1. The drawing up of the self report

The drawing up of the self report forms the basis of the entire procedure. The suggested breakdown is intended to give assistance in putting together the information required and in providing a qualitative presentation of the institution and the study program. At the same time it is the basis for an objective, transparent and valid appraisal, enabling the auditors to make comparisons. In this function it reflects the information requirements needed for an appraisal of the subject/content, which can be met in a number of ways depending on the study program to be accredited. It is important that the report has an inner consistency and coherence, guided by the following basic questions:

• In which institutional environment is the new study program to be carried out?

• Why is the new study program to be set up?

• What are the educational aims of the program?

• With what resources,

• in what manner,

• and with what perspective for the graduate is the program to be implemented?

• How are quality standards to be achieved and guaranteed?

Accordingly, the application is divided into two main sections: the first section deals with the study program itself and serves to show demand, educational aims and their realization. The second section is for illustrating the institutional environment of the study program for which the application has been made.

The application must take into account all the requirements applicable for each of the study programs and subjects. These are determined by the individual Technical Committees.

The application should not exceed 30 pages in length, not including the appendix.

As a general rule, one copy of the documents signed with the legally binding signature of the university making the application and one additional version of the documents in electronic form should be submitted.

2. Suggested breakdown of the self report documents

I Study programs

I.1 General information on study programs
I.2 Educational aims
I.3 Entry and admission requirements
(divided into Bachelor’s and Master’s programs)
I.4 Curriculum
I.5 Teaching methods
I.6 Personnel involved with study program
I.7 Quality assurance measures

II Institution

II.1 General information on the institutions involved
II.2 Resources
II.3 Support for teaching and studying
II.4 Students and graduates of the institutions involved
(presentation and interpretation of data)

I Study programs
I.1 General information on study programs

This section introduces the planned study program. The reasons for setting up the study program are of central importance and this section should give a clear idea of the orientation of the study program. This could include, for example, the orientation towards a specific demand from interested persons or target group of students having this discipline in mind, or the orientation towards demand from the job market or the specific career opportunities envisaged for graduates of this program. Sources should be cited if possible. The internationalization of the discipline and the job market, potential innovations and regional requirements should also be taken into account.

In the introductory phase of the modular study programs in particular, the application should outline opportunities for the transition from established study programs.

A) Formal details
1. Name of study program
2. Assignment to one of the profiles in accordance with Section 3.3.2 of the Quality Requirements and Procedural Principles
3. Degree to be awarded
4. Prescribed period of study
5. Date of commencement for study program
6. Target numbers/teacher-student ratio
7. Fees/remuneration (e.g. in the case of Master’s programs as a further study program)

B) Reasons for setting up the program
1. Demand among prospective students
2. Positioning of graduates in job market
3. Interest from professional field
4. International development and integration
5. Innovation, regional requirements, special points

C) Transition from established qualification system

D) Academic background

E) Cooperation
1. Internal cooperation (interdisciplinary, transdisciplinary)
2. External cooperation with other institutions/non-academic institutions (including international cooperation)

back to top

1.2 Educational aims

This section should outline the targeted qualification profile of graduates of the study program. Joint applications for Bachelor’s and Master’s study programs require a separate explanation for each degree. An essential structural parameter for modular study programs is modularization together with a credit system. The manner in which each module contributes to the desired educational aims must be outlined and it should also be shown how these modules are taken into account in the system of credits.

Bachelor’s and Master’s degrees should qualify graduates to enter their chosen profession. The application should explain to what extent the outlined aims of the study program meet this requirement.
A) Overall aims of the study program
B) Aims of individual modules
C) How applied is the study program? Placements, cooperation between disciplines; does the degree qualify graduates to enter chosen profession?

back to top

I.3 Entry and admission requirements
(divided into Bachelor’s and Master’s programs)

Entry requirements are governed by German state laws on higher education (Hochschulrecht). Admission requirements for a Master’s program are formulated and admission is decided upon by the technical university or university of applied science itself. This section should show which admission requirements, e.g. which criteria are set for selecting students for the study program. Where joint application for Bachelor’s and Master’s programs is being made, please detail each program separately.

A) Entry requirements
1. General/subject-specific requirements for university level entry/relevant professional training
2. Placements, work experience
3. Foreign languages, knowledge of the German language
4. Assessments of suitability

B) Admission requirements (selection criteria)

back to top

I.4 Curriculum

In addition to the presentation in text form it is advisable to show the curriculum in the form of an overview. For joint applications for Bachelor’s and Master’s programs, the data can be presented as one overview.

A) Type of course (full-time, part-time, advanced training / continuing education, multimedia/telematics support)
B) Structure (number of subjects on offer, compulsory/core subjects, optional subjects, subsidiaries, specialization, modularization)
C) Number of hours studied a week per semester, hours of compulsory attendance, independent study
D) Orientation national / international (lectures in foreign languages, semesters abroad, bridge courses for foreign students)
E) Credit points for studying and examination performance
F) Examinations (oral, written, other)
Ö intermediate examinations
Ö final dissertations
G) Regulations governing degree courses and examinations

back to top

I.5 Teaching methods

The central focus of this section is the implementation and setting down of training goals in teaching practice. It should show what procedures are used for imparting the taught content and which training goals are being aimed at.

A) Lectures, seminars, practical exercises, lab work, excursions, project work, work groups, tutorials
B) Courses supported by multimedia and telematics
C) Placement periods

back to top

I.6 Personnel involved with study program

This section begins with an overview of the personnel involved in the study program and includes teaching staff ‘imported’ from other institutions. Vacant posts should be listed with their denomination.

A) Breakdown (professors; heads of department, teaching staff, research officers; full-time/part-time academic, technical and administrative employees; quality of the post; number)
B) Student-teacher ratio (study program guidance, availability of staff, tutorials, mentor programs
C) Course-related professional development measures/opportunities

back to top

I.7 Quality assurance measures

Accreditation is intended to ensure quality of teaching and studying and to ensure the national and international recognition of study programs. In the rapidly developing international competition between universities, quality assurance will play a crucial role. In this section, the universities involved should outline the measures envisaged for the relevant study program and processes for quality assurance. Controls for the quality of the current study program should be taken into account, as should controls for the success of the study program. Monitoring the success of the study program will be particularly important for re-accreditation.

A) Evaluation during the study program
B) Evaluation of the success of the study program (e.g. survey of graduates)

back to top

II Institution

Each study program is influenced considerably by the resources available to it and therefore by the university offering the program of study. Personnel and physical resources are not merely quantitative factors. Rather it is more important how they are employed and how they interact in a greater context.

Particularly in the case of an ex-ante accreditation, which is unable to refer to empirically established figures from the students, teachers and graduates, the feasibility of implementing a proposed study program has to be estimated in key parts by inquiring after the actual figures. An ex-ante guarantee of quality requirements is only possible if the procedure is able to measure the implementability of the planned concepts in an objective, transparent and valid manner. Here the institution is an important indicator.

back to top

II.1 General information on institutions involved

In this section the institutions involved in setting up the study program or those supporting the study program should be introduced. The aim of the presentation is to give the reader an idea of the institutional and organizational framework of the new program.

As regards the academic personnel of the institutions involved, the lists should be made for those posts directly involved with the study program. If staff are involved in a Master’s program it should be clear where the specific qualifications of the teaching staff for this program are seen to lie. The indicators listed in the suggested breakdown are guidelines only.

A) Description of the institution (department involved, laboratories, academic background)
B) Bodies referring to teaching (commissions, dean of studies etc.)
C) Research facilities, focus of research activities, F & E activities
D) Study programs, courses and degrees (including opportunities for further study)
E) Special teaching (and research) strengths
F) Academic personnel for the course
Designation/title of post
Academic titles
Involvement with teaching (no. of hours in week per semester by course and mode of teaching e.g. lecture, seminar etc.)
If applicable, professional qualifications
If involved in Master’s program, please state in addition:
Important publications from the last five years, collaboration with industry/professional field
Patents, inventions, research projects, technology transfer
Membership in professional and academic associations
G) Teaching staff employed for special purposes, other special professorships
H) Non-academic personnel
I) Teaching ‘imports’ and ‘exports’ (number of hours in week per semester and mode of teaching)

back to top

II.2 Resources

This section should provide information on the room, physical and financial resources for the study program to be accredited. First and foremost quantitative data is required in this section, which also provides information on the current situation, e.g. capacity utilization situation and institution-specific environmental factors. Planning must be set out plausibly using the available resources.

A) Resources for teaching (current budget)
1. Personnel resources (teaching staff, guest speakers, assistants etc.)
2. Physical resources (excursions, equipment maintenance, teaching materials etc.)
3. Investment funds (purchase of equipment, EDP etc.)

B) Rooms (lecture halls, seminar rooms, student work spaces etc.)

C) Investment resources for major equipment purchased over the last three years or due to be purchased.

back to top

II.3 Support for teaching and studying

Supporting teaching and studying by physical and personnel resources is crucial for the implementation and concretization of training goals. Electronic data processing services should be listed including hardware, software, investment resources, rooms, access opportunities and the supervision of students using the equipment. It is important to describe the purpose for which the students have use of the data processing facilities. If the resources are being shared by departments this should also be indicated. The same applies to the description of literature services and laboratory equipment. If fixed organizational structures are available for the course as regards the practical relevance of the study program, these too should be indicated. Measures for providing guidance for (prospective) students should also be included in this section.

A) Data processing services
1. Data processing equipment, (reinvestment, programs, program support, maintenance)
2. Supervision of students/qualifications of personnel
3. Accessibility, number of computers/pools, opening times etc.
4. Description of tasks carried out by students on PCs (workstations)
5. Restrictions/hindrances

B) Library/literature services
1. Book supplies (monograph titles, periodicals etc.)
1a. Other media (maps, microfiche, audio)
2. Purchasing/responsibility, coordination etc.
3. Accessibility for students /electronic access
4. Qualifications of personnel
5. Work spaces for students
6. Restrictions/hindrances

C) Provision of lab facilities / equipment
1. Equipment and technical status
2. Supervision of students/qualifications of personnel
3. Accessibility, work spaces, opening times
4. Restrictions/hindrances

D) Organization of practical experience (placement office, placement, supervision of placement students on location etc.)

E) Course guidance services

F) Multimedia and telematics support (type, content and scope of events, proof of performance, examinations)

back to top

II.4 Students and graduates of institutions involved
(presentation and interpretation of data)

This section should present the quantitative data and provide an interpretation of it.
A) First year students listed by study program
B) Students listed by number of semesters and study programs
C) Graduates (successful preliminary, intermediate and final examinations)
D) Student-teacher ratio

For new study programs please indicate target figures.

Appendix

A) Resolution of department/faculty and senate
B) If applicable, admissions regulations and regulations governing fees and remuneration
C) Capacity assessments
D) Official statement from Ministry

3. The course of an on-site visit

Site visit

Evening before
Till 5.00 pm	Preliminary meeting of group of auditors Key points: analysis of accreditation application; unanswered questions; subjects for on-site discussions Afterwards: group evening meal
8.30 am	Introductory talks with those responsible for study program, possibility. Attended by directors of university Key points: developments plans of university; position of subject within context of institution; profile and development perspectives of the subject as seen by directors of university; studying and teaching in the universities involved; personnel planning, cooperation with other institutions, development perspectives, resources; communication and coordination, organization of study program and teaching management; quality assurance
9.15 am	Break, internal discussion
9.30 am	Initial talks with those responsible for study program Key points: educational aims; curriculum; course of study program; course content and teaching methods; advising and supervising students; organization of examinations; success of study program; relevance to job market
10.30	Break, internal discussion
10.45 am	Talks with teaching staff of study program Key points: curriculum, course of study program; course content and teaching methods; advising and supervising students; professional development for lecturers
12.00 midday	Break for midday snack, internal discussion
1.30 pm	Talks with students at various stages of the study program and the student representatives (particular in the case of re-accreditation) Key points: educational aims and study program; course content, organization and course of study program; examinations, advising and supervising students, working conditions; periods of study abroad
2.30 pm	Break, internal discussion
2.45 pm	Tour of universities involved Provision should be made here for one-to-one talks with members, directors and administration of the institutions involved in order to raise any unanswered points, make queries or add any other points.
3.30 pm	Final discussion auditors
4.30 pm	Final talks with those responsible for study program
5.00 pm	End
4. Possible accreditation decisions Basically speaking, accreditation of a study program is granted for a limited time period. This period of time is calculated to allow at least one degree program to be carried out to completion and the results of the program evaluated. The accreditation procedure can have the following results: 1. Accreditation without reservations 2. Accreditation with reservations (fulfilment of certain conditions necessary) 3. Initial refusal. In this case the technical university or university of applied science has another opportunity to be heard by the Accreditation Commission. 4. Final refusal.