Utskrift från Malmö högskolas webbplats www.mah.se

How we achieve high quality

All education at the university is to be of high quality and to meet the skills and knowledge needs of both society and individuals. Read on to find out about the university’s quality enhancement work.

Quality enhancement is conducted mainly at the study programme level but also university-wide. The work is followed up annually, in part by the university’s education board in which the students’ unions are represented. The university’s quality enhancement work is integral to all the activities at the University and based on the following four cornerstones:

  • Quality of education
  • Student influence
  • Staff professional development
  • Systematic follow-up

On the staff website you can find more information about quality enhancement work.

Quality of education

New study programmes

Before a new study programme is launched, it is reviewed in several stages to ensure that it has the conditions to maintain high quality. The elements subject to review include the course syllabi and access to guidance and support. The study programme is also to give students good prerequisites for using their knowledge in their professional lives and to enable them to continue their studies at higher levels. The university also conducts intelligence work to ensure that the study programme will meet the demands of students and of the labour market.

Study programme evaluations

Our study programmes are evaluated both within the university and through external reviews by the Swedish Higher Education Authority (UKÄ). In early 2016 the Riksdag decided on a new evaluation system. Previously, UKÄ reviewed the attainment of learning outcomes in degree projects. The new system entails UKÄ also reviewing the university’s quality assurance work in education. At the university, we are continuously working on course and programme evaluations and we follow up on their results in various forums.

Student influence

Working continuously to improve and develop student influence is one of the cornerstones of quality enhancement work at Malmö University. We strive to encourage students to take an active role in the further development of education. The students’ participation in the implementation, evaluation and development of education is crucial to its quality. Student influence is a tool for the University’s work to promote democratic values. Student co-determination reinforces both the study environment and the students’ learning processes. There are three students’ unions at Malmö University – the Malmö Students’ Union, the Dentistry Students’ Union and the Malmö Doctoral Students’ Union.

Professional development for teaching staff

The role of teaching staff is fundamental for students to have positive experiences of their studies and to be in a position to acquire knowledge and skills, as well as developing their expertise and commitment to the community. The Centre for Academic Learning (AKL) at the University organises courses, seminars and workshops in teaching and learning in higher education, as well as running research and learning circles and targeted development programmes for teaching staff.

Opportunities for continuous professional development are important for all employees at the university. All staff that students encounter during their time at the University play an important role and need to be expert and up to date in their field.

Systematic follow-up

In order to ensure that the university meets external demands for educational quality and internally formulated principles of quality, systematic follow-up is carried out. The university’s study programmes are continuously followed up through tools such as course and programme evaluations and student and alumni surveys. In addition, several key performance indicators are regularly monitored, including the number of applicants per place, admissions, completed courses and degrees. The results of the evaluations, surveys and quality enhancing initiatives are discussed in various educational bodies at the university, in which students are also represented. These processes are described in more detail in the university’s general framework for quality enhancement in first and second cycle education.

Last updated by Amanda Malmquist