Quality Book 2018-0116 3.20 UD

University of Debrecen Quality Assurance Manual
UNIVERSITY OF DEBRECEN
QUALITY ASSURANCE MANUAL
4032 Debrecen, Egyetem tér 1.
Approved by the Senate
…………………………
Prof. Dr. Zoltán Szilvássy
Rector
Version 8
Date: 01.07.2017
Prepared by the rector’s commissioner for quality assurance
All information in the manual is the property of the University of Debrecen.
Version no.: 8 Date: 01.07.2017 Page 1of73

Table of Contents
QUALITY POLICY .......................................................................................................................................... 3

Introduction ....................................................................................................................................................... 5
1 The university-level organisation of quality assurance .............................................................................. 7
1.1 The managing of the Quality Assurance Manual ............................................................................ 13
2 The guidelines of self-assessment at the University of Debrecen ............................................................ 13
2.1 The standards and guidelines for internal quality assurance in the EHEA (ESG 2015).................. 14
2.1.1 Policy for quality assurance (II.1. ESG 1.1) ...................................................................... 14
2.1.2 Design and approval, as well as the on-going monitoring and periodic review of the programmes
(II.2. ESG 1.2 and 1.9) ................................................................................................................... 16
2.1.3 Student-centred learning, teaching and assessment (II.3. ESG 1.3) .................................. 17
2.1.4 Ensuring the competence of the teachers........................................................................... 18
2.1.5 Student admission, progression, recognition and certification (II.4. ESG 1.4) ................. 20
2.1.6 Teaching staff (II.5. ESG 1.5) ........................................................................................... 21
2.1.7 Learning resources and student support (II.6. ESG 1.6) .................................................... 22
2.1.8 Information Management (II.7. ESG 1.7) ......................................................................... 22
2.1.9 Public information (II.8. ESG 1.8) .................................................................................... 23
3 Self-assessment at faculty level................................................................................................................ 24
3.1 The process of self-assessment at faculty level ............................................................................... 24
3.2 Tasks, responsible persons and deadlines in the assessment procedure .......................................... 26
3.3 Questionnaire-based surveys in the process of faculty-level self-assessment ................................. 26
4 Institutional self-assessment ..................................................................................................................... 28
Annex I: Quality assurance procedure concerning the launching of study programmes. ............................... 29
Annex II: Sample questionnaire for measuring student satisfaction ............................................................... 33
Annex III: Questionnaire for measuring teacher feedback .............................................................................. 37
Annex IV: Questionnaire for measuring feedback from graduates ................................................................. 42
Annex V: Questionnaires for labour market measurements ............................................................................ 46
Annex VI: Providing opinions on the quality of teacher’s work ..................................................................... 50
Annex VII: The quality assurance sub-system pertaining to adult education at the University of Debrecen, in
compliance with Ministerial decree 58/2013 (XII.13) NGM .......................................................................... 53
QUALITY POLICY FOR ADULT EDUCATION ........................................................................................ 54

QUALITY POLICY
It is the aim of the administration of the University of Debrecen to help the institution, as a
research university, become Eastern Hungary’ leading intellectual centre, characterised by
quality, efficiency, reliability and activity. With a view to European processes and the
satisfaction of social needs, the university desires to train professionals who are as highly
qualified as possible.
Policies and processes are the main pillars of a coherent institutional quality assurance
system that forms a cycle for continuous improvement and contributes to the accountability
of the institution. It supports the development of a culture of quality in which all internal
stakeholders assume responsibility for quality and engage in quality assurance at all levels
of the institution. In the interest of supporting the above, quality policy has an official status
and is publicly available.
Quality assurance policies are most effective when they reflect the relationship between
research, learning and teaching, and when they take into account the national context in
which the institution operates, as well as the institutional context and its strategic approach.
For the purpose of achieving these objectives, the University of Debrecen:
 establishes and operates a quality assurance system for its education, training and
research activities;
 engages in a high-quality, diverse and interdisciplinary education/training, research
and development;
 selects its staff with a view to performing the tasks related to higher education,
research and the related consultancy activities in accordance with the relevant
requirements;
 supports its departments, institutes, faculties and other organisational units, as well
as the administration, faculty members, non-teaching staff, and students in assuming
responsibility for quality assurance;

 stands up for faculty members, non-teaching staff and students in case of any
intolerance and discrimination suffered by them;
 supports the involvement of external stakeholders in the quality assurance;
 periodically reviews, updates and develops its quality policy and quality assurance
system, in accordance with the relevant provisions of the national higher education
act and other provisions of law, as in effect, the expectations of the Hungarian
Accreditation Commission, as well as the guidelines provided by the Ministry of
Human Capacities related to quality assurance, while also taking into consideration
the European standards of quality assurance in higher education.
The Equal Opportunities Committee of the Senate monitors the proportionate representation
of women and men, makes recommendations for reaching proportionate representation,
checks the effectiveness of the measures, identifies any manifestations of discrimination
and measures that violate the principle of undertaking proportionate roles by women, and
takes the necessary steps for eliminating these.
In the interest of achieving a uniform level of quality, the administration of the university
encourages the employees to:
- be increasingly demanding toward themselves and their own work;
- become familiar with the quality policy;
- continuously expand their knowledge.
The administration of the University of Debrecen commits itself and undertakes an active
role in the operation and development of the quality assurance system, and expects the
same commitment from all employees.
The quality policy also applies to all outsourced activities performed by subcontractors or
other external parties.
Debrecen, 1 July 2017
…………………………………………………………..….
Prof. Dr. Zoltán Szilvássy
the rector of the University of Debrecen

Introduction
The purpose of the Quality Assurance Manual of the University of Debrecen is to assist in
reviewing the fundamental processes at the University of Debrecen from the point of view
of quality, and to serve as the foundation for the possibilities of quality improvement.
The Quality Assurance Manual summarises all tasks and tools that are necessary for the
continuous maintenance of the quality standard of the processes at the University of
Debrecen.
The objectives of the development of the university’s quality assurance system:

- increasing and maintaining the standard and quality of education and training;
- providing high-quality and successful research;
- meeting the social responsibilities of the University of Debrecen on a high level;
- improving the efficiency of the operations;
- increasing the satisfaction and fully meet the requirements of students, teaching
and non-teaching staff, researchers, the employers of graduates of the university,
and the organizations, institutions, partners cooperating with the university.
The university builds on the following documents and standards in the process of developing
and operating its quality assurance system:
- the stipulations of the National Higher Education Act, as in effect at the time;
- the resolutions and guidelines of the Hungarian Accreditation Committee;
- the guidelines of the Ministry of Human Capacities regarding quality assurance in
higher education;
- international guidelines for quality assurance, in particular the European
standards for quality assurance in higher education, the “Standards and
Guidelines for Quality Assurance in the European Higher Education Area”
adopted in Bergen in 2005 (hereafter referred to as ESG).
The quality assurance system of the university can be established in multiple steps. The
current version of the Quality Assurance Manual includes the most important issues in
connection with the university’s quality assurance efforts.

The modernization of the institution’s operation-oriented operation can be implemented

along three targets:
 The development of an organizational culture which focuses on permanently
maintaining the self-learning and self-development process with emphasis on the
high standard of people working and highlighting the importance of the value system
in order to prioritize the stakeholders’ satisfaction. Achieving such a change of
perception could support the implementation of operational changes.
 The improvement of quality assurance processes using the organizational self-
assessment model. The objective is to create a two-level organizational self-
assessment system matching and connected to the requirements which ensures the
continuous assessment of the institution’s operation, providing an opportunity to
define and improve areas of development.
 The modernization of the operations through various processes along the lines
specified by the institution, including both the core and supporting activities.
The university specifies its quality assurance system based on the stipulations of the
National Higher Education Act, as in effect, the criteria of the Hungarian Accreditation
Committee, and the guidelines of the Ministry of Human Capacities, and also in
consideration of the European standards of quality assurance in higher education. The
administration of the university is committed to operating and developing the quality
assurance system.
The objective of the university administration with the development of the university’s quality
assurance and quality verification system is to ensure that the university provides skills and
knowledge for its students that can be used on the Hungarian and international labour
market in a high quality and in a way that provides a solid basis for further training.
The quality assurance system of the university, in consideration of the tasks specified in the
Deed of Foundation, constitutes a conscious and organized activity involving the university
as a whole, which serves the realization of the objectives specified in the quality policy of
the university and which primarily focuses on satisfying the needs of direct and indirect
partners, especially those of the students in general (irrespective of their form of financing
and the programme in which they participate), the employers, clients of research and other
services, and the international and Hungarian professional and academic communities. The
documentation system of the quality assurance system is prepared by the rector's

commissioner for quality assurance and approved by the Senate, taking into consideration
the opinion of the Quality Improvement Committee of the Senate.
The university prepares a Quality Improvement Plan, for approval by the Senate. The
institutional and faculty-level quality targets are recorded in this Quality Improvement Plan.
Quality assurance and quality improvement based on this activity is the duty of all teachers,
researchers, and employees of the university. All persons should perform their job-related
duties in a quality that ascertains that the university’s accomplishments are always in
harmony with the objectives specified in the quality policy.
1 The university-level organisation of quality assurance
On 1 July 2004, the administration of the university established the Directorate of Quality
Policy and Quality Improvement for the purpose of establishing and coordinating the
operation of the university’s quality assurance system. (From 2 February 2006, the name of
the directorate was changed to Directorate of Quality Assurance.) Since 1 July 2007, the
development of the quality assurance of the University of Debrecen has been the
responsibility of the rector’s commissioner for quality assurance, who reports directly to the
rector of the university.
The rector’s commissioner for quality assurance supervises the operation of the University’s
quality assurance system, and his work is assisted by quality managers at each faculty.
The quality management system of the organisational units of the University of Debrecen in
the area related to medical and health sciences, certified according to the ISO 9001:2008
the standard, is operated with the supervision of the Coordination Directorate.
The tasks of the rector’s commissioner for quality assurance include:

 the supervision of the quality assurance system of the University of Debrecen;
 the operation of the Graduate Career Tracking System and conducting the
satisfaction measurements surveys related to its operation (the satisfaction of
students, graduates, the labour market, employees);
 the coordination of the work of the faculty quality managers.
The most important tasks of the Senate related to quality assurance:

 the adoption of the basic principles of the quality assurance system;

 the adoption of the quality improvement plan;
 the adoption of the Quality Assurance Manual of the university.
The Senate has set up a Quality Improvement Committee with a coordinating and advisory
role in the area of quality assurance at the University.
The tasks of the Quality Improvement Committee include:
 providing its professional opinion and support for the Quality Improvement Plan;
 reviewing the institution’s self-assessment, exploring development opportunities,
defining development tasks.
Each faculty’s quality manager is a permanent invited member of the given Faculty Council.
The tasks of the faculties related to quality assurance:
 the administration of the faculty appoint faculty managers for the purpose of
assisting the operation of the quality assurance system. The tasks of the faculty
quality managers are determined by the administration of the faculty in
accordance with the University’s Quality Assurance Manual.
 the overall operation and supervision of the quality assurance system of the
faculty;
 participation in the implementation of the University’s Quality Improvement Plan;
 performing faculty self-assessments, evaluating the results, submitting proposals
for improvement to the administration of the faculty;
 forwarding the results faculty’s self-assessment to the rector’s commissioner for
quality assurance;
 the achievement and continuous enforcement of the requirements specified by
the partners;
 the preparation of the Student’s Evaluations of Instructors’ Work (OMHV)
questionnaire-based surveys, according to the regulations of the faculty,
evaluating the same, submitting proposals for improvement to the administration
of the faculty;
 the dissemination of the attitude of quality at the faculty, also in the framework of
trainings.
 maintaining continuous contact with the rector’s commissioner responsible of
quality assurance.

The organisational structure of the University of Debrecen


The university-level organisation of quality assurance:

The tasks of the faculty quality managers:
 the overall operation and supervision of the quality assurance system of the faculty;
 performing faculty self-assessments, evaluating the results, submitting proposals for
improvement to the administration of the faculty;
 elaborating annual quality improvement projects at the faculty;
 forwarding the results faculty’s self-assessment to the rector’s commissioner for
quality assurance;
 the achievement and continuous enforcement of the requirements specified by the
partners; Conducting questionnaire-based surveys once a year; the evaluation of the
questionnaires, submitting development proposals to the administration of the
faculties.
 ensuring the publicity of the results related to the operation of the quality assurance
system.
 facilitating the accreditation process.
 the dissemination of the attitude of quality at the faculty, also in the framework of
trainings.
 maintaining continuous contact with the rector’s commissioner responsible of quality
assurance.
The faculty quality managers are appointed by the responsible leaders of the faculties. The
tasks of the faculty quality managers are determined by the administration of the faculty in
accordance with the University’s Quality Assurance Manual.

1.1 The managing of the Quality Assurance Manual
The Quality Assurance Manual is applicable for the University as a whole, its entire area
and operations. The Manual is the most important document providing information on the
activities of the activities of the University concerning quality, containing all the principles
and the practical steps necessary for the operation of the quality assurance system.
The University’s Quality Assurance Manual is approved by the Senate and subsequently
issued by the Rector. The master copy of the document is maintained by the rector’s
commissioner for quality assurance. After it is issued, the Quality Assurance Manual is
published on the website of the University, where it is accessible to the citizens of the
university. Changes in the document are managed by the rector's commissioner for quality
assurance. The version available on the website is always the latest version approved by
the Senate.
2 The guidelines of self-assessment at the University of Debrecen
Self-assessment is the comprehensive, systemic and periodic examination of the

institution’s activities and results relative to the model of excellence. The purpose of self-
assessment is becoming familiar with the method, carrying out the assessment, and using
the information gathered in the course of the self-assessment in the interest of further
development.
Self-assessment is necessary in order for the organisation to know more about itself
(management, staff), its processes, the students, the partners and society; also in order to
improve innovation via the satisfaction of the staff, by away of comparing the current and
the previous results.
It enables the organization to clearly distinguish its strengths from the areas where further
development is possible. An institution able to take advantage of the opportunities offered
can establish its own, personalized management system.
In the institutional self-assessment, the Bergen document signed in 2005 by the European
ministers of education is determined and used as a starting point ("Standards and guidelines
for Quality Assurance in the European Higher Education Area”).
The European standards formulate criteria of examination and assessment in the following
areas:

2.1 The standards and guidelines for internal quality assurance in the
European Higher Education Area (ESG 2015)
2.1.1 Policy for quality assurance (II.1. ESG 1.1)
Standard:
Institutions should have a policy for quality assurance that is made public and forms part of
their strategic management. Internal stakeholders (i.e. students, teaching and non-teaching
staff) should develop and implement this policy through appropriate structures and
processes, while involving external stakeholders (users, employers, partners).
Guidelines:
Policies and processes are the main pillars of a coherent institutional quality assurance
system that forms a cycle for continuous improvement and contributes to the accountability
of the institution. They contribute to the establishment of trust for institutional autonomy.
Quality policies include the definition of the intentions, as well as the fundamental tools of
achieving these. The procedural guidelines may provide more detailed information on how
the quality policy is implemented, and serve as a useful reference point for those involved
in the practical implementation of the procedures.
The quality policy and its procedures constitute the main pillar of the university’s coherent
quality assurance system, which, as a continuous quality improvement cycle, contributes
to the performance of the institution’s obligation to render accounts.
It supports the development of a culture of quality in which all internal stakeholders assume
responsibility for quality and engage in quality assurance at all levels of the institution. In
order to facilitate this, the policy has a formal status and is publicly available.
Quality assurance policies are most effective when they reflect the relationship between
research and learning & teaching and take account of both the national context in which
the institution operates, the institutional context and its strategic approach. Such a policy
supports:
 the organization of the quality assurance system;
 the undertaking of responsibility in quality assurance by the departments,
institutes/schools, faculties and other organisational units, as well as the
administration, teaching and non-teaching staff, as well as the students of the

institution;
 academic integrity and freedom, while being vigilant against academic fraud;
 guarding against intolerance of any kind or discrimination against the students,
teaching or non-teaching staff;
 the involvement of external stakeholders in quality assurance.
The policy translates into practice through a variety of internal quality assurance processes
that allow participation across the institution. How the policy is implemented, monitored and
revised is the institution’s decision.
The quality assurance policy also covers any elements of an institution’s activities that are
subcontracted to or carried out by other parties.
Implementation:
 The present Manual contains the quality assurance policy of the University of
Debrecen, as well as the organisational structure supporting the University’s quality
assurance systems.
 The organizational structure of the University of Debrecen is available on the
www.unideb.hu website.
 the operation of the quality assurance system of the University of Debrecen is
regulated by the present Manual;
 the tasks of the faculties relating to quality assurance are regulated by the present
Manual;
 the students actively participate in the work of the university- and faculty-level quality
improvement committees and in the operation of quality assurance systems of the
university and its faculties;
 it is the task of the University’s Quality Improvement Committee to monitor the
implementation of the quality policy and quality improvement.
The realisation of the European Higher Education Area (EHEA) fundamentally depends on
how committed the institution is on every level to ensuring that the outputs of its programmes
are clearly defined, that the teachers are ready, willing and capable of teaching the students
and supporting them in their learning, so that they can achieve these outputs, and that the
work of the outstanding, competent and committed colleagues are always fully recognised

in a tangible way. All higher education institutions should aim to continuously improve the
quality of the education they provide for their students.
2.1.2 Design and approval, as well as the on-going monitoring and periodic
review of the programmes (II.2. ESG 1.2 and 1.9)
Standard:
Institutions should have processes for the design and approval of their programmes. The
programmes should be designed so that they meet the objectives set for them, including the
intended learning outcomes. The qualification resulting from a programme should be clearly
specified and communicated, and refer to the correct level of the national qualifications
framework for higher education and, consequently, to the Framework for Qualifications of
the European Higher Education Area.
Institutions should monitor and periodically review their programmes to ensure that they
achieve the objectives set for them and respond to the needs of students and society. These
reviews should lead to continuous improvement of the programme. Any action planned or
taken as a result should be communicated to all those concerned.
Guidelines:
Study programmes are at the core of the higher education institutions’ teaching mission.
They provide students with both academic knowledge and skills including those that are
transferable, which may influence their personal development and may be applied in their
future careers. The study programme(s):
 are designed with overall programme objectives that are in line with the institutional
strategy and have explicit intended learning outcomes;
 are designed by involving students and other stakeholders in the work;
 benefit from external expertise and reference points;
 reflect the four purposes of higher education of the Council of Europe:
Higher education should:
o prepare students for life as active citizens in democratic societies, for their
future careers;
o support them in their personal development;
o provide them with a broad, advanced knowledge base;

o encourage research and innovation;

 are designed so that they enable smooth student progression;
 define the expected student workload, e.g. in ECTS;
 include well-structured placement opportunities where appropriate;
 are subject to a formal institutional approval process.
Regular monitoring, review and revision of study programmes aim to ensure that the
provision remains appropriate and to create a supportive and effective learning
environment for students.
They include the evaluation of:
The content of the programme in the light of the latest research in the given discipline
thus ensuring that the programme is up to date; the students’ workload, progression
and completion; the changing needs of society; the effectiveness of procedures for
assessment of students; the student expectations, needs and satisfaction in relation to
the programme;
the learning environment and support services and their fitness for purpose for the
programme.
Programmes are reviewed and revised regularly involving students and other stakeholders.
The information collected is analysed and the programme is adapted to ensure that it is up-
to-date. Revised programme specifications are published.
Implementation:
 the rules applicable to the launching and monitoring of programmes are specified in
the procedure set forth in Annex I to the present Manual;
 regular feedback is provided by the University with the use of the Graduate Monitoring
System established in the framework of the TÁMOP-4.1.1-08/1-2009-0003 grant,
according to the schedule undertaken in the application for that grant.
2.1.3 Student-centred learning, teaching and assessment (II.3. ESG 1.3)
Standard:
Institutions should ensure that the programmes are delivered in a way that encourages
students to take an active role in creating the learning process. The assessment of the
students should reflect this approach.

Guidelines:
The assessment of the students is one of the most important elements of higher education.
The outcome of the assessment fundamentally influences students’ future careers. It is
therefore important that the assessment be competent, and that it should take into
consideration the extensive body of knowledge on testing and examination methods.
Further, assessment provides useful information to the institutions on the efficiency of the
teaching and the support provided for the learning.
It can be expected from procedures used for assessing students that they:
 measure the achievement of the programme objectives and learning outcomes;
 comply with their intended purpose, which can be surveying, forming or
summarising;
 include clear and published requirements concerning grading;
 be carried out by people who understand the role that assessment plays in the
development of students, that the student can obtain the knowledge and
capabilities necessary for receiving the desired qualification;
 be carried out by more than one examiner, where possible;
 take into account all possible consequences of the examination regulations;
 include clear rules applicable to student absences, including due to illness, and
other mitigating circumstances;
 ensure that the assessments are carried out safely in accordance with the
procedures laid down by the institution;
 the accuracy of the assessment should be supported by administrative control
tests.
2.1.4 Ensuring the competence of the teachers
Standard:
The institution should have internal mechanisms to ensure the quality and competence of
its teachers. These mechanisms should be made available to external evaluators and
addressed in relevant reports.
Guidelines:

Student-centred learning and teaching plays an important role in stimulating students’

motivation, self-reflection and engagement in the learning process. This means careful
consideration of the design and delivery of study programmes and the assessment of
outcomes.
The implementation of student-centred learning and teaching:
 respects and attends to the diversity of students and their needs, enabling flexible
learning paths;
 considers and uses different modes of delivery, where appropriate;
 flexibly uses a variety of pedagogical methods;
 regularly evaluates and adjusts the modes of delivery and pedagogical methods;
 encourages a sense of autonomy in the learner, while ensuring adequate guidance
and support from the teacher;
 promotes mutual respect within the learner-teacher relationship;
 has appropriate procedures for dealing with students’ complaints.
Considering the importance of assessment for the students’ progression and their future
careers, quality assurance processes for assessment take into account the following:
 assessors are familiar with existing testing and examination methods and receive
support in developing their own skills in this field;
 the criteria for and method of assessment as well as criteria for marking are
published in advance;
 the assessment allows students to demonstrate the extent to which the intended
learning outcomes have been achieved. Students are given feedback, which, if
necessary, is linked to advice on the learning process;
 where possible, assessment is carried out by more than one examiner;
 the regulations for assessment take into account mitigating circumstances;
 assessment is consistent, fairly applied to all students and carried out in
accordance with the stated procedures;
 a formal procedure for student appeals is in place.
Implementation:

 the Academic and Examinations Regulation of the University of Debrecen regulates

the educational process in a comprehensive manner,
 the rules applicable to the monitoring of programmes are specified in the procedure
set forth in Annex I to the present Manual;
 there is a designated person in charge of each programme.
2.1.5 Student admission, progression, recognition, certification (II.4. ESG 1.4)
Standard:
Institutions should consistently apply pre-defined and published regulations covering all
phases of the student “life cycle”, e.g. student admission, progression, recognition and
certification.
Guidelines:
Providing conditions and support that are necessary for students to make progress in their
academic career is in the best interest of the individual students, programmes, institutions
and systems. It is vital to have fit-for-purpose admission, recognition and completion
procedures, particularly when students are mobile within and across higher education
systems.
It is important that access policies, admission processes and criteria are implemented
consistently and in a transparent manner, as well as to ensure that induction to the
institution and the programme is provided.
Institutions need to put in place both processes and tools to collect, monitor and act on
information on student progression.
Fair recognition of higher education qualifications, periods of study and prior learning,
including the recognition of non-formal and informal learning, are essential components
for ensuring the students’ progress in their studies, while promoting mobility. Appropriate
recognition procedures rely on:
 institutional practice for recognition being in line with the principles of the Lisbon
Recognition Convention;
 cooperation with other institutions, quality assurance agencies and the national

ENIC/NARIC centre with a view to ensuring coherent recognition across the

country.
Graduation represents the culmination of the students’ period of study. Students need to
receive documentation explaining the qualification gained, including achieved learning
outcomes and the context, level, content and status of the studies that were pursued and
successfully completed.
2.1.6 Teaching staff (II.5. ESG 1.5)
Standard:
Institutions should assure themselves of the competence of their teachers. They should
apply fair and transparent processes for the recruitment and development of the staff.
Guidelines:
The teacher’s role is essential in creating a high-quality student experience and enabling
the acquisition of the relevant knowledge, skills, and other competences. The diversifying
student population and stronger focus on learning outcomes require student-centred
learning and teaching and the role of the teacher is, therefore, also changing (cf. Standard
1.3).
Higher education institutions have primary responsibility for the quality of their staff and
for providing them with a supportive environment that allows them to carry out their work
effectively. Such an environment:
 sets up and follows clear, transparent and fair processes for staff recruitment and
conditions of employment that recognise the importance of teaching;
 offers opportunities for and promotes the professional development of teaching staff;
 encourages scholarly activity to strengthen the link between education and research;
 encourages innovation in teaching methods and the use of new technologies.
Implementation:
 The University of Debrecen pays particular attention to the in-service training of its
teaching staff;
 the selection of its teaching staff;

 The selection of teachers is the responsibility of the faculties and not only to the
legislative requirements but also the labour market requirements and therefore must
have appropriate practical experience.
2.1.7 Learning resources and student support (II.6. ESG 1.6)
Standard:
Institutions should have appropriate funding for learning and teaching activities and ensure
that adequate and readily accessible learning resources and student support are provided.
Guidelines:
For a good higher education experience, institutions provide a range of resources to assist
student learning. These vary from physical resources such as libraries, study facilities and
IT infrastructure to human support in the form of tutors, counsellors and other advisers. The
role of support services is of particular importance in facilitating the mobility of students
within and across higher education systems.
The needs of a diverse student population (such as mature, part-time, employed and
international students as well as students with disabilities), and the shift towards student-
centred learning and flexible modes of learning and teaching, are taken into account when
allocating, planning and providing the learning resources and student support.
Support activities and facilities may be organised in a variety of ways depending on the
institutional context. Internal quality assurance ensures that all resources are fit for purpose,
accessible, and that students are informed about the services available to them.
In delivering support services the role of support and administrative staff is crucial and
therefore they need to be qualified and have opportunities to develop their competences.
2.1.8 Information Management (II.7. ESG 1.7)
Standard:
Institutions should ensure that they collect, analyse and use relevant information for the
effective management of their programmes and other activities.

Guidelines:
Reliable data is crucial for informed decision-making and for knowing what is working well
and what needs attention. Effective processes to collect and analyse information about
study programmes and other activities feed into the internal quality assurance system.
The information gathered depends, to some extent, on the type and mission of the
institution. The following are of interest:
 key performance indicators;
 profile of the student population;
 student progression, success and drop-out rates;
 students’ satisfaction with their programmes;
 learning resources and student support available;
 career paths of graduates.
Various methods of collecting information may be used. It is important that students and
staff are involved in providing and analysing information and planning follow-up activities.
Implementation:
 the University of Debrecen uses indicators for the evaluation of the achievement of
its quality-related targets;
 examines the trends, on the basis of which it initiates faculty-level quality
improvement projects;
 the faculties analyse the values measured by the Graduate Career Tracking System,
and also incorporate the results into the quality improvement projects;
 the faculties inform students via their websites.
2.1.9 Public information (II.8. ESG 1.8)
Standard:
Institutions should publish information about their activities, including programmes, which
is clear, accurate, objective, up-to date and readily accessible.
Guidelines:

Information on institutions’ activities is useful for prospective and current students as well
as for graduates, other stakeholders and the public.
Therefore, institutions provide information about their activities, including the programmes
they offer and the selection criteria for them, the intended learning outcomes of these
programmes, the qualifications they award, the teaching, learning and assessment
procedures used, the pass rates and the learning opportunities available to their students
as well as graduate employment information.
Implementation:
 all important information is available on the website of the University of Debrecen and
its faculties;
 the results of the Graduate Career Tracking System and the labour market surveys
can be found on the institution’s website;
 the results of the student satisfaction measurements surveys are also available.
3 Self-assessment at faculty level

3.1 The process of self-assessment at faculty level


3.2 Tasks, responsible persons and deadlines in the assessment

procedure
 The self-assessments should be carried out at faculty level.
 The frequency of full-scale self-assessments: 5 years.
 The persons responsible for faculty-level self-assessments are the faculty quality
managers.
 After the faculty quality managers prepare assessments, the faculty administration
reviews the results of the analyses of the same, designate the areas to improve and
establish corrective measures. The faculty quality managers then measure the effects
of the corrective measures introduced.
 The projects are prepared in the format established by the rector's commissioner for
quality assurance, and are made available to the rector's commissioner for quality
assurance in electronic form.
3.3 Questionnaire-based surveys in the process of faculty-level self-

assessment
The questionnaire-based surveys should be completed by persons engaged in teaching at
the University of Debrecen, while the questionnaire for measuring student satisfaction
should be completed by the students.
Persons in each group receive the questionnaires in electronic form.
Obligations related to completing questionnaires:

 The student satisfaction questionnaires are completed by students once a year.
 Questionnaires on the satisfaction of graduates are completed by graduates in the
1st, 3rd and 5th year after graduating.
 Persons engaged in teaching complete the self-assessment questionnaire every five
years.
 The questionnaire-based surveys related to partners are conducted by the faculty
quality managers at least once every two years.
The questionnaires and sample questionnaires provide an opportunity for the

faculties to raise additional, special questions. In addition to the centrally initiated

annual measurements, the faculties may also conduct further measurements,

ordered by the dean, subject to the prior approval of the rector's commissioner for
quality assurance.

4 Institutional self-assessment
Institutional self-assessment is based on faculty self-assessments. The results of the faculty

self-assessments are summarised by the rector's commissioner for quality assurance, who
then prepares the aggregate material serving as the basis of the institutional self-
assessment.
The suggested set of criteria for the institutional self-assessment can be found in the quality
assessment guidelines of the Hungarian Accreditation Committee.
On the basis of the results, the rector’s commissioner for quality assurance, jointly with the
university’s Quality Improvement Committee, prepares the institutional quality improvement,
which is to be approved by the Senate.

Annex I: Quality assurance procedure concerning the

launching of study programmes.

The University of Debrecen launches higher-level vocational trainings, bachelor’s, master’s

and undivided degree programmes, as well as postgraduate specialist training courses. The
launching of individual study programmes should be initiated by the relevant professional
community, university department/institute. The administration of the faculty discusses the
study programmes proposed and makes a decision concerning the justification of the new
programme, as well as on the commencement of the preparations and the elaboration of
the detailed documents for the launching of the new programme.
On the basis of the academic and exit requirements issued in the relevant provision of law
in effect, under the leadership of the person put in charge of the study programme, the draft
version of the document required to be submitted to the Hungarian Accreditation Committee
for the launching of new programmes is drawn up. This document contains comprehensive
details concerning the content of the programme, its personal conditions, as well as
information on the academic background and infrastructural conditions of the launching of
the new programme. In the case of postgraduate specialist training courses, the
requirements of Ministerial Decree 10/2006 (IX. 25.) OKM, as well as the academic and exit
requirements published by the Educational Authority are applicable.
Prior to the decision of the Faculty Council, the education/academic committee of the faculty
should deliver its opinion on the document. After the positive opinion of the Faculty Council,
the university’s Committee of Education and Student Affairs, as the body in charge of
preparing decisions for the Senate, provides its opinion on the application, in the course of
which the programme officers of the faculties participating or with an interest in the
programme also provide their opinions. In case of a decision of support by the committee,
after due preparation by the Rector’s Council, the Senate should decide on the application
for launching the study programme. If the committee or the Rector’s Council does not
support the initiative, the application is sent back to the faculty/department level for further
consultation and the implementation of the proposed changes.
Before the opinions and the official positions of the Faculty Council and the Senate are
formulated, the justification of the new study programme from the point of view of the labour
market, student recruitment, and the study programme offering of the university, as well as
compliance with the requirements of content and form, and the satisfaction of the quality
requirements at a high-level should are be considered.

After a positive decision by the Senate, the documents prepared should be submitted to the
Educational Authority, while observing all formal rules. In case of the launching of a
bachelor’s or master’s programme or a higher level vocational training, the Educational
Authority obtains the opinion of the Hungarian Accreditation Committee. In case of a
decision of the Educational Authority rejecting the application and a new application being
submitted, the entire internal procedure should be conducted from the departmental level all
the way to the Senate.
The decision of the Educational Authority is forwarded from the rector’s level to the faculty
level, and from there to the competent person and department in charge of the proposed
study programme.
After the receipt of the necessary positive decisions, the degree programme, higher level
vocational training or postgraduate training course may be included in the publication listing
the available study programmes, under the Study Programmes of the University of
Debrecen.
Each June, the Senate discusses the study programmes of the university, with the basic
document including a short description of each programme launched in the next academic
year, covering all essential elements of these programmes. Before the Senate would
approve the study programmes, the faculty councils and the university’s Committee of
Education and Student Affairs also provide their opinions on them. The basic document is
drawn up by the person and the department in charge of the programme, in compliance with
the established formal requirements. The annual review of the study programme ensures
that by taking student opinions, demands provided in the form of feedback from employers,
and of course also the experiences of the teaching staff into consideration, the programmes
can be made more up to date and of even higher quality. In the preparatory phase of a study
programme, there is particular importance attached to the periods when the experiences of
the first year of students completing that programme are summarised, and on the basis of
these the introduction of more radical changes may be justified. The whole of the approved
study programme is available on the university’s website, and their parts on the individual
faculty’s websites, as well as in academic-related publications and information materials on
the degree programmes.

Changes in the educational strategy, new or modified labour market needs, the summarising
and evaluation of the experiences of graduated students, or measurements of satisfaction
may justify adjustments in the content of the study programmes, changes in the set of
preliminary conditions, or the development of the methodology of the theoretical or practical
components of the programme.
Prepared by
University of Debrecen, Directorate of Education
Approval together with this Manual

Annex II: Sample questionnaire for measuring student

satisfaction

EvaSys 2017 - University of Debrecen, Student Questionnaire Electric Paper
Method of marking responses: Please use a pen or a pointed felt-tip pen. The questionnaire will be processed automatically.
Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here.
Dear Student,
By completing this questionnaire, you support our institution in its effort to receive first-hand information on its programmes and services. A key element of
the Graduate Career Tracking Programme is to collect and analyse the experiences of current and former students in the interest of such feedback
contributing to the improvement of the knowledge and skill sets provided by our institution to our graduates.
By way of completing this questionnaire, you can also contribute to making our institution more successful and the degrees issued more valuable. Of
course, we will handle your responses anonymously.
Thank you for your time!

1. General questions
1.1 What is your sex? □ male □ female
1.2 Where do you live?

□ Budapest □ Bács-Kiskun county □ Baranya county
□ Békés county □ Borsod-Abaúj-Zemplén county □ Csongrád county
□ Fejér county □ Győr-Moson-Sopron county □ Hajdú-Bihar county
□ Heves county □ Jász-Nagykun-Szolnok county □ Komárom-Esztergom county
□ Nógrád county □ Pest county □ Somogy county
□ Szabolcs-Szatmár-Bereg county □ Tolna county □ Vas county
□ Veszprém county □ Zala county □ Abroad
1.3 At which faculty of the institution do you study? (If you study at more than one faculty, think of the studies that you consider more important, your major.)
□ Faculty of Law □ Faculty of General Medicine □ Faculty of Arts and Humanities
□ Faculty of Health □ Faculty of Dentistry □ Faculty of Economics
□ Faculty of Child and Adult Education □ Faculty of Pharmacy □ Faculty of Informatics
□ Faculty of Agricultural and Food Sciences and
Environmental Management □ Faculty of Engineering □ Faculty of Public Health
□ Faculty of Science and Technology
□ Faculty of Music
1.4 Which area does your chosen degree programme belong to?
□ agricultural sciences □ arts and humanities □ economics
□ informatics □ art mediation □ engineering
□ art □ pedagogy □ national defence and military studies
□ medical and health sciences □ natural sciences □ sports science
□ social sciences
1.5 The level of your chosen programme?

□ traditional university programme □ traditional college programme □ vocational higher education
□ bachelor’s programme (BA/BSc) □ uniform and undivided programme □ master’s programme (MA/MSc)
(programmes in law, medicine started
□ doctoral programme (PhD/DLA) after 2006)
□ other tertiary-level programme
1.6 Are you taking part in the dual training programme □ yes □ no
started by the University of Debrecen?
KÓD HIÁNYZIK

EvaSys 2017 - University of Debrecen - Student Questionnaire Electric Paper
1. General questions (Continued)

1.7 Your expected net monthly average earnings in thousand HUF (e.g.: 140):
____ thousand HUF

2. The importance of work-related attitudes
Please mark how important in your opinion the following attitudes are in the selection of the work force? ( 1 = n o t i m p o r t a n t a t a l l ; 2 = u n i m p o r t a n t
3=neither important, nor unimportant; 4=important; 5=very important; 0=no opinion)
1 2 3 4 5 0
2.1 characterised by an optimistic attitude □ □ □ □ □ □

2.2 pays attention to details during the performance of work □ □ □ □ □ □
2.3 acts firmly and confidently in a performance situation □ □ □ □ □ □
2.4 is able to represent his/her interests and position efficiently vis-a-vis
others □ □ □ □ □ □
2.5 strives to lead and obtain control in a group □ □ □ □ □ □
2.6 is characterised by the intention to cooperate in a conflict situation □ □ □ □ □ □
2.7 is able to establish rapport with strangers □ □ □ □ □ □
2.8 is motivated by hard tasks □ □ □ □ □ □
2.9 is ambitious and motivated by the possibility of moving forward □ □ □ □ □ □
2.10 is characterised by an analytical decision-making style □ □ □ □ □ □
2.11 is unable to make decisions in unknown situations that are
different from the routine □ □ □ □ □ □
2.12 has high expectations in connection with the quality of his/her own
performance □ □ □ □ □ □
2.13 can effectively deal with stress at the workplace □ □ □ □ □ □
3. Satisfaction with the development of knowledge and skills
Please consider how satisfied you are with the way in which the faculty teaches and develops the following areas of knowledge and skills.
(1=not satisfied at all; 2=dissatisfied ; 3=neither satisfied nor dissatisfied; 4=satisfied; 5 = very satisfied; 0= No
opinion
1 2 3 4 5 0
3.1 professional theoretical fundamentals □ □ □ □ □ □

3.2 practical proficiency in the profession □ □ □ □ □ □
3.3 computer skills □ □ □ □ □ □
3.4 foreign language skills □ □ □ □ □ □
3.5 ability to work on one’s own □ □ □ □ □ □
3.6 ability to work in a team □ □ □ □ □ □
3.7 organizing skills □ □ □ □ □ □
3.8 communication skills □ □ □ □ □ □
3.9 problem-solving skills □ □ □ □ □ □
3.10 precise work □ □ □ □ □ □
3.11 the usefulness of the knowledge acquired at the university □ □ □ □ □ □
3.12 the quality of the education (overall) □ □ □ □ □ □
KÓD HIÁNYZIK

EvaSys 2017 - University of Debrecen - Employees’ questionnaire Electric Paper
3. Satisfaction with the development of knowledge and skills (continued)

1 2 3 4 5 0
3.12 the quality of the education (overall)
□ □ □ □ □ □
4. Infrastructure
Please consider how satisfied you are with the following.
(1=not satisfied at all; 2=dissatisfied ; 3=neither dissatisfied, nor satisfied ; 4=mostly satisfied; 5=completely satisfied;
0=no opinion)
1 2 3 4 5 0
4.1 the physical/tangible conditions of education
□ □ □ □ □ □
4 2 the condition and overall appearance of the buildings
□ □ □ □ □ □
5. Services
Please consider how satisfied you are with the following.
(1=not satisfied at all; 2=dissatisfied ; 3=neither dissatisfied, nor satisfied ; 4=mostly satisfied; 5=completely satisfied;
0=no opinion)
1 2 3 4 5 0
5.1 dormitory related services
□ □ □ □ □ □
5 2 sports related services
□ □ □ □ □ □
5.3 Student Administration Center/ Registry Office
administration related services □ □ □ □ □ □
5 2 Departmental/lnstitutional administration related services
□ □ □ □ □ □
:::::::::::::::::::::::::::::::::::::::::::::::::::::
Thank you for completing our survey! You can finalize your answers by clicking on the "Submit" button.
Depending on the speed of the internet, the saving of the data in our database may take a few seconds.
Please wait until the appearance of the message indicating the end of the data saving.

Annex III: Questionnaire for measuring teacher feedback





Annex IV: Questionnaire for measuring

feedback from graduates

HIÁNYZIK A megjelölés módja blokk

Dear Former Student,
We have contacted you in the framework of our Graduate Career Path Tracking research. In the following, we would like to ask you some questions related
to your career and studies after graduating from our institution, in order to know how our graduates fared in the world of work. The results of our survey will
help us determine how effective our work is, and it also provides information for our current students in terms of what to expect after graduation.
Of course, we will handle your responses anonymously.

Thank you for your time!
1.1 What is your sex? □ male □ female
1.2 Where do you live?

□ Fejér county □ Győr-Moson-Sopron county □ Hajdú-Bihar county
□ Veszprém county □ Zala county □ Abroad
1.3 At which faculty of the institution do you study? (If you study at more than one faculty, think of your studies that you consider more important, your
major.)
□ Faculty of Law □ Faculty of General Medicine □ arts and humanities
□ Faculty of Agricultural and Food Sciences and
Environmental Management □ Faculty of Engineering □ Faculty of Public Health
□ Faculty of Science and Technology
□ Faculty of Music
1.4 Which area does your chosen degree programme belong to?
□ agricultural sciences □ arts and humanities □ economics
□ informatics □ art mediation □ engineering
□ art □ pedagogy □ national defence and military studies
□ medical and health sciences □ natural sciences □ sports science
□ social sciences
1.5 The level of your chosen programme?

□ traditional university programme □ traditional college programme □ vocational higher education
□ bachelor’s programme (BA/BSc) □ uniform and undivided programme □ master’s programme (MA/MSc)
(programmes in law, medicine started
□ doctoral programme (PhD/DLA) after 2006)
□ other tertiary-level programme
1.6 Are you taking part in the dual training programme □ yes □ no
started by the University of Debrecen?
HIÁNYZIK a KÓD

EvaSys 2017 - University of Debrecen - Student questionnaire Electric Paper

1.7 In which year did you graduate?
(If you graduated from more than one degree programme, think of your studies that you consider your major.)
□ 2005 □ 2006 □ 2007
□ 2008 □ 2009 □ 2010
□ 2011 □ 2012 □ 2013
□ 2014 □ 2015 □ 2016
□ 2017
1.8 After graduation, you...

□ continued to study □ started to work □ continued to study while working
1.9 How long after graduation did you find a job?

□ immediately □ within 3 months □ within 6 months
□ within 12 months □ within 18 months □ not even by now
1.10 What is the level of your position in your current/last job? I f y o u h a d s e v e r a l p o s i t i o n s , p l e a s e i n d i c a t e t h e t h e m o s t r e c e n t o n e .

□ Top manager □ Mid-level manager □ Other manager
□ Employee □ Sole trader/proprietor, self-employed
1.11 Taking your main job and secondary activities into consideration, what is your average monthly net income (after taxes)?
Please enter the amount in units of thousand HUF, and in addition to your actual monthly salary, also take into
consideration the monthly pecuniary value of your fringe benefits, bonuses, awards, etc.
_ _ _ _ thousand HUF
Please mark how important in your opinion the following attitudes are in the selection of the work force?
(1=not important at all; 2=unimportant; 3=neither important, nor unimportant; 4=important; 5=very important; 0=no
opinion)
1 2 3 4 5 0

2.4 is able to represent his/her interests and position efficiently vis-a-vis
others □ □ □ □ □ □
2.6 is characterised by the intention to cooperate in a conflict situation □ □ □ □ □ □
2.9 is ambitious and motivated by the possibility of moving forward □ □ □ □ □ □
2.12 has high expectations in connection with the quality of his/her own
performance □ □ □ □ □ □
HIÁNYZIK A KÓD

EvaSys 2017 - University of Debrecen - Student questionnaire Electric Paper
3. Satisfaction with the development of knowledge and skills (continued)
Please consider how satisfied you are with the way in which the faculty taught and developed the following areas of knowledge and skills.
(1=not satisfied at all; (2=dissatisfied; 3=neither satisfied nor dissatisfied; 4=satisfied; 5=very satisfied; 0=No opinion
1 2 3 4 5 0
3.1 theoretical foundations of the profession □ □ □ □ □ □

3.10 precise work □ □ □ □ □ □
3.11 the usefulness of the knowledge acquired at the university □ □ □ □ □ □
4. Infrastructure
Please consider how satisfied you were with the following.
(1=not satisfied at all; 2=dissatisfied, 3=neither dissatisfied, nor satisfied ; 4=mostly satisfied; 5= completely satisfied;
0=no opinion)
1 2 3 4 5 0
4.1 the physical/tangible conditions of education
□ □ □ □ □ □
4 2 the condition and overall appearance of the buildings
□ □ □ □ □ □
5. Services
Please consider how satisfied you were with the following.
(1=not satisfied at all; 2=dissatisfied, 3=neither dissatisfied, nor satisfied ; 4=mostly satisfied; 5=completely satisfied;
0=no opinion)
1 2 3 4 5 0
5.1 dormitory-related services
□ □ □ □ □ □
5 2 sports–related services
□ □ □ □ □ □
5 3 services of the Student Services Centre / Registrar’s Office
□ □ □ □ □ □
5 4 administrative services at Faculty/institution
□ □ □ □ □ □
Please wait until the appearance of the message indicating the end of the data saving.
HIÁNYZIK A KÓD

Annex V: Questionnaires for labour market measurements

EvaSys 2017 - University of Debrecen - Satisfaction of labour-market stakeholders Electric Paper
Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here. HIÁNYZIK A JELMAGYARÁZAT
Dear Leader, Dear Partner,
The University of Debrecen gives particular attention to creating programmes that correspond to the needs of the labour market. We wish to help our
students in finding jobs by way of developing competences that are important for you.
We kindly request your assistance in the above efforts by way of completing the following questionnaire.
1. General questions
1.1 I n c a s e y o u h a v e e m p l o y e e s g r a d u a t e d f r o m m o r e t h a n o n e f a c u l t y o f t h e U n i v e r s i t y o f D e b r e c e n , p l e a s e p r o v i d e
your responses in the whole of the questionnaire with respect to your employees from the faculty with most graduates
at your organisation.
Please select from the following list:
□ Faculty of Law □ Faculty of General Medicine □ Faculty of Arts and Humanities

□ Faculty of Agricultural and Food
Sciences and Environmental □ Faculty of Engineering □ Faculty of Public Health
Management
□ Faculty of Science and Technology □ Faculty of Music
1.2 County (where your company/institution operates):

□ Fejér county □ Győr-Moson-Sopron county Hajdú-Bihar County
□ Veszprém county □ Zala county
1.3 From among the following options, please indicate the sector in which your company/institution operates.
□ Agriculture, wildlife, forestry,
□ Mining □ Processing industry
fisheries management
□ Electricity, gas, steam and water □ Commerce and repair
□ Construction
supply services
□ Accommodation and catering □ Transport, warehousing, postal and
□ Financial intermediation
services telecommunication services
□ Public administration, defence;
□ Real estate, business services □ Education
compulsory social security
□ Health and social services □ Other community personal services □ Other
□ Food processing industry
HIÁNYZIK A KÓD

1.4 What is the legal form of your organization (company, institution)?
□ Bt. (limited partnership) □ Kft. (limited liability company) □ Zrt., Nyrt. (private or public limited
company)
□ Foundation, association □ Sole trader/proprietor, □ Other
self-employed, other individual private activity
1.5 How many employees does your organization have?

(Please provide the largest headcount for the entire (parent) company or institution. For example, in case of a large
corporation or multinational company, provide the headcount for the entire entity, not only for the given branch. If y ou
are a sole trader/proprietor, please mark the first option.)
1-2 persons 3-4 persons 5-9 persons

10-19 persons 20-49 persons 50-99 persons
100-249 persons 250-999 persons Over 1000 persons
2. Criteria or labour selection

Please evaluate the importance of the following criteria as they are generally taken into consideration in the course of the selection of the graduate labour
force.
(1=not important at all; 2=unimportant 3=neither important, nor unimportant; 4=important; 5=very important; 0=n o
opinion)
1 2 3 4 5 0
2.1 Previous work experience □ □ □ □ □ □

2.2 Excellent resume/CV □ □ □ □ □ □
2.3 Personal impression at the job interview
□ □ □ □ □ □
2.4 Academic results, the final grade of the degree
□ □ □ □ □ □
2.5 The prestige of the institute of higher education granting the degree
□ □ □ □ □ □
Please mark how important in your opinion the following attitudes are in the selection of the work force?
(1=not important at all; 2=unimportant 3=neither important, nor unimportant; 4=important; 5=very important; 0=no
opinion)
1 2 3 4 5 0

3.4 is able to represent his/her interests and position efficiently
vis-a-vis others □ □ □ □ □ □
3.6 is characterised by the intention to cooperate in a conflict
situation □ □ □ □ □ □
HIÁNYZIK A KÓD


1 2 3 4 5 0

3.9 is ambitious and motivated by the possibility of moving
forward □ □ □ □ □ □
3.12 has high expectations in connection with the quality of
his/her own performance □ □ □ □ □ □
Please consider how satisfied you are with the way in which the faculty taught and developed the following areas of knowledge and skills.
(1=not satisfied at all; 2=dissatisfied; 3=neither satisfied nor dissatisfied; 4=satisfied; 5=very satisfied; 0=no opinion)
1 2 3 4 5 0
4.1 theoretical foundations of the profession □ □ □ □ □ □

4.10 precise work □ □ □ □ □ □
4.11 the usefulness of the knowledge acquired at the
university □ □ □ □ □ □
5. Further education, note
5.1 Does your company participate in a dual education/training programme with the University of Debrecen? □ yes □ no
5.2 Please explain if there is anything else you consider important in connection with the topic, but we did not ask about.
HIÁNYZIK A KÓD

5. Further education, comments (Continued)

5.3 Please share any recommendations you have for the development of the training portfolio of the faculty/university.
Please wait until the appearance of the message i ndicating the end of the data saving.
Annex VI: Providing opinions on the quality of teacher’s work

The regulation for the surveying of students’ opinions on the quality of teachers’ work
is valid since 29 June 2000.
The faculties perform their measurements and assessments accordingly.
The EvaSys software, purchased and introduced at the University of Debrecen, makes it
possible for faculties to perform both paper-based and on-line measurements. The faculties
need to determine the types and practice of the measurements in their own regulations. The
present Manual provides a sample procedure, which the faculties may follow.
1. It is expedient that the questionnaires be completed in the first three weeks of the
course period.
2. The administration of the faculty designates 6 to 8 courses per programme in each
year for which they wish to have the measurements performed.
3. Whether done in a paper-based or on-line formats, the surveys can be evaluated
immediately with the use of the software.
4. Recommendations concerning access to the evaluations at each faculty:
a. the dean, vice deans and the president of the Student Government can have
access to all evaluations;
b. heads of departments can access and analyse the measurement results
pertaining to their own departments, and should take the necessary measures
accordingly.
This Manual only offers sample questionnaires for the faculties. Additional questions may
be added at any faculty, and the faculties may also add “omnibus” questions.

EvaSys 2017 - Student evaluation of the teaching staff Electric Paper
Corrections: In the interest of ensuring optimum scanning results, please follow the examples shown here. HIÁNYZIK A JELMAGYARÁZAT
1. The purpose of surveying student’s opinions on the work of the teaching staff is to provide feedback on how students evaluate their teacher’s work in
terms of building the foundations of their own individual development, to provide input for the assessment of the performance of expectations by the
supervisors of the teaching staff, as well as to support the development of the courses.
While completing the questionnaire is voluntary, we ask all students to contribute to the achievement of the above objectives.
1.1 In what type of course did you encounter the teacher?
□ lecture □ practice/seminar/specialised course
1.2 What percentage of the given teacher’s classes did you attend?
□ 0-20% □ 21-40% □ 41-60%
□ 61-80% □ 81-100%
1.3 What percentage of the classes did the teacher actually teach?
□ 0-20% □ 21-40% □ 41-60%
□ 61-80% □ 81-100%
Evaluate the following on a scale of 1 to 5 (0=no opinion) 1= very bad ... 3 = medium... 5 = excellent, fully
corresponded
to my needs)
1 2 3 4 5 0
1.4 How well-prepared was the teacher for the classes? □ □ □ □ □ □

How easy was it to understand the material taught by the
1.5
teacher? □ □ □ □ □ □
How easy was it to understand what the teacher was
1.6 saying? □ □ □ □ □ □
To what extent was it possible to take good notes at the
17 classes? □ □ □ □ □ □
How interesting and attention-raising were the teacher’s
1.8 classes? □ □ □ □ □ □
To what extent did the classes help in learning the course
1.9 materials? □ □ □ □ □ □
To what extent did the teacher provide notes or other study
1.10 materials for his/her subject? □ □ □ □ □ □
To what extent did the teacher provide his/her own notes or
1.11 study materials for the subject? □ □ □ □ □ □
To what extent did the notes (if any) help in learning the
1.12 materials of the course? □ □ □ □ □ □
1.13 What was the teacher’s attitude toward the students? □ □ □ □ □ □
1.14 How flexible was the teacher in relating to student
requests? □ □ □ □ □ □
1.15 To what extent was there a harmony between the course
requirements, the testing and the grade received? □ □ □ □ □ □
To what extent did the teacher strive to thoroughly assess
1.16 your knowledge? □ □ □ □ □ □
1.17 How did you find the atmosphere at the oral examination? □ □ □ □ □ □
1 18 If there was a written end-term examination (i.e. Not during
the semester), to what extent were the questions □ □ □ □ □ □
straightforward?
1.19 If there was a written end-term examination (i.e. Not during
the semester), to what extent were the questions in line □ □ □ □ □ □
with the course materials?
HIÁNYZIK A KÓD

Annex VII: The quality assurance sub-system pertaining to

adult education at the University of Debrecen, in compliance
with Ministerial Decree 58/2013 (XII.13) NGM

QUALITY POLICY FOR ADULT EDUCATION
It is the aim of the administration of the University of Debrecen to ensure that its adult
education activities be characterised by quality, efficiency, reliability and activity. With a view
to the provisions of Ministerial Decree 58/2013. (XII. 13.) NGM, the university wishes to train
professionals who are as highly qualified as possible.
For the purpose of achieving these objectives, the University of Debrecen:
- extends and operates its quality assurance system also in the area of adult
education activities;
- selects its staff involved in adult education with a view to performing the tasks
related to adult education and training, as well as the organisation of the same in
accordance with the relevant statutory requirements;
- places much emphasis on the preparation of staff members involved in the

organisation and implementation of adult education programmes, and in the
efficient application of their capabilities, supporting their professional development
with the available resources;
- on the basis of the feedback concerning satisfaction from stakeholders involved

in adult education, transposes the proposed developments into practice as soon
as possible;
- shapes its quality policy, as well as its quality-related objectives, in the area of
adult education, with the involvement of its employees and other participants, and
communicates to them the version approved by the administration;
- review its up-to-date status regularly during the self-assessment procedure.
In the interest of achieving a uniform level of quality, the administration of the university
encourages the employees to:
- be increasingly demanding toward themselves and their own work;
- become familiar with the quality policy;
- continuously expand their knowledge.
The administration of the University of Debrecen commits itself and undertakes an active
role in the operation and development of the quality assurance system, and expects the
same commitment from all employees.
Debrecen, 11 January 2016
……………………….
Dr. Elek Bartha
Vice-rector for academic affairs

Procedure E/1: Documents pertaining to quality policy
The quality policy of the University of Debrecen is described in Chapter 2 of the present
Manual, prepared in accordance with the relevant European Standards.
1. The purpose of the procedure

The purpose of the present procedure is to regulate the preparation of the quality policy of
the University of Debrecen, in accordance with the quality assurance system pertaining to
adult education.
Related
Description of the process Responsible memorandum,
person data, document
1. The implementation and the review of the quality
policy
The University of Debrecen formulated its quality policy in Quality Assurance
accordance with the mission and strategic objectives of the Manual of the
university. The formulated policy is included in the Quality University of
Assurance Manual of the University of Debrecen, which is Rector’s Debrecen
accessible to all citizens of the university. The commissioner for Chapter 2
implementation of the quality policy is monitored and quality assurance Chapter 5.4.1
reviewed by the rector's commissioner for quality
assurance and the university’s Quality Improvement
Committee. The necessary amendments of the Manual
are introduced by the rector's commissioner for quality
assurance, with the opinions of the Quality Improvement
Committee obtained, subject to the approval of the Senate,
and signed by the rector of the university.
2. The institutional strategy related to quality
The university specifies its quality assurance system
based on the stipulations of the National Higher Education Quality Assurance
Act, as in effect, the criteria of the Hungarian Accreditation Rector Manual of the
Committee, and the guidelines of the Ministry of Human University of
Capacities, and also in consideration of the European Rector’s Debrecen
standards of quality assurance in higher education, as well commissioner for Chapter 1
as Ministerial Decree 58/2013 (XII.13.) NGM on the quality quality assurance Chapter 5.4.1
assurance system pertaining to adult education The
administration of the university is committed to operating
and developing the quality assurance system.

Related
3. The responsibilities of the institution’s
organisational units and employees related to quality
assurance
The quality assurance system of the university, in
consideration of the tasks specified in the Deed of
Foundation, is a conscious and organized activity involving Rector
the university as a whole, which serves the realization of Quality Assurance
the objectives specified in the quality policy of the Rector’s Manual of the
university and which primarily focuses on satisfying the commissioner for University of
needs of direct and indirect partners, with special attention quality assurance Debrecen
to all persons participating in adult education programmes Chapter 4
(irrespective of their form of financing and the program in Faculty quality
which they participate), the employers, clients of research managers
and other services, and the international and Hungarian
professional and academic communities. The
documentation system of the quality assurance system is
prepared by the director of quality assurance and
approved by the Senate, taking into consideration the
opinion of the Quality Improvement Committee of the
Senate.
Quality assurance and quality improvement based on this Rector
activity is the duty of all teachers, researchers, and
employees of the university. All persons should perform Rector’s
their job-related duties in a quality that ascertains that the commissioner for
university’s accomplishments are always in harmony with quality assurance
the objectives specified in the quality policy.
Faculty quality
The rector’s commissioner for quality assurance managers:
supervises the operation of the University’s quality
assurance system, and his work is assisted by quality
managers at each faculty.
Related
4. The method of involvement of stakeholders in study
programmes into the implementation of the quality
assurance efforts

Quality assurance and quality improvement based on this

activity is the duty of all teaching staff at the university.
All persons should perform their job-related duties in a
quality that ascertains that the university’s
accomplishments are always in harmony with the Rector
objectives specified in the quality policy.
The teachers in adult education programmes consists of Rector’s
Quality Assurance
the teaching staff of the University of Debrecen, as well as commissioner for
Manual of the
other, external specialists, if necessary, who comply with quality assurance
University of
the relevant requirements.
Debrecen
Adult learners participating in adult education programmes
Chapter 6
should actively participate in the implementation of the Faculty quality
quality assurance process, which appears in the managers
measurement of satisfaction on the level of indicators.
The quality assurance system of the University of
Debrecen is based on organisational self-assessment; the
relevant results of the self-assessments (measurements of
satisfaction) are publicly accessible to teachers, and the
feedback system of the university serves as a foundation
for the processes of development. It is necessary to assign
to the quality characteristic (indicator) the target value
desired to be achieved by way of the relevant content
element (procedure). The target values are determined
annually, at the same time when the quality objectives are
set, in the framework of a review by the administration. The
achievement of the target values assigned to the indicator
is examined in the course of reviews by the administration.
3. Qualitative characteristics (indicators)

Results of satisfaction measurement
4. Documents generated
Quality policy

Procedure E/2: Quality assurance documents related to study programmes

The purpose of the present procedure is to regulate the design and review of the course
materials in the area of adult education at the University of Debrecen, the provision of the
personal, physical and financial resources, the monitoring of the progress and the
performance of the participants, the feedback of opinions from the labour market, and the
process related to the publicity of the study programmes.
Related
1. The procedure for the design and review of study
programme and course materials
The study programme is prepared by the unit
(faculty/institute/department/centre) that wishes to launch
it, obtains a preliminary qualification by an adult education
expert, and has it signed by the university’s officer in Quality Assurance
charge of adult education programmes and the person Manual of the
authorised to represent the institution. University of
The unit provides for the availability of the personal, Debrecen
physical and financial resources necessary for the Vice-rector for
implementation of the programmes. academic affairs
The procedural fee for the permitting applicable to the
circle of the programme is paid from a central budget,
while the procedural fee applicable to the study Officer in charge
programmes is paid from the financial resources allocated of adult education
to the units. programmes
The competent unit informs the university’s vice rector for University of
academic affairs, in an application, concerning the study Debrecen
programme for which they wish to obtain a permit, and the Study programme Academic and
vice rector decides on the permitting procedure for the officers Examinations
study programme, in agreement with the officer in charge Regulation
of adult education programmes.
The permitting procedure takes place via an on-line
interface, and the officer in charge of adult education
programmes is responsible for uploading the necessary
documents.

The vice-rector for academic affairs makes arrangements

for the publication of the data of the permitted study
programmes on the website of the institution.
The decision on the launching of an approved study
programme is made by the vice-rector for academic
affairs, in agreement with the officer in charge of adult
education programmes.
Related
1. The procedure for the design and review of study
programme and course materials (continued)
The study programmes are designed, and the course
materials are prepared by the (faculty/institute/ Officer in charge Descriptions of
department/centre). The programme officer is in charge of of adult education study programmes
the study programme, and is also responsible for the programmes
preparation of the course materials and the professional Curriculum tables
materials. The programme officer consults with the
university’s officer in charge of adult education concerning Study programme Curricula
the prepared course materials. At the end of each of study officers Course materials
programme, the person in charge of the study programme
will conduct a measurement of satisfaction among the
participants of the programme. The Directorate of Quality
Assurance of the University of Debrecen conducts the
labour market surveys centrally, the results of which are
made available to the person in charge of the study
programme. On the basis of the evaluation of the two
measurements, the programme officer may initiate a
development of the course materials, in consultation with
the officer in charge of adult education programmes
2. The provision of personal and physical conditions,
and financial resources for necessary for the
implementation of study programmes Quality Assurance
Within the University of Debrecen, study programmes Officer in charge Manual of the
belong to the unit (faculty/institute/department/centre) of adult education University of
launching them. It is the obligation of these units to provide programmes Debrecen
the personal and physical conditions, as well as the Descriptions of
financial resources necessary for the implementation of study programmes
the study programmes. Our institution launches self- Study programme
financing and sponsored adult education programmes, officers Study programmes

and these study programmes are provided at a price and

launched with a number of participants that allow operating
them economically. It is the obligation of the study
programme officer to ensure that in case of theoretical
components of programmes in the “A” and “B” circles of
study programmes, teachers with appropriate professional
knowledge in accordance with the act on vocational
training, and for the practical components of such
programmes, teachers with the appropriate vocational
qualification ad at least five years of practical experience
are invited to teach. It is the obligation of the study
programme officer to ensure that in case of general
language training belonging in the “C” circle of study
programmes, language teachers certified in the given
language, or certified language teachers with knowledge
of the given language certified by way of a “KER-C1” level
document, or in case there is university or college-level
degree programme in the language according to the study
programme ending with certification as a language teacher Officer in charge
Descriptions of
or as a teacher of language and literature, then certified of adult education
study programmes
teachers with knowledge of the given language certified by programmes
way of a “KER-C1” level document.
Study programmes
2. The provision of personal and physical conditions,
and financial resources for necessary for the Study programme
implementation of study programmes (continued) officers
It is the obligation of the study programme officer to ensure

that in case of general language training belonging in the
“C” circle of study programmes, language teachers
certified in the given language, or certified language
teachers with knowledge of the given language certified by
way of a “KER-C1” level document, or a teacher with a
university or college-level degree and knowledge of the
given language certified by way of a “KER-C1” level
document is employed.
It is the obligation of the study programme officer to ensure

that in case of the teaching of Hungarian as a foreign
language in a programme belonging in the “C” circle of
study programmes, a language teacher certified in

Hungarian as a foreign language or a teacher of Hungarian

language and literature is employed. The officer in charge
of adult education programmes is responsible for checking
the availability of the personal and physical conditions and
the financial resources necessary for the implementation
of the study programmes.
3. Methods for monitoring the progress and the
performance of adults participating in the study
programmes Officer in charge Descriptions of
The University of Debrecen uses written, oral and practical of adult education study programmes
examinations to monitor the progress and assess the programmes
performance of participants in adult education Study programmes
programmes. At the end of the learning process, adult
learners participate in examination activities in accordance Study programme
with the study programme concerned. officers
It is the obligation of the study programme officer to
monitor the progress and performance of the adults
participating in the programme.
Description of the process Responsible Related
person memorandum,
data, document
4. The feedback of the opinion of employers and other
organisations of the labour market on the study
programmes Quality Assurance
The University of Debrecen establishes and maintains Manual of the
contacts with the existing and potential employers of adults Rector’s University of
participating in adult education programmes. This contact commissioner for Debrecen
is partly formal and partly informal by nature. The quality assurance Descriptions of
Directorate of Quality Assurance surveys the satisfaction study programmes
of stakeholders on the labour market concerning the adult
education programmes of the University of Debrecen. The Study programme Study programmes
Directorate of Quality Assurance forwards the results of officer
such surveys to the administration of the given faculty, who
make available the evaluations pertaining to the given Officer in charge
study programme to the relevant study programme officer. of adult education
Thus, the heads of the study programmes incorporate the programmes
expectations of the labour market into their programmes.
5. The procedure related to the publicity of the study
programmes
At the University of Debrecen, the vice rector for academic
affairs is takes the appropriate measures for publishing the

data of permitted study programmes on the institution’s

website. Vice rector Descriptions of
The organisational unit (faculty/institute/department/ study programmes
centre) launching the study programme also publishes a Study programme
short description of the study programme on its own officer Study programmes
website. In case of inquiries, the organisational unit
responsible for the study programme also provides Officer in charge
additional information on the course units and examination of adult education
requirements. The documentation of the study programmes
programmes can be inspected at the adult education units
and at the Directorate of Education.

Evaluations

Procedure E/3: Processes related to the development of the preparedness and

competences of teachers

The purpose of the present procedure is to regulate the requirements related to the
employment of teachers in adult education study programmes at the University of Debrecen,
the application of methods related to the development of teacher competences, and the
procedure for providing feedback on the performance of the teachers.
Related
1. Requirements relating to the employment of the Rules of
teaching staff Rector Organisation and
The employment of the teaching staff at the University of Operation
Debrecen takes place in a regulated manner. The relevant Vice-rector for
university regulations can be found at the address academic affairs Regulations of the
http://www.unideb.hu/portal/hu/node/47. University of
The teaching staff participating in adult education, as well Dean Debrecen on the
as other, external specialists involved, if necessary, should rules governing the
comply with the requirements of the Higher Education Act. Officer in charge filling of positions,
The Regulations of the University of Debrecen on the rules of adult education the rules of
governing the filling of positions, the rules of competitions programmes competitions for
for positions and other rules of employment, as well as the positions and other
Regulations on the exercise of employer’s rights regulate rules of employment
the employer’s rights at the institution. Study programme
Of course, in accordance with the rules set forth in officers The relevant
Procedure E/2, we fully satisfy the requirements applicable provision of the
to adult education with respect to the employment of Adult Education Act.
teachers.
2. The development of the competences of the Regulations of the
teachers Dean University of
The system of requirements applicable to teachers must Debrecen on the
be fulfilled by all teachers at the University of Debrecen. Officer in charge rules of filling
The policy titled “Regulations of the University of Debrecen of adult education positions, of
on the rules governing the filling of positions, the rules of programmes competitions for
competitions for positions and other rules of employment positions and other
sets forth what competences are required for the filling of rules of employment
individual positions. The deans of the faculties are

responsible for the development of the teachers’ The relevant

competencies. provision of the
Adult Education Act.
Related
3. The procedure related to the performance of the
teaching staff
The EvaSys software, purchased and introduced at the
University of Debrecen, makes it possible for
organisational units to perform both paper-based and on-
line measurements.
The evaluation of the teachers’ performance is conducted Quality Assurance
regularly by the head of the organisational unit, taking into Manual of the
consideration the individual development plan. Study programme University of
On the one hand, participants in adult education officers Debrecen
programmes engage in paper-based performance
evaluation. This occurs at the end of the given module or
course unit. On the other hand, the performance of the
teachers is also measured in the framework of the
measurement of satisfaction at the end of the study
programme.
The present Manual provides a sample procedure, which
the faculties may follow.
1.) The questionnaires are completed by students
participating in the adult education programme at
the end of the given module or course unit. Vice-rector for
2.) Whether done in a paper-based or on-line formats, academic affairs
the surveys can be evaluated immediately with the
use of the software. Officer in charge Organisational
3.) Recommendations concerning access to the of adult education
unit implementing
evaluations: programmes
the study
a. the vice-rector for academic affairs, study
programme
programme officer, head of the Study programme
organisational unit responsible for the officer
study programme can have access to all
evaluations; Head of the
b. heads of departments can access and organisational unit
analyse the measurement results responsible for the
pertaining to their own departments, and study programme

should take the necessary measures

accordingly.

Evaluations

Procedure E/4: The institution’s information system

The purpose of the present procedure is to regulate the collection and analysis of data
related to the academic results of adults participating in adult education programmes, the
collection and analysis of data related to the measurement of the satisfaction of participating
adults, the collection and analysis of data related to the performance of teachers, the
collection and analysis of data related to efficiency of the resources at the institution’s
disposal, the collection and analysis of data related to the labour-market utilisation of the
competences acquired by way of the study programme, and the institution’s procedures
related to the publicity of information associated with the activities of the institution.
Related
1. The collection and analysis of the academic results
of adults participating in the study programmes Records of the
The data related to the academic results of adults study programme
participating in the study programme are collected by the Study programme
designated staff member of the unit officers Adult education
(faculty/institute/department/centre) implementing the information system
given study programme, and the results are evaluated by
the programme officer of the given study programme.
2. The collection and analysis of the data related to the
measurement of the satisfaction of adults
participating in study programmes Study programme
The data related to the measurement of the satisfaction of officers The results of
adults participating in study programmes are collected by measurements of
the designated staff member of the unit satisfaction.
(faculty/institute/department/centre) implementing the
given study programme, and the results are evaluated by
the programme officer of the given study programme. The
measurements of satisfaction must be carried out at the
end of each study programme.
Related
3. The collection and analysis of data related to the
performance of teachers
The evaluation of the quality of teachers’ work was
introduced at the University of Debrecen from 2000.

Following the same method, at the end of adult education Study programme The results of
programmes, we also measure the level of satisfaction officers measurements of
with the teachers’ work in case of adults participating in satisfaction.
such study programmes. The EvaSys software, purchased
and introduced at the University of Debrecen, makes it
possible for Faculties/institutes/departments/ centres to
perform both paper-based and on-line measurements.
The measurements shall be carried out by the relevant
head of training and analyse the results, if necessary
corrective and preventive activities.
efficiency of the resources at the institution’s disposal
The efficiency of the resources at the University of Dean Faculty
Debrecen is examined by the Economic Directorate. The Central
data are collected in the ERP system of the University of Director of finance Records
Debrecen. The unit that initiated the launching of the given ERP
adult education programme (faculty/institute/ Study programme
department/centre) provides the resources necessary for officer
the study programme.
labour-market utilisation of the competences acquired
by way of the study programme
In the framework of the Graduate Career Tracking System, Rector’s
The results of
the Directorate of Quality Assurance of the University of commissioner for
measurements of
Debrecen conducts measurements of satisfaction among quality assurance
satisfaction.
the stakeholders on the labour market. This measurement
of satisfaction is extended by a measurement of
satisfaction related to adult education. In addition, study Officer in charge
programme officers may add additional questions to the of adult education
centrally issued questionnaire, or may create a special programmes
questionnaire specific to the given study programme, and
conduct the measurements with the use of the EvaSys Study programme
software. officers
Related
6. The institution’s procedures related to the publicity Vice-rector
of information associated with the activities of the Dean
institution
director
of finance www.unideb.hu

All information on the adult education activities of the Officer in charge

University of Debrecen, as well as on the study of adult education
programmes, is available on the www.unideb.hu website. Rector’s
The units launching a study programme commissioner for
(faculty/institute/department/centre), as well as the quality assurance
descriptions of the study programmes can be found on the
websites of the given unit.
The results of the measurements of satisfaction can be
reached via the http://www.unideb.hu/ website.

Evaluations

Procedure E/5: The method of handling and investigating complaints

The purpose of the present procedure is to regulate the methods of handling and
investigating complaints submitted by adults in the adult education programmes of the
University of Debrecen.
Related
1. The submission and assessment of appeals
The University of Debrecen provides students participating
in adult education programmes with an opportunity to
appeal decisions by way of a complaints management
procedure.
The University of Debrecen operates a customer service
which provides opportunities for contacting and dealing Officer in charge protocol for
with related issues in person, by telephone or of adult education investigating
electronically. programmes complaints
Students in adult education programmes may submit
complaints orally or in writing. All complaints are Head of the decision
investigated by the staff of the institution, and the organisational unit
complainant is informed of the measures taken. responsible for the corrective or
The complaints management policy of the institution study programme preventive action
covers the investigation of complaints, the measures taken
to eliminate the causes of complaints, providing Study programme
information and feedback for the complainant, as well as officer
maintaining records of the complaints managed. The
rector’s commissioner for quality assurance updates the
complaints management policy annually, and makes it
available for all study programme officers.
Related
2. The handling and investigation of complaints
The procedure for handling complaints is as follows:
1. Study programme officers inform participants of the Officer in charge
programme about the complaints management policy of adult education Protocol for
prior to the commencement of the programmes. programmes investigating
2. Participants in adult education programmes may complaints
submit complaints to the organisational unit in charge Head of the
of the study programme orally or in writing. organisational unit decision

3. A written record is to be drawn up of the case in the responsible for the

presence of the head of the organisational unit in study programme corrective or
charge of the given study programme. preventive action
4. The head of the organisational unit concerned is to study programme
investigate the reasons for the complaint, determine officer
the responsible parties, and take the necessary
measures for remedying the complaint and eliminating
its reasons.
5. The head of the organisational unit will provide written
feedback on how the complaint was managed to the
complainant, within 30 days of the receipt of the
complaint, together with the written record.
6. If the complainant does not accept the measures
taken to remedy the complaint, he or she can indicate
this fact in writing to the officer in charge of adult
education programmes at the institution, as a result of
which the complaint will also be investigated at an
appeals level.
7. The officer in charge of adult education programmes
will obtain detailed information on the complaint and
all related developments, and will call an extraordinary
meeting to investigate the complaint at the appeals
level, where a written record will be drawn up.
8. Within 30 days of that meeting, the officer in charge of
adult education programmes will inform the
complainant of the results of the appeals procedure.
9. If the complaint is rejected, the institution is obliged to
state the reasons. If the complainant does not accept
the outcome of the investigation, he or she may
proceed in accordance with the Civil Code.
If the problem is not specific to the complainant, the
programme officer is required to take corrective or
preventive measures.

Number of complaints
Written records

Procedure E/6: Corrective and preventive actions for handling deviations

The purpose of the present procedure is to regulate the corrective measures aimed at the
elimination of deviations in the course of the operation of the quality assurance system at
the University of Debrecen, as well as to apply preventive measures in order to stop the
subsequent occurrence of such situations.
Related
2. Corrective actions
2.1. Recognising deviations
It is the responsibility of each staff member that in case Report of Non-
they detect a problem the solution of which may improve compliance
the quality of the service of the operation of the quality (Corrective action
assurance system, then they should solve that problem worksheet) MD/6-
within their own scope of competence, if possible, or report 01-01
the problem, by way of a MD/6-01-01 Report of Non- Participants in
compliance (Corrective action worksheet) to the officer in adult education
charge of quality assurance at the faculty/centre. activities
It is the task of the quality assurance officer at the
faculty/centre to continuously monitor such reports by staff Quality assurance
members, and if deemed necessary, to initiate the taking officer of
of corrective and corrective measures, in consultation with faculty/centre
the rector's commissioner for quality assurance. If the Report on deviation
taking of corrective or preventive measures it not Rector’s (MD/6-01-03)
necessary, the quality assurance officer of the commissioner for
faculty/centre is to record this decision on the quality assurance
memorandum showing the occurrence of the problem.
Additional areas of the occurrence of problems in
response to which we launch corrective actions may
include:
 the measurement and analysis of procedures,
 problems arising in the procurement process,
 internal and external audit,
 complaints/appeals

Related
2.2. Determining the causes of a deviation
The task after the occurrence of a non-compliance is to
identify its reasons. The reasons are to be determined by Quality assurance Corrective action
the quality assurance officer of the faculty/centre, in officer of worksheet
cooperation with the employee concerned, faculty/centre MD/6-01-01
with their findings recorded on the Corrective activity
worksheet MD/6-01-01.
2.3. Determination of the corrective action
After determining the cause of the non-conformity, the
necessary corrective measure is formulated. A corrective
action may be introduced by the rector's commissioner for Report on deviation
MD/6-01-03
quality assurance, or after a review by the administration,
Quality assurance Report on
by the quality assurance officer of the faculty/centre.
officer of negotiation MD/1-
The corrective action may be recorded: 01-01
faculty/centre
 after an audit: on the report of deviation MD/6-01-03
Corrective action
 after a review by administration: On a report on a worksheet
discussion MD/1-01-06 MD/6-01-01
 In case of acquisition or manufacturing process, or the

customer complaint: on the Corrective action
worksheet MD/6-01-01
2.4. Documenting and evaluating the results.
The introduction of corrective actions is to be followed by
an internal review of the effectiveness of the activities. On
the one hand, the quality assurance officer of the Quality assurance
faculty/central will check the activity each time, and will officer of
See Section 2.3.
record the fact of the checking on the forms defined in faculty/centre
Section 2.3, and on the other hand, in the course of their
annual review, the administration will also re-evaluate the
deviations found in the previous period and the corrective
measures introduced.
Related
3.1 Recognising a possible deviation and determining Quality assurance
its causes officer of Preventive action
Preventive measures are generally taken in the following faculty/centre worksheet
cases: (MD/6-01-02)

 related to a corrective action, in the interest of Rector’s

eliminating the cause of the non-compliance commissioner for
emerging from the generalisation of the problem; quality assurance
 for the purpose of quality improvement.
The steps of the implementation of preventive activities are
as follows:
 the identification and description of the possible non-
conformity,
 the examination of the causes of the potential non-
conformity,
 measures for the elimination of the possible causes,
documentation
 the checking of the implementation and the
effectiveness of the measure.
3.2 The evaluation, determination and introduction of
the activity necessary for the prevention of the Rector’s
non-compliance commissioner for
The individual steps of the preventive activity may be taken quality assurance Preventive action
by the rector's commissioner for quality assurance quality assurance worksheet
personally, or he/she may put others in charge of these. officer of (MD/6-01-02)
The officer in charge of quality assurance at the faculty/centre
faculty/centre is responsible for ordering the solutions
necessary for eliminating the causes.
2.3 Recording the results of the measure taken
Rector’s
The checking of the implementation of the preventive Preventive action
commissioner for
actions and the efficiency of the implementation (e.g. In the worksheet
quality assurance
form of a subsequent audit) are the tasks of the officer in (MD/6-01-02)
charge of quality assurance
2.4 The review of the preventive action taken
Quality Preventive action
The quality assurance officer of the faculty/centre is
management worksheet
responsible for reviewing the effectiveness of the
officer (MD/6-01-02)
preventive actions.

Number of corrective actions
Number of preventive actions
work sheets

Quality Book 2018-0116 3.20 UD

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Quality Book 2018-0116 3.20 UD

Uploaded by

Copyright:

Available Formats

University of Debrecen Quality Assurance Manual

Approved by the Senate

All information in the manual is the property of the University of Debrecen.

Version no.: 8 Date: 01.07.2017 Page 1of73

QUALITY POLICY .......................................................................................................................................... 3

Version no.: 8 Date: 01.07.2017 Page 2of73

For the purpose of achieving these objectives, the University of Debrecen:

Version no.: 8 Date: 01.07.2017 Page 3of73

Debrecen, 1 July 2017

Version no.: 8 Date: 01.07.2017 Page 4of73

The objectives of the development of the university’s quality assurance system:

Version no.: 8 Date: 01.07.2017 Page 5of73

The modernization of the institution’s operation-oriented operation can be implemented

Version no.: 8 Date: 01.07.2017 Page 6of73

1 The university-level organisation of quality assurance

The tasks of the rector’s commissioner for quality assurance include:

Version no.: 8 Date: 01.07.2017 Page 7of73

 the adoption of the basic principles of the quality assurance system;

Version no.: 8 Date: 01.07.2017 Page 8of73

The organisational structure of the University of Debrecen

Version no.: 8 Date: 01.07.2017 Page 9of73

Version no.: 8 Date: 01.07.2017 Page 10of73

The university-level organisation of quality assurance:

Version no.: 8 Date: 01.07.2017 Page 11of73

The tasks of the faculty quality managers:

Version no.: 8 Date: 01.07.2017 Page 12of73

1.1 The managing of the Quality Assurance Manual

2 The guidelines of self-assessment at the University of Debrecen

Self-assessment is the comprehensive, systemic and periodic examination of the

Version no.: 8 Date: 01.07.2017 Page 13of73

2.1.1 Policy for quality assurance (II.1. ESG 1.1)

Version no.: 8 Date: 01.07.2017 Page 14of73

Version no.: 8 Date: 01.07.2017 Page 15of73

Version no.: 8 Date: 01.07.2017 Page 16of73

o encourage research and innovation;

2.1.3 Student-centred learning, teaching and assessment (II.3. ESG 1.3)

Version no.: 8 Date: 01.07.2017 Page 17of73

2.1.4 Ensuring the competence of the teachers

Version no.: 8 Date: 01.07.2017 Page 18of73

Student-centred learning and teaching plays an important role in stimulating students’

Version no.: 8 Date: 01.07.2017 Page 19of73

 the Academic and Examinations Regulation of the University of Debrecen regulates

2.1.5 Student admission, progression, recognition, certification (II.4. ESG 1.4)

Version no.: 8 Date: 01.07.2017 Page 20of73

ENIC/NARIC centre with a view to ensuring coherent recognition across the

2.1.6 Teaching staff (II.5. ESG 1.5)

Version no.: 8 Date: 01.07.2017 Page 21of73

2.1.7 Learning resources and student support (II.6. ESG 1.6)

2.1.8 Information Management (II.7. ESG 1.7)

Version no.: 8 Date: 01.07.2017 Page 22of73

2.1.9 Public information (II.8. ESG 1.8)

Version no.: 8 Date: 01.07.2017 Page 23of73

3 Self-assessment at faculty level

Version no.: 8 Date: 01.07.2017 Page 24of73

Version no.: 8 Date: 01.07.2017 Page 25of73

3.2 Tasks, responsible persons and deadlines in the assessment

3.3 Questionnaire-based surveys in the process of faculty-level self-

Obligations related to completing questionnaires:

The questionnaires and sample questionnaires provide an opportunity for the

Version no.: 8 Date: 01.07.2017 Page 26of73

annual measurements, the faculties may also conduct further measurements,

Version no.: 8 Date: 01.07.2017 Page 27of73

Institutional self-assessment is based on faculty self-assessments. The results of the faculty