Input to the University Chancellor's Office: The system for quality assurance after 2022

SFS has now submitted its input to the University Chancellor's Office (UKÄ) on the Quality Assurance System after 2022. With the input, SFS wants to give students an idea of ​​what the next cycle of the quality assurance system should look like.

In the recording, which is SFS quality assurance position paper 2021, it describes how SFS wants to see the national quality assurance system for higher education be developed until the next evaluation cycle.

The entire recording can be downloaded further on this page.

Summary

SFS has the following views on how the system's structure should be developed:

  • Educational evaluations need to take place to a large extent for any reason. 
  • LSG should receive the following four levels of judgment: exemplary, approved, approved with reservations and questioned quality assurance work. The purpose is above all to prevent a large majority from getting the grade Approved with reservations. 
  • The student influence in the system needs to be strengthened, among other things through clarification and additions to the assessment criteria and increased support for the student unions. 
  • UKÄ's position as an independent assessment body should be strengthened
  • A separate system should be set up for the development of comparisons between educations in order to be able to make more informed study choices. Comparability between educations is not to be sought as part of the four components of the current quality assurance system. 
  • The structure of higher education supervision should be preserved and its content developed.

SFS has the following views on how the system's content should be developed:

  • Teachers' incentives for pedagogical competence development should be clarified.
  • The students 'work environment and the higher education institutions' work with equal treatment should be added as assessment criteria.
  • A new assessment basis for the university's work to strengthen students' learning ability should be added.
  • The assessment basis in the student and doctoral student perspective should be divided into four parts to ensure that all parts of the assessment basis are taken into account.
  • A new assessment basis should be added to the assessment area Working life and collaboration concerning the university's work to strengthen the usefulness of the education for students and the area's name should be changed to reflect this.

For further suggestions, see the recording in its entirety.