Quality assurance processes for first- and second-cycle studies

Quality assurance and enhancement work is mainly realised through recurrent processes such as the yearly planning courses and study programmes, programme portfolio evaluation, course evaluation, dialogues between programmes boards and departments and through a process for design and approval of new programmes.

The Education Board for First- and Second-Cycle Studies [Ledningsgruppen för grundutbildning] (LG GU) is responsible for first- and second-cycle studies at the Faculty of Engineering (LTH) and accommodates its decisions to the faculty board’s general strategies for the development of LTH.

The education is organised in a purchase-like matrix where programmes boards order courses for their study programmes, and departments supply courses within their scientific competence. The programmes boards are responsible for the programme structure and compliance with the Higher Education Ordinance learning outcomes and other regulations. The departments are responsible for operational aspects and teaching activities, including subject matter relevance and student centred learning methods.

The programmes boards are organised in five areas, represented in the LG GU by an area representative. The area representatives give advice and support to the programmes boards within their area on questions concerning quality enhancement, contacts with departments and industry relations.

Students exert their influence through course evaluations and student representation in the education boards (LG GU), programmes boards, in working and preparatory groups and when applicable in the departments’ decision-making bodies.

Processes for following up and developing first- and second-cycle studies include the yearly planning of the courses and study programmes offered, programme portfolio evaluation, course evaluation, dialogues between programmes boards and departments and through a process for design and approval of new programmes.

The purpose of this process is to make sure that the LTH courses and programmes are relevant and up-to-date and reflect the objectives that have been set for them. This is done through a yearly process of revision of courses offered, programme syllabi, course syllabi and programme structures. In this process, the faculty departments propose a range of courses to be given and the programmes boards decide which courses to include in their study programme. The programmes boards also make the formal decisions about course and programme syllabi. 

The purpose of this process is to make sure that new study programmes meet the objectives set for them, including the intended learning outcomes. The process addresses all the criteria in the Lund University quality assurance policy. 

The purpose of this process is to follow up that the study programmes at LTH are delivered in a way that allows students to reach the learning objectives and other outcomes set out for them, for instance the Higher Education Ordinance learning outcomes and objectives formulated by the faculty or the programmes boards themselves. The education board (LG GU) commissions the programmes boards to supply the data and analysis in a portfolio and a development plan for assessment by an internal expert team, which reports to the programmes boards and the LG GU.

LTH Manual for Programme Evaluation in English (PDF, 2 MB, new tab)

The purpose of this process is to generate systematic improvement and development of teaching and learning practices. The process also generates data over time that can inform decisions. At LTH, course evaluations are both formative and summative.

CEQ website