Quality System for the Educational Activities

All universities and university colleges in Norway shall have a system for quality assurance that contributes to continual improvements in the educational activities provided. The system is to provide the institution with a solid foundation for self-assessment and quality improvement.

Brief description of Nord University’s quality assurance system for education
This document replaces the former Quality Manual for Education and describes how Nord University works to meet the requirements to systematic quality assurance according to the Act relating to universities and university colleges, the Regulations pertaining to the quality of education and the Academic Supervision Regulations. The document provides decision-makers as well as individual employees with an overview of the information contained in the quality system and of how it is maintained. The document is found here: Beskrivelse av kvalitetssystem for utdanning ved Nord universitet.pdf [Norwegian only]

Roles and responsibilities in quality assurance of the education programmes

If a faculty has role descriptions for responsibilities in education areas that deviate from these descriptions, this should be clarified. The faculties’ descriptions will be added as appendices to the quality assurance system. If the faculties want an alternative role description, it is important that they make sure there is no breach in the chain of responsibility. The roles described relate to the education areas. Employees in these roles may also have other tasks. For the PhD education programmes, please refer to the research pages at https://www.nord.no/en/research/Pages/default.aspx for more detailed information.

The board of Directors
  • The Board carries the overall responsibility for systematic quality assurance in the area of education.
  • The Board is responsible for the priorities and decisions’ facilitating development of the quality in the academic portfolio.
  • The Board is responsible for the academic portfolio supporting the profile areas.
The Student
  • Students are responsible for actively participating in learning processes.
  • Students are to actively participate in the councils and committees where student democracy is represented.
  • Students are to participate in evaluations, contribute with ideas to improvement as well as in the development of quality improvement culture.
  • Students are responsible for reporting any experienced conditions that are detrimental to their learning and professional development.
Rector
  • The Rector is, on behalf of the Board, responsible for the systematic quality assurance’s satisfying internal and external requirements.
  • The Rector is responsible for the final approving of study plans, accreditation and re-accreditaion of programmes (> 30 ECTS credits).
  • The Rector is to ensure that priorities and framework conditions contribute to good quality of the education programmes.
  • The Rector reports to the Board through the annual Quality Report for Education.
Pro-Rector for Education
  • The Pro-Rector for Education chairs the university’s overall Education Committee.
  • The Pro-Rector for Education is responsible for systematic quality assurance being maintained in the educational activities.
  • The Pro-Rector for Education is responsible for systematic quality assurance being documented in accordance with current regulations.
  • The Pro-Rector for Education is responsible for further development of systematic quality assurance.
  • The Pro-Rector for Education is responsible for securing a well-functioning system for accreditation and re-accreditation of study programmes (> 30 ECTS credits).
Dean
  • The Dean holds the overall responsibility for quality assurance and for a quality assurance culture to be established at the Faculty.
  • The Dean is responsible for allocating resources to the conducting of study programmes.
  • The Dean is responsible for providing annual reports to the Rector through the Faculty’s quality report about education.
  • The Dean is responsible for the Faculty’s action plan and budget being considered in connection with initiatives for further development of quality in education programmes.
  • The Dean is responsible for securing good preparatory work in the Faculty’s work on accreditation and re-accreditation of study programmes exceeding 30 ECTS credits.
  • The Dean is responsible for approving study plans and accreditation/re-accreditation of study programmes comprising 30 ECTS credits or less.
Vice-Dean for Education
    The Vice-Dean for Education is, on behalf of the Dean, responsible for:
  • The Vice-Dean for Education chair the Faculty’s Education Committee.
  • The Vice-Dean for Education is, together with the Dean, responsible for ensuring and documenting that the Faculty’s academic portfolio meets current regulation requirements, including contributing to a well-functioning system for accreditation and re-accreditation of study programmes.
  • The Vice-Dean for Education shall, together with the Dean, contribute to the education programmes’ being covered by academic personnel in accordance with the requirements of the Academic Supervision Regulations.
  • The Vice-Dean for Education is, together with the Dean, responsible for implementing quality improvement measures and following these up.
  • The Vice-Dean for Education shall be a driving force in systematic quality assurance and contribute to the further development of a quality assurance culture.
Academic Division Head
  • The Academic Division Head is responsible for the facilitating of research activities and professional development, and is to ensure that teaching is research-based.
  • Academic Division Head is, together with the deanery, responsible for a study programme having the necessary resources available.
  • Further regulations pertaining to the Academic Division Head’s responsibilities is to be worked out at each respective Faculty.
  • The Academic Division Head shall be a driving force in systematic quality assurance and contribute to the further development of a quality assurance culture.
Programme Coordinator (PC)
  • The PC is responsible for working out and updating the study plan and to ensure that quality and study programme design is in accordance with the Regulation pertaining to education supervision’s sections 2-2 and 2-3.
  • The PC is responsible for conducting evaluations as described in the quality assurance system and for collecting information from relevant sources.
  • The PC is to initiate quality improvement measures if and when needed as a consequence of information received.
  • The PC is, together with Academic Division Head and the Dean, responsible for the study programme’s holding high international quality.
  • The PC is responsible for there being a window of mobility in the study programme.
  • The PC is to establish arenas for discussing the development of the programme, so that the academic community feels ownership to the programme.
  • The PC is responsible for facilitating interdisciplinarity and interaction with work life, adapted to the character and learning outcomes of the education programme.
  • The PC is to facilitate the entire academic community’s using the opportunities provided by digitalisation to improve the quality of education.
  • The PC is to work out annual study programme reports as input to the Faculty’s quality report.
  • The PC is, together with academic advisors and others working in the administration, responsible for interaction and work flow in quality assurance related to the study programme.
  • The PC should cooperate with the Study Location Coordinator/Programme Coordinator to clarify the allocation of responsibilities in quality assurance where these roles are involved.
  • The PC shall be a driving force in systematic quality assurance and contribute to the further development of a quality assurance culture related to the programme.
Course Coordinator
  • The Course Coordinator is responsible for the planning and carrying out of teaching, and for reporting the course curriculum.
  • The Course Coordinator is responsible for developing and improving the course description/course plan with learning outcomes description in accordance with the national qualification framework, and for making sure the course is relevant to the study programme(s) in which the course is included.
  • There is to be one Course Coordinator per course. If the course is offered at more than one study location, the Course Coordinator is to coordinate teaching in order to ensure equal quality.
  • The Course Coordinator is responsible for working out examination assignments with an accompanying Examiner’s Guideline; for appointing Examination Commissions; and for assessment to be conducted within the deadline given.
  • The Course Coordinator is to make sure that the digital learning rooms (Fronter/Canvas) contain correct and relevant information at the start of the semester and shall update this information on an ongoing basis.
  • The Course Coordinator is responsible for carrying out course evaluation, follow-up and working out a course report following the guidelines from the quality assurance system.
  • The Course Coordinator is, together with the PC, to initiate any quality improvement measures as and when needed.
  • The Course Coordinator shall be a driving force in systematic quality assurance and contribute to the further development of a quality assurance culture related to the course.
Subject Teacher/Lecturer/Supervisor on the Course
  • The Subject Teacher/Lecturer/Supervisor shall conduct teaching and learning activities that contribute to the students’ acquiring the learning outcomes for the course.
  • The Subject Teacher/Lecturer/Supervisor shall have a running dialogue with students regarding the quality of the course.
  • The Subject Teacher/Lecturer/Supervisor shall participate on arenas for quality development of the course as well as the study programme.
  • The Subject Teacher/Lecturer/Supervisor shall participate in systematic quality assurance of the course and contribute to further developing quality assurance culture.
Administration
  • The Administration shall, together with education leaders, contribute to interaction and work flow in quality assurance.
  • The Administration shall facilitate conducting systematic quality assurance and contribute to the further developing of quality assurance culture.
Education Committee
  • The Education Committee is an advisory body for the University’s management in all cases pertaining to education and study quality. The Committee shall ensure that study quality is maintained and further developed in a good and uniform manner at the institution.
  • The Education Committee decides on and initiates initiatives related to study quality within the University’s prioritised areas and frames provided by the Board/Rector through the allocation of budget.
  • The Education Committee shall advise the Rector in cases pertaining to accreditation of programme plans for new study programmes comprising more than 30 ECTS credits.
  • The Education Committee shall ensure that the quality assurance of the institution and its quality assurance system are followed up and further developed in a good and responsible manner.
  • The Education Committee is to process the annual report on study quality assurance (‘the Study Quality Report’) prior to its being submitted to the University’s Board.
  • The Education Committee constitutes a quorum when more than half its members are present and voting. This includes substitutes in cases where permanent representatives are unable to attend.
Learning Environment Committee
  • The Learning Environment Committee shall actively participate in the planning of the University’s work on developing an inclusive, diverse and universally shaped learning environment (driving force and role of supplier of premises).
  • Shall contribute to the Board’s facilitating good student environment conditions and cooperating to improve student welfare across all study locations in cooperation with the Student Welfare Organisation.
  • Shall be involved in all overall surveys and evaluations relating to the students’ total learning environment.
Faculty-wise Education Committees
  • Shall be a driving force for study quality assurance at the Faculties and shall be the Faculties’ operative tool in quality assurance and control of the Faculties’ teaching activities.
  • Shall process new study plans, preliminary as well as final academic portfolio, evaluations and quality reports.