should be included in the programme, e.g., courses on
environmental legislation (EU Water Directive), regional development and
biodiversity management. The time-budget of the studies permits this
extention since the full-time doctoral students do not have maximum 6
weeks holidays per year, instead of 12 as the undergraduate students do.
Consequently – the CP amount per academic year in doctoral studies exceed
40 CP, more tasks can be envisaged for the degree aspirants.
The enrolment prerequisites may be defined more broadly. At present only
the Biology graduates are considered, although the scope of the studies may
be equally well suited to the persons with the education background in e.g.
Environment Science, Veterinary, maybe also Medicine and Chemistry.
Learning Outcomes/Learning Objectives should be outlined in more detail
for the text-book courses and for the research seminars and workshops. The
present course descriptions set emphasis on the contents of the studies,
learning outcomes are to some extent neglected.
The seminars and workshops dedicated to the research methodology and
pedagogy should be rectified in more goal oriented manner, considering the
needs and demands of the students, who are mostly people with ample
professional experience. The Panel would like to recommend more language
and information retrieval skills, emphasis on the preparation of research
seminars and discussion of the research results instead direct participation
into the pedagogical work with undergraduate students, where many
doctoral students seem to be heavily involved. Consideration should be
given to granting individual approach of evaluation of the students who can
demonstrate a good performance in research methodology or language.
TEACHING, LEARNING AND ASSESSMENT
The individual research projects make up the core of the studies,
methodological seminars and other courses are organized in block sessions, profiling
courses are studied mostly individually using literature resources, which are indicated
by the research adviser. The contents of the seminars may be adjusted to the special
needs of the students and to their research profile, since the total number of the
students is still low - 9. Daily work at the developing research facilities of the
University and possibilities to contact directly the research advisors ensures generally
benevolent ambience for the doctoral studies.
Concerns (v)
The staff qualification and professionalism differs substantially in different
branches of the programme. Not looking to the focusing of the programme
upon just two branches of Biology, the staff of the Faculty has to cover wide
scope of subject areas at providing research advice for the thesis works. The
limited number of international publications of the staff and the students can
be seen as the consequence of long-lasting neglecting of the needs of the
development of research teaching at the University. Although the situation
has started to improve during last two – thee years, much effort is still
needed to attain wide coverage of the programme, true amalgamation of
research experience with the growing instrumental capacities, to win
national and international reputation of the doctoral studies and research in
Biology at the University. Under present conditions professionalism
probably is most advanced in the field of entomology, but it is difficult to
(vi)
(vii)
secure it in all teaching and research directions. Possible solution may be
envisaged through the increasing the number of the staff at the Faculty.
Meanwhile, the Panel suggests alleviating the lack of the critical mass of
human resources, which are needed to provide the wanted spectrum of
studies and research, by strengthening national and international cooperation
with research institutions and universities. The opportunities provided by
local laboratories are frequently not sufficient to secure research, which may
be recognized and published in international, peer reviewed journals.
More clearly defined criteria could be introduced into the assessment of
progression in the workshops and seminars. The Panel suggests more
specific evaluation of all the taught courses and seminars in the programme,
thus replacing ambiguous “differentiated test” by clear grading system.
No specific assessment procedures, which may have taken into consideration
the specific preliminary academic and professional work experience or
language command of the students, were identified by the Panel.
STUDENT PROGRESSION AND ACHIEVEMENT
The student audience in the assessed programme is quite small – nine, only
four of them are supported by state budget funding. The other students are supposed
to pay tuition fee, but since the bulk of them are the University employees, the fee is
waived. Nevertheless two students, who are working at private company – Daugavpils
Zoo are paying LVL 740 this academic year, an increase from LVL 650 the year
before. The readiness of entrepreneurs to invest their money in academic upgrading
can be estimated very highly as a sign of the credibility of the programme and
prestige of the conferred degree.
The Panel was positively impressed and surprised by the presentations of the
student’s research projects. The reports, which were presented by all of the students,
demonstrated real commitment, motivation and enthusiasm about their research. The
Panel commends also the wide involvement of the students in numerous conferences
and workshops.
The students evaluated very highly the opportunities provided by the
University for the Doctoral Programme, e.g. – purchase of a lap-top computer for
every student. Interaction among the students and staff seem to be free, democratic
and mutually credulous. The formal record of student progression is taken twice a
year by the assessment of their progress reports and work plans.
It is understandable that the tuition fees in the doctoral programme have just
symbolic and eventually disciplinary role – they can not cover the expenses of
research studies
Considering the structure of the student body of the doctoral programme and
the development perspectives of the University and eastern Latvia region as a whole
there cannot be any unemployment problems anticipated for their graduates, except
the expectations of upward mobility along the academic career pathways may not be
met immediately. The feedback that was given by the representative of employers –
the Regional Development Agency was endorsing, the authority clearly understands
the growing need for scientific expertise, which can be provided by Doctoral degree
holders, in fulfilling its functions. Although development prospects were interpreted
mostly in terms of nature conservation, not that much in terms of sustainable
development, it was clearly demonstrated that social partners from state
administration favour the idea of academic research programme development at the
University.
Concerns (viii) There has not been promotions in Biology at the University, in particular the
promotions, which have been guided by the Daugavpils University permanent
staff members since many years. The establishment of solid tradition in
conferring degrees will take time, possibly one can opt for creating joint
promotion councils with University of Latvia or other partner university for
the initial phase of programme implementation.
(ix)
It seems nthat not all of the students who are close to the graduation have
made clear systemic overview and methodical analysis of the accumulated
data. The staff of the Faculty may not have all the needed resources to execute
sufficient control upon the progression and to evaluate current achievements
of the students. The discussions of the Panel with some of the students who
are already in last years of their studies not always demonstrated sufficient
capacities of the students to present their topics in English, which is accepted
lingua franca for biologists, clearly and concisely.
(x)
The Panel feels that more detailed elaboration of the annual and semester
work plans for the students may be helpful for the consequent and goaloriented guidance of the students work. Considering small size of the class,
more frequent joint interim benchmarking and stocktaking events, progress
reports and discussion with formalized minutes of the meetings could be
introduced.
STUDENT SUPPORT AND GUIDANCE
The Panel appreciates very much the democratic and friendly relationships
among the Faculty staff and the Doctoral students at the University. It was evident
that all the efforts are paid to secure successful implementation of the studies. The
evaluated doctoral programme has its programme committee, where the students are
involved as full-fledged members. The Faculty in all administrative and academic
levels, starting with the Dean and professors, seems to be open also to informal
discussions with the students regarding the development of the studies.
The students presented quite elaborated plans of their doctoral research, which
were undoubtedly prepared with the support and under the guidance of their
supervisors.
The distribution of tasks among academic and administrative staff of the
Faculty in supporting the implementation of the programme seems to be clear and
effective.
Concerns (xi)
All the students had plans to publish their research, bet quite a few of them
have published somewhere outside the university. As mentioned above, the
participation rate at international conferences is impressive, but this has to be
developed into more serious achievements. Apparently here is the point, where
more qualified guidance can be expected, but not always can be offered, since
the publishing activities among the teachers also leaves space for
improvement.
(xii) More intensive and versatile guidance of the students’ research activities is
needed. Different forms of the improving the situation are in the way and the
Panel strongly supports development of joint doctoral schools with the other
universities in the region and higher activity in organizing short-term block
workshops with the involvement of leading professors from other universities.
(xiii) It did not seem that all the students are aware how the changes in their
elaborated research plans can be introduced due to the unavoidable
adjustments emerging at experimental work. Alternative versions and
enhanced flexibility of general research outline may be task for further
consideration.
(xiv) The Panel was not confronted with the specific collections or adaptations of
the learning materials, which could be selected for self dependent studies in
the mandatory courses of Zoology and Ecology. Apparently, such collections
may be useful for teaching support, and they can be developed with the
acquisition of additional textbooks and subscription for main journals in the
field. Considering the profile of the studies, one could also consider the uptake
of the European Union main legislative acts on Natural Resources in the lists
of teaching materials.
(xv) International mobility may be considered as an important resource for the
further development of student support within the programmes, especially
considering the possibilities to provide options to pursue intensive research
periods in well equipped laboratories. Students themselves regarded this
possibility very enthusiastically, not looking to their current employment
obligations. The Faculty runs a number of international collaborative projects;
the involvement of the students from the assessed programmes in them was
restricted mostly to the participation in conferences, short term visits, it was
not developing towards extended research periods at other laboratories. The
development of such support schemes my be important for the upgrading of
the programme. It will also help to internationalize the studies and to attract
more attention of the foreign students for particular sub-directions of the
programme.
(xvi) More involvement of the representatives of the social partners in the Program
Committee may be suggested. This could be a form of qualified career
guidance, which is available to students as they progress through the
programme.
LEARNING RESOURCES
The relative shortage of funding sources for the provision of
equipment, infrastructure, IT and library facilities in Latvian higher education is well
known, but the situation is improving gradually during last years, especially after
joining the EU. For the research-oriented graduate studies the provision of the
resources for self-dependent learning and experimentation is of paramount
importance. During recent 3 – 4 years the infrastructure of the Faculty has been
improved considerably, two research laboratories, Centre of innovative microscopy,
have been established, the needed, although expensive equipment was purchased, the
premises have been partially refurbished..
The Panel is happy to commend the achievement of the Faculty in establishing
new research capacities, in equipping multidisciplinary laboratories, in improving
informational support by the libraries, who are providing qualified and user-friendly
service in provision of needed research literature via library exchange and internet
data base resources. The Faculty has accumulated impressive collection of research
literature in entomology, especially in coleopterology. At part this specialisation is
due to the active exchange of journals, where the Baltic Journal of Coleopterology
edited by the University is an exchange currency.
Concerns (xvii) The offer of the available on the spot literature resources at the library was less
impressive than the development of the use of the distant resources. Many
books are out-dated, those who may be used for advanced studies are in
singular copies. The Panel would suggest careful elaboration of the Library
development programme, planning sequential acquisition of the most
important textbooks and periodicals a number of years ahead.
(xviii) With the acquisition of new equipment, especially the advanced microscopes
and molecular biology tools, the teaching staff at the doctoral programme
faces the challenges. The machines have to be incorporated and used in most
efficient way for the implementation of the research projects, which have been
planned and started at quite different level of technical support. Again the
Panel would suggest more cooperation with the universities and other research
institutions in the region to secure purposeful use of the new possibilities. On
the other hand, not looking to the spectacular improvements during the last
years, some of the fundamental methods of environment science, e.g.
spectrophotometry and element analysis, are not being supported by relevant
equipment.
QUALITY MANAGEMENT AND ENHANCEMENT
Undoubtedly, the Faculty has established an effective de facto system of
quality management, which is highly dependent on the individual performance of the
responsible persons at the programme management and administration. This is
feasible at the given stage of the programme development, when the class is very
small. With the development of the studies one can expect growing formalisation of
the procedures wider involvement of the student questioners to obtain feed-back on all
the programme-related problems, which by now are pretty well acquired through
personal contacts and interviews with the students.
Concerns (xix)
The mechanism of the implementation of the suggestions, which may be
concluded from the interviews with the students, is not fixed. All the
activities are mostly dependent on good performance will of the staff, which
is undoubtedly in place now, but which may need more formalised ways of
surveillance with the development of the programme.
(xx)
The quality enhancement may be impeded by the lack of measurable and
comparable standards. Relativism in estimation of the student (and staff)
progression or achievement quality may nurture self-satisfaction and
provincialism. The Panel would recommend developing cooperation with
other universities and research institutions in the region, first of all with
those who pursue academic and research work in biology, human and
veterinary medicine, through mutual participation in examination sessions,
in evaluation of Thesis works, in setting up joint research activities.
(xxi)
The Panel felt that the introduction of the standards, which are typically used
for the evaluation of the papers submitted to international journals, may be
helpful for the enhancement of the quality of the annual progress reports. It
has to be taken on notice that the study periods of some of the students in the
programme is closing to the end or is already finished, but the Doctoral
Thesis works still are not submitted or prepared for submission.
OVERALL EVALUATION OF DOCTORAL STUDY PROGRAMME IN
BIOLOGY AT THE DAUGAVPILS UNIVERSITY
The Panel strongly supports the initiative of developing research studies in the
regional university since the endeavour is supported by serious commitment of the
students, the staff and the policy of the Daugavpils University.
It is recommended that the programme is accredited for 6 years but that the
following points be addressed in its future:
 National and international cooperation schemes, eventually most efficiently in
the form of joint doctoral schools and workshops, have to be put in place to
ensure the involvement of more resources for the quality enhancement of the
research.
 The doctoral studies have to be oriented not just to the needs of academic
renewal of the University itself, but more broadly to the needs of sustainable
development of the Eastern Latvia region both in business and administrative
aspects.
Questionnaire
for Evaluation Commission Experts
(Supplement to the individual report)
Daugavpils University, Doctoral study programme in Biology
It is recommended to evaluate each of aspects listed below by a mark
according to the following scale and to add a short comment. In case of negative
evaluation (mark 1) the comment is compulsory. It is recommended to add short
description about each quality aspect: strengths, weaknesses, opportunities and
threats. It is possible to leave without mark a question, about which expert is not
competent. The filled in questionnaire expert must add to the reports – individual
and joint.
This questionnaire can also be used as a plan for the evaluation report.
The scale for the assessment:
4 (excellent), 3 (highly satisfactory), 2 (satisfactory), 1(unsatisfactory)
I The assessment of study programmes
(6 main aspects and 14 questions)
I Aims and objectives
1. Possibility to understand, to reach and to control the aims and objectives defined by
the study programme.
Assessment: 3
Comment: The research developments in Biology at the Daugavpils University have
been started more or less seriously since 2001. In this quite short period of time the
staff of the Faculty of Natural Sciences and Mathematics have achieved considerable
progress in the launching doctoral studies in quite well defined and focused fields –
Zoology, more specifically entomology, in particular coleopterology; Ecology, more
specifically limnoecology and nature preservation. The scope of the programme is
defined a bit too narrow – the students are being prepared mostly for academic career,
although the needs of the region create many other prospects for doctoral degree
holders. The infrastructure of the studies, which has undergone serious development
over the last two years, provides the needed basis to reach the aims of the programme.
The interaction of the staff and the students in the newly developed research units of
the University – Institutes and Centres give ample and extensive possibilities to
follow up and control the students progression.
II The content and organization of the studies.
2. Complying with the professional and education standards, legislation of the
Republic of Latvia and with the requirements and standards of the European Union.
Assessment: 3……
Comment: The study process is being organised according to the Charter of
Daugavpils University, the Law “On Higher Education Institutions”, the Law “On
Research Activity” and other normative documents. The doctoral programme
completes the cycle of academic studies in Biology at Daugavpils University,
following the Bachelor and Master Study programmes. There are some inconsistency
in calculating the number of credit points (CP) at doctoral studies. According to the
Law on Higher Education Institutions, which is in force in Latvia, one CP
corresponds to 40 academic hours of student’s work. Full-time doctoral students do
not have maximum 6 weeks holidays per year, instead of 12 as the undergraduate
students do. Consequently – the CP amount per three academic years in doctoral
studies exceed 120, what is calculated at the programme. The enrolment prerequisites
may be defined more broadly. At present only the Biology graduates are considered,
although the scope of the studies may be equally well suited to the persons with the
education background in e.g. Environment Science, Veterinary, maybe also Medicine
and Chemistry. The programme can be implemented since the University of
Daugavpils has acquired Promotion rights in Biology by the Latvian Ministerial
Ordinance #1000 from December 27, 2005. The Promotions Council can be
established as soon as minimum five staff members of the University will be awarded
experts rights by the Latvian Council of Science.
3. Consistency of the study programme and its parts with the demands to create the
common European education space, including the comparison with at least two study
programmes from EU countries.
Assessment: …3
Comment: . The academic staff of the Daugavpils University has found a very
specific niche of excellence and competence – systematic coleopterology, where it has
gained international academic recognition, accumulated significant infrastructural
capacity and established peer reviewed research journal. Within this specific field of
studies serious cooperation projects have been developed with partners from Poland,
Germany and other EU countries. At the moment the study programmes under
evaluation are quite directly orientated to local market and, basically, to regional
development. In the evaluation report the programme was compared with the similar
programmes in biology of University of Latvia, PhD study programme of Tartu
University, Estonia and PhD programme of Lund University, Sweden.
4. Qualification and professionality of the academic staff members.
Assessment: …2
Comment: Staff members are highly motivated and enthusiastic. The staff qualification
and professionalism differs substantially in different branches of the programme. Not
looking to the focusing of the programme upon just two branches of Biology, the staff
of the Faculty has to cover wide scope of subject areas at providing research advice
for the thesis works. The limited number of international publications of the staff and
the students can be seen as the consequence of long-lasting neglecting of the needs of
the development of research teaching at the University. Although the situation has
started to improve during last two – thee years, much effort is still needed to attain
wide coverage of the programme, true amalgamation of research experience with the
growing instrumental capacities, to win national and international reputation of the
doctoral studies and research in Biology at the University.
III Assessment of teaching and learning.
Assessment: 3…
Comment: ………
The individual research projects make up the core of the studies, methodological
seminars and other courses are organized in block sessions, profiling courses are
studied mostly individually using literature resources, which are indicated by the
research adviser. The contents of the seminars may be adjusted to the special needs of
the students and to their research profile, since the total number of the students is still
low - 9.
5. Modern methodology of teaching, a clear statement of results to be expected,
problem solving, use of computers, internet, audiovisual and multi media equipment.
Assessment: 4…
Comment: … During recent 3 – 4 years the infrastructure of the Faculty of Natural
Sciences and Mathematics at Daugavpils University has been improved considerably,
two research laboratories, Centre of innovative microscopy, have been established,
the needed, although expensive equipment was purchased, the premises have been
partially refurbished.. New research capacities, multidisciplinary laboratories,
improved informational support by the libraries, which provide qualified and userfriendly service in provision of needed research literature via library exchange and
internet data base resources – all these developments make the studies more
attracrive.
6. Counselling and guidance for students, academic supervision and consultations of
the teaching staff, increasing of the students' motivation to study.
Assessment: …3
Comment: … The students, demonstrated real commitment, motivation and
enthusiasm about their research. They are participating and presenting their work in
numerous conferences and workshops. On the other hand, no specific assessment
procedures, which may have taken into consideration the specific preliminary
academic and professional work experience or language command of the students,
were identified by the Panel.
7. Methods to assess the knowledge, skills and attitudes, their objectivity use to
improve the studies.
Assessment: …3
Comment: More clearly defined criteria could be introduced into the assessment of
progression in the workshops and seminars. More specific evaluation of all the taught
courses and seminars in the programme can be suggested, replacing of ambiguous
“differentiated test” by clear grading system can be recommended too.
IV The management and support of the studies
Assessment: …3…
Comment: In general, the Doctoral study programme at Daugavpils University is
managed according to the standards of best practice of performance in higher
education. Student involvement is high; the participation of the eventual employers
can be intensified. The qualification of the staff is sufficient and there are clear ways
how it can be improved through strengthening cooperation with other regional and
international universities and research institutions. The technical support of the
studies has been considerably developed during recent years.
8. Respect of the principles of democracy, clear definition of the relations among
representatives of the administration, academic staff and students;
Assessment: 4…
Comment: The democratic and friendly relationships among the Faculty staff and the
Doctoral students at the University of Daugavpils can be appreciated. It was evident
that all the efforts are paid to secure successful implementation of the studies. The
doctoral programme has its programme committee, where the students are involved as
full-fledged members. The Faculty in all administrative and academic levels, starting
with the Dean and professors, seems to be open also to informal discussions with the
students regarding the development of the studies.
9. Cooperation with other higher education establishments, research institutions,
international organizations; exchange of staff and students with other higher education
establishments.
Assessment: 3……
Comment: Some of the students at the Doctoral programme are supervised by the
staff, which comes from University of Latvia, the others are supported by research
contacts with Estonian and Polish colleagues. International mobility may be
considered as an important resource for the further development of student support
within the programmes, especially considering the possibilities to provide options to
pursue intensive research periods in well equipped laboratories. Students themselves
regarded this possibility very enthusiastically, not looking to their current
employment obligations. The Faculty runs a number of international collaborative
projects; the involvement of the students from the assessed programmes in them was
restricted mostly to the participation in conferences, short term visits, it was not
developing towards extended research periods at other laboratories. The development
of such support schemes is important for the upgrading of the programme. It will also
help to internationalize the studies and to attract more attention of the foreign students
for particular sub-directions of the programme.
10. Methodological, informational and technical resources and facilities of the study
programme.
Assessment: …3
Comment: Infrastructure is improving. With the acquisition of new equipment,
especially the advanced microscopes and molecular biology tools, the teaching staff at
the doctoral programme faces the challenges. The machines have to be incorporated
and used in most efficient way for the implementation of the research projects, which
have been planned and started at quite different level of technical support. More
intensive cooperation with the universities and other research institutions in the region
to secure purposeful use of the new possibilities can be suggested. The Faculty has
accumulated impressive collection of research literature in entomology, especially in
coleopterology. At part this specialisation is due to the active exchange of journals,
where the Baltic Journal of Coleopterology edited by the University is an exchange
currency. The offer of the available on the spot literature resources at the library was
less impressive than the development of the use of the distant resources. Many books
are out-dated, those who may be used for advanced studies are in singular copies.
Careful elaboration of the Library development programme, planning sequential
acquisition of the most important textbooks and periodicals a number of years ahead
can be suggested.
V Research (creative) activities of the staff and the students
11. Involvement of the academic and general staff in the research (creative) activities,
up to date character and connection with the content of the study programme.
Assessment: …2…
Comment: … Concerning dislocated financial resources the human resources could be
critical in near future. It is needed to quantify staff, especially number of researchers.
If it does happen than the research profile of study programme would be also wider
and it is possible to plan research topics and themes having wider international
interest. Under present conditions professionalism probably is most advanced in the
field of entomology, but it is difficult to secure it in all teaching and research
directions. Possible solution may be envisaged through the increasing the number of
the staff at the Faculty. Meanwhile, the lack of the critical mass of human resources,
which are needed to provide the wanted spectrum of studies and research, can be
alleviated by strengthening national and international cooperation with research
institutions and universities. The opportunities provided by local laboratories are
frequently not sufficient to secure research, which may be recognized and published
in international, peer reviewed journals.
VI Quality assessment and mechanisms to ensure it
Assessment: …4
Comment: Undoubtedly, the Faculty has established an effective de facto system of
quality management, which is highly dependent on the individual performance of the
responsible persons at the programme management and administration. This is
feasible at the given stage of the programme development, when the class is very
small. With the development of the studies one can expect growing formalisation of
the procedures wider involvement of the student questioners to obtain feed-back on all
the programme-related problems, which by now are pretty well acquired through
personal contacts and interviews with the students.
12. Annual self-assessment of the study programme, evaluation of the strengths and
weaknesses, changes, plans and possibilities for the development, continuously action
of the system of self-evaluation and quality improvement.
Assessment: …3…
Comment: Annual self-assessment of the study programme takes place. The
mechanism of the implementation of the suggestions, which may be concluded from
the assessment and from the interviews with the students, is not fixed. All the
activities are mostly dependent on good performance will of the staff, which is
undoubtedly in place now, but which may need more formalised ways of surveillance
with the development of the programme. The quality enhancement may be impeded
by the lack of measurable and comparable standards. Relativism in estimation of the
student (and staff) progression or achievement quality may nurture self-satisfaction
and provincialism. I would recommend developing cooperation with other universities
and research institutions in the region, first of all with those who pursue academic and
research work in biology, human and veterinary medicine, through mutual
participation in examination sessions, in evaluation of Thesis works, in setting up
joint research activities.
13. Successful work of graduates according to their qualification.
Assessment: …4…
Comment: …There have not been graduations from the programme by now. Since all
nine students, who currently are enrolled in the programme are employed according to
their specialisation already and considering the ambitious development plans of the
Daugavpils Universityand the Eastern-Latvia region in general, there is no doubt
about successful professional and academic careers of the graduates in future.…
14. Opportunities to continue studies and financial guarantees in the case of closure of
the programme, its re-organization and other changes.
Assessment: …4
Comment: ……In case of the programme closure in Daugavpils the studies can be
continued at the University of Latvia, which also has the doctoral study programme in
Biology. The corresponding agreement between the Universities has been concluded.
INDIVIDUAL REPORT
Evaluation of the doctorial study program „Biology“ sub-branches of zoology
and ecology
at Daugavpils University
February, 14-15, 2006
Professor Ain Heinaru
Study programmes under evaluation:
 Doctoral study program „Biology“ (zoology, ecology)
1. GENERAL COMMENDS
The report has been written on the basis on site visit to the Daugavpilos University on
the 14th and 15th of February, 2006. There was opportunity to meet and discuss with
the administration of the university, staff members of the faculty, students,
representatives of employees, representatives of the supporting institutions, including
staff of library. The visits to the laboratories, lecture rooms and computer classis were
also achieved. Evaluation materials prepared by the faculty were available. All
together this allows to me to get precise overview about study programs and this
information was enough for presenting my final opinion and recommendations.
2. STUDY PROGRAMME
The doctoral programme contains 120 CP. It was shown that this programme is
comparable with similar programmes in Estonia, Sweden and in the University of
Latvia. During the last years both the university and state had allocated considerable
amount of resources to improve the level of doctoral studies in the University of
Daugavpils. This was needed because not a long time ago University of Daugavpils
was not research-orientated university. The study programme is very much
specialised to the few areas of biology (entomology, systematics). Concerning the
existing human and financial resources this approach was successfully implemented.
Nevertheless, the number of students on the programme is probably critical issue and
the ambitions to higher the number of doctoral students was impressive but probably
difficult to achieve during three next years.
Teaching staff is and enthusiastic. In long run there is definitely needed to quantify
the number of teachers and particularly researchers. It gives the possibility to wider
the list of research projects, to get more research money and to build up research
laboratories. Recent success allow to the university to achieve new modern
equipment. University organises new research units inside university. This gave good
basement for future.
Students have more and more opportunities to be abroad and they were very active to
participate in different research conferences. This is good. It gave to students
international contacts. On the other hand there were very few foreign students visiting
the Daugavpils University. The research projects of students were well analysed and
planed by students. Students had clear understanding what they needed to do. The
student presentations were well done and well prepared.
Internet facilities and computer usage became strong part of teaching. The library uses
also more and more electronic information facilities. The list of international journals
and text books was still very limited and specialised. It needs improvements.
4. STRONG AND WEAK POINTS OF THE PROGRAMME
1)
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Strong points
Contacts with labour market
Good relationships between students, teachers and graduates
Support from the side of state concerning research infrastructure programme
Clear plans for development
Development of new research structures
Regional aspects
Motivation of students
Visiting of international research conferences
2)
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Week points
Too many small courses
Not enough doctoral students
Not enough international students
Not enough researchers
Limited number of research projects
Too many research projects orientated to the local problems and interests
Not enough papers in the high-ranking international journals
CONCLUSION FOR ACCREDITATION
I recommend accreditation
1) the doctoral study programme “Biology” sub-branches of zoology and
ecology for 6 years.
Tartu, February 14-15, 2005
Ain Heinaru
Professor, Vice-rector of the Tartu University
Estonia
Questionnaire
For Evaluation Commission Experts
(Supplement to the individual report)
Experts name, surname: HEINARU AIN
Evaluated higher education institution and study programme:
1. Doctoral study programme “Biology sub-branches of zoology and ecology “,
Daugavpils University, Latvia
The date of site visit: February 14-15, 2006
The scale for the assessment:
4 (excellent), 3 highly satisfactory), 2 (satisfactory), 1 (unsatisfactory)
I The assessment of study programmes
I Aims and objectives
1. Possibility to understand, to reach and to control the aims and objectives defined by
the study programme
Assessment: 4
Comment: The evaluation materials reflected main content of programmes. There was
achieved possibility to see teaching and research facilities concerning study
programmes under evaluation. There was also possible to discuss with employees and
graduates. The aim of the programme is to prepare highly qualified specialists in
modern biology. The administration reflected clear understanding about aims and
objectives of the programmes. Nevertheless, the programme is specialised and
therefore quite narrowly covering only very few fields of biology.
II The content and organization of the studies
Assessment: 3
Comment: The doctoral programme is organically connected with Bachelor and
Master Study programmes. It contains 120 CP and is recommended for three year
study of students. However, there is mentioned that in reality the doctoral student can
be imatriculated in the study programme for five academic years. Concerning existing
research facilities the research themes were direction more as needed to the local
zoological and ecological problems. There were no clear understandings and
improvements to resolve and to follow more global research themes. Students also
expressed that there is too many lecture courses and not enough time to follow
research and to be effective to fulfil doctoral thesis during the study period. On the
other hand, doctoral students have clearly formulated study plan, they reports at the
end of each study year his results and the department takes a decision about the
evaluation of the work of the doctoral student.
2. Complying with the professional and education standards, legislation of the
Republic of Latvia and with the requirements and standards of the European Union
Assessment: 3
Comment: The study process is being organised according to the Constitution of
Daugavpils University, the Law “On Higher Education Establishments”, the Law “On
Scientific Activity” and other normative documents. As it was mentioned above the
doctoral study programme in biology at Daugavpils University is being organised
with a narrow specification. This is because the main direction of the scientific work
in the Department of Biology of Daugavpils University is systematic biology
(entomology, botanic) and ecology (some aspects of limnology). The procedure of the
conferment of doctor´s degree is determined by “Rules about the procedure and
criteria of conferment of doctor´s degree” of the Republic of Latvia. But, it is also
worth to mention, that this particular doctoral study programme is oriented to the
region of Eastern Latvia. At the moment there was no foreign students participating
the programme. Thus, in some cases the requirements and standards of the European
Union are not fully achieved.
3. Consistency of the study programme and its parts with the demands to create the
common European education space, including the comparison with at least two study
programmes from EU countries
Assessment: 3
Comment: At the moment the study programmes under evaluation are quite directly
orientated to local market and, basically, to regional development. In the evaluation
report the programme was compared with the similar programmes in biology of
University of Latvia, PhD study programme of Tartu University, Estonia and PhD
programme of Lund University, Sweden. The programmes in Estonia and Sweden are
four year programmes. It is difficult to compare three and four year programmes
concerning quality levels and requirements. Nevertheless, in the narrow fields the
programmes are compatible and consistent to the demand of common education
space.
4. Qualification and professionalism of the academic staff members
Assessment: 3
Comment: Staff members are highly motivated and enthusiastic. They organise the
traditional international conference “Problems of Research and Protection of
Biological Diversity in the Baltic Sea Region”, scientific symposiums of Baltic
Coleopterologes and symposiums in taxonomy and faunistic of the beetles. The
attendance of international conferences is high.
III Assessment of teaching and learning
Assessment: 3
Comment: During the last years (previous evaluation) the teaching and leaning
facilities were considerably improved. Several lecture rooms were renovated. Several
new research equipment as well as computers were purchased and new teaching
equipment in lecture rooms was also available. It seems that newly organised centres
and research institutes inside university would be equipped at the high international
standard. In some cases it can be expect that the new sophisticated equipment would
be not used at full extent due to the needs of running cost and, existing financial
resources, and the quantity of staff members, i.e. teachers and researchers.
5. Modern methodology of teaching, a clear statement of results to be expected,
problem solving, use of computers, internet, audiovisual and multi media equipment
Assessment: 3
Comment: Additional multi media equipment is still needed. The same does concern
to the need more widely to use geographical info-systems using satellite facilities. Use
of internet is definitely improving and this is a good starting point.
6. Counselling and guidance for students, academic supervision and consultations of
the teaching staff, increasing of the students´ motivation to study
Assessment: 3
Comment: The problem solving approach is widely used. Because of small number of
doctoral students the staff members have good contacts with students. The academic
staff reflects is satisfaction with the students.
7. Methods to assess the knowledge, skills and attitudes, their objectivity use to
improve the studies
Assessment: 5
Comment: The presentations of doctoral students about it work was impressive. The
student presentations were clear, well prepared and students know what they expect to
study in near future and what kind of experiments to do. Several students visited
research conferences and they have international contacts. University have clear but
probably even too ambitious plans to higher the number of doctoral students during
the next three years.
IV The management and support of the studies
Assessment: 3
Comment: There are too many small courses.
8. Respect of the principles of democracy, clear definition of the relations among
representatives of the administration, academic staff and students
Assessment: 4
Comment: Relations among representatives of the administration, academic staff and
students are excellent. Unfortunately, the teaching and research were separated in the
university. The newly arranged research institutes inside university have no direct
responsibilities for teaching.
9. Cooperation with other higher education establishments, research institutions,
international organizations; exchange of staff and students with other education
establishments
Assessment: 3
Comment: Staff members and students have several contacts with other educational
establishments.
10. Methodological, informational and technical resources and facilities of the study
programme
Assessment: 3
Comment.: Infrastructure is improving. Concerning dislocated financial resources the
human resources could be critical in near future. It is needed to quantify staff,
especially number of researchers. If it does happen than the research profile of study
programme would be also wider and it is possible to plan research topics and themes
having wider international interest.
V Research (creative) activities of the staff and the students
11. Involvement of the academic and general staff in the research (creative) activities,
up to date character and connection with the content of the study programme
Assessment: 3
Comment: From 2001 two scientific journals are being issued: “Baltic Journal of
Coleopterology” and “Acta Biologica Universitatis Daugavpiliensis” which are
included to the list of international databases. Probably due to that kind of activities
(which are good) there were not enough publication activity in other internationally
high-ranking journals.
V Quality assessment and mechanisms to ensure it
Assessment: 3
Comment: Study programs have strong links with industrial and social partners.
12 .Annual self-assessment of the study programme, evaluation of the strengths and
weaknesses, changes, plans and possibilities for the development, continuously action
of the system of self-evaluation and quality improvement
Assessment: 3
Comment:
Strengths: regional development, motivation of staff and students, strong links with
the industry and social partners, financial support from the state concerning research
equipment
Weaknesses: Not enough students, not enough researchers, too narrow area of
research projects
13. Successful work of graduates according to their qualification
Assessment: 3
Comment: In regional dimension the graduates have good reputation and social
partners are satisfied. Really there were not enough graduates at the moment to gave
more wider analyses.
14. Opportunities to continue studies and financial guarantees in the case of closure of
the programme, its re-organization and other changes
Assessment: 3
Comment: The programs should be continued. International component should be
more precisely understand.
Tartu
24.02.2006
INDIVIDUAL REPORT
Evaluation of the doctorial study programme „Biology“ sub-branches of zoology
and ecology
at Daugavpils University
February, 14-15, 2006
Research Professor Tom Frisk
Study programme under evaluation:
 Doctoral study programme „Biology“ (zoology, ecology)
1. GENERAL COMMENTS
The report has been written on the basis on site visit to the Daugavpils University on
the 14th and 15th of February, 2006. We met and discussed with the administration of
the university, staff members of the faculty, students, representatives of employees,
representatives of the supporting institutions, including staff of library. We also
visited to the laboratories, lecture rooms and computer rooms. Evaluation materials
prepared by the faculty were available. Altogether this gave a precise overview about
study programme and this information was sufficient for presenting my final opinion
and recommendations.
2. STUDY PROGRAMME
Daugavpils University has in the last few years developed towards a general
university instead of the former pedagogical orientation. Thus it is natural that
research is an essential part of the activities of the university. Doctors are then needed.
This kind of doctoral study programme can assure a certain amount of future doctors.
For most of the PhD students it seemed natural that they will be employed by the
university (mainly in Daugavpils). There are too few PhD students so that also public
administration and industry could get new doctors of biology. The amount of students
should be greater. This academic orientation can also be seen in the programme itself.
Applied issues are included to minor extent.
There are two sub-branches in the programme: zoology and ecology. Zoology is
mainly coleopterology and ecology mainly limnology. The programme may look
relatively narrow-spaced. However, it may be clever to concentrate to certain strong
topics in order to guarantee high scientific level.
The students will be teachers and researchers at the university. In the future, doctors
will be also educated for the needs of other employers. For that reason it would be
useful to start to think about the further development of the programme. More applied
themes could be included in the programme. E.g. climate change is an important
international issue which could be studied from the point of view of both zoology and
limnology. Questions of conserving biodiversity in Latvia and other countries
particularly in Northern Europe. Another important possible research point would be
the European Water Framework Directive in the implementation of which limnology
is in a very central position. Interpretation of biological monitoring data in the
classification of waters is crucial in this implementation and it has also very strong
economic implications.
The teaching staff of the programme is competent and enthusiastic. The same can be
mentioned about the students who gave us excellent presentations of their own
studies. Participation in international conferences has been active and international
conferences are regularly held also in Daugavpils. However, more papers could be
published in high-standard international journals.
4. STRONG AND WEAK POINTS OF THE PROGRAMME
3) Strong points
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Good atmosphere (students, teachers, other staff)
Financial support from the government is apparently good
The activities are developing
Motivation of students
Active participation in international conferences
4) Week points
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Too many small courses
Not enough doctoral students
Not enough international students
Not enough researchers
Lack of applied topics (e.g. climate change, Water Framework Directive)
Not enough papers in the high-ranking international journals
CONCLUSION FOR ACCREDITATION
I recommend accreditation
1) the doctoral study programme “Biology” sub-branches of zoology and
ecology for 6 years.
Tampere, February 27, 2006
Tom Frisk
Research Professor at Pirkanmaa Regional Environment Centre, Tampere
Docent of Limnology at Tampere University of Technology
Finland
Questionnaire
For Evaluation Commission Experts
(Supplement to the individual report)
Experts name, surname: FRISK TOM
Evaluated higher education institution and study programme:
2. Doctoral study programme “Biology sub-branches of zoology and ecology “,
Daugavpils University, Latvia
The date of site visit: February 14-15, 2006
The scale for the assessment:
4 (excellent), 3 highly satisfactory), 2 (satisfactory), 1 (unsatisfactory)
I The assessment of study programmes
I Aims and objectives
1. Possibility to understand, to reach and to control the aims and objectives defined by
the study programme
Assessment: 4
Comment: The booklet gave sufficient information about the programme. In addition,
we had possibilities to discuss with teachers and PhD students.
II The content and organization of the studies
Assessment: 3
Comment:
The doctoral programme 120 CP. The idea is that it takes three years for full-time
students. According to the students pressed that there are too many lecture courses
The students must also participate in teaching and so they do not have time enough
for their studies. Three years may then be too short a time.
2. Complying with the professional and education standards, legislation of the
Republic of Latvia and with the requirements and standards of the European Union
Assessment: 3
Comment: No foreign PHD students in the programme, otherwise OK.
3. Consistency of the study programme and its parts with the demands to create the
common European education space, including the comparison with at least two study
programmes from EU countries
Assessment: 3
Comment: The was a comparison between the programmes of the University of Latvia
an, Tartu University in Estonia and Lund University in Sweden. The programmes of
Tartu and Lund are four-year programmes and therefore the comparison is not easy.
4. Qualification and professionalism of the academic staff members
Assessment: 3
Comment:
There are seven names in the list of academic staff. Four of them are
from Daugavpils University, two of them from the University of Latvia and one from
Warsaw Agricultural University.
III Assessment of teaching and learning
Assessment: 3
Comment: Facilities are rather good.
5. Modern methodology of teaching, a clear statement of results to be expected,
problem solving, use of computers, internet, audiovisual and multi media equipment
Assessment: 3
Comment: The utilization of multimedia and GIS must be increased.
6. Counselling and guidance for students, academic supervision and consultations of
the teaching staff, increasing of the students´ motivation to study
Assessment: 4
Comment: OK.
7. Methods to assess the knowledge, skills and attitudes, their objectivity use to
improve the studies
Assessment: 4
Comment: OK
IV The management and support of the studies
Assessment: 3
Comment: There are too many small courses.
8. Respect of the principles of democracy, clear definition of the relations among
representatives of the administration, academic staff and students
Assessment: 4
Comment: OK.
9. Cooperation with other higher education establishments, research institutions,
international organizations; exchange of staff and students with other education
establishments
Assessment: 3
Comment: Staff members and students have several contacts with other educational
establishments but cooperation could be increased.
10. Methodological, informational and technical resources and facilities of the study
programme
Assessment: 3
Comment.: Infrastructure is improving. More researchers are needed.
V Research (creative) activities of the staff and the students
11. Involvement of the academic and general staff in the research (creative) activities,
up to date character and connection with the content of the study programme
Assessment: 3
Comment: Number of papers published in international journals should be increased.
V Quality assessment and mechanisms to ensure it
Assessment: 3
Comment: .
12 .Annual self-assessment of the study programme, evaluation of the strengths and
weaknesses, changes, plans and possibilities for the development, continuously action
of the system of self-evaluation and quality improvement
Assessment: 3
Comment:
Strengths: motivation of staff and students, strong links with stakeholders, financial
support from the government concerning research equipment
Weaknesses: Not enough students, not enough researchers, research area too narrow
13. Successful work of graduates according to their qualification
Assessment: 3
Comment:
14. Opportunities to continue studies and financial guarantees in the case of closure of
the programme, its re-organization and other changes
Assessment: 3
Comment: The programme should be continued.
Tampere
February 27,2006
Tom Frisk