Staff position - quality development

In 2009 the University of Stuttgart started to form a profound quality management system for studies and teaching. By 2012 the system, also known as the Stuttgart Evaluation Model, had been examined and accredited by the Swiss Accreditation Agency AAQ. Since then, the system accreditation replaces the accredication of single study programs. Hence, the University of Stuttgart was the first university in Baden-Württemberg as well as the first TU9 University which had successfully completed a system accreditation. The University of Stuttgart was reaccredited in 2019

All accredited study programs of the university are listed in the database [de] of the accreditation council [de].

The Stuttgart Evaluation Model (SEM) spans three levels which are interconnected and in which different quality control loops are being implemented. At the first level, the evaluation assesses student satisfaction with teaching as well as the collaboration of courses in a module, learning achievements, and the workload. The second level examines the quality of a study program. The complete offers of studies and teaching including the supporting services (for example counseling offers, services of the Examination Office...) are in the focus of the third level.

The survey tools of the Stuttgart Evaluation Model are being examined and revised periodically. The yearly analysis of survey results from course and module evaluations confirms the high standard of quality. The current report is available within the university network.

At the University of Stuttgart, defining quality targets is the starting point for quality assurance and development. The Stuttgart Evaluation Modell (SEM) tests the implementation of these targets and makes it possible to involve all relevant parties in further development measures that help us to achieve these targets.

The two superordinate targets "optimally structured study programs" and "successfully implemented teaching offers", were developed from the strategic target "excellent teaching". The quality targets are described using measurement dimensions, which are then listed in the detailed target matrix for the field "teaching and studying", together with the relevant figures, measuring instruments, and report formats.

The three levels of the Stuttgart Evaluation Model are deposited with surveys which ensure the quality of each level. The surveys of students on courses and modules are essential for ensuring quality at the first level. To ensure the quality at higher levels of studies and teaching and of study programs, different surveys are being conducted periodically such as student surveys, graduate surveys and surveys on study termination and change of study program.

The study program report contains all descriptions, documents, data and evaluations that are relevant and necessary for the assessment of goals.

Part A focuses on the "ex ante“ evaluation of the study program concept and the curricular quality of the study program. The compiled concept descriptions and documents of the study program (such as module manuals, exam regulations, admission regulations) are oriented towards the requirements of the accreditation council.

Part B focuses on evaluating the realization of the study program and the assessment of processes. For this, key figures, indicators, and survey results are used (for example statistics on study progress, graduation rates, course and module evaluations from students, current and former student surveys). Comment areas in each sub-chapter of the study program report enable a direct analysis of single documents or data and to record the comments.

Part C of the report contains a profound analysis of strong and weak points and provides for the deduction of further development measures.

Introducing further development measures

After the analyses in the study program report the faculties can introduce further development measures. Henca, the optimizing processes happen directly at the level of study programs and all parties can be included. The steps of further development measures are being documented in the study program report for the Vice Rectorate for Teaching and Continuing Education.

Tasks and use of the study program report

The study program report identifies and compiles data relevant for the quality development of study programs. It includes all relevant and centrally held documents as well as all meaningful results from statistics and surveys on the study program.

The study program report is used for

• evaluating newly formed study programs
• internal quality development of study programs
• documentation in case of external assessment of a study program

Besides the study program review two other evaluations are also part of the review process: First of all; an external consultant assesses the quality of a study program based on subject-matter and content (expert opinion). Second; the staff position quality development examines the use of the Stuttgart Evaluation Model and formal criteria (formal-organizational assessment). If necessary, study program managers may add comments to the external expert opinion.

The review commission

The final assessment of a study program is done by the review commission of the University of Stuttgart, which consists of the following members:

• the Vice Rector for Teaching and Continuing Education,
• two representatives of the professors,
• one representative of the scientific assistants and
• one representative of the complete student body
• a student representative from the study program that is to be evaluated.

The study program review

• replaces an external program accreditation
• assesses subject and content related aspects of the study program (via an external expert opinion)
• assesses the obligation of the Stuttgart Evaluation Model based on uniform criteria (Assessment by staff postition QE)
• periodically documents the quality development of study programs internally and externally

• Thumser-Dauth, K., Töpfer, A. & Gießelmann, F. (2010): Evaluation von Lehre und Studium auf drei Ebenen - Das Stuttgarter Evaluationsmodell. Qualität in der Wissenschaft (QiW), 2/2010, 31-36.
• Hanel, A. & Töpfer, A. (2011). Prozessgestaltung und Qualitätsmanagement. In: A. Degkwitz & F. Klapper (Hrsg.). Prozessorientierte Hochschule. Bad Honnef: Bock & Herchen.
• Thumser-Dauth, K., Minke, B., Hanel, A. & Töpfer, A. (2012). Das Stuttgarter Evaluationsmodell. Ein integrativer und diskursiver Ansatz zur Evalation von Studium und Lehre auf drei Ebenen. In: W. Benz, J. Kohler & K. Landfreid (Hrsg.). Handbuch Qualität in Studium und Lehre (Griffmarke E 7.12). Berlin: Raabe
• Hanel, A., Thumser-Dauth, K. & Töpfer, A. (2012). Forschungsevaluation an der Universität Stuttgart. Forschungsziele, Kennzahlen und Messinstrumente. In: A. Leitner & B. Mitterauer (Hrsg.). Braucht Forschung Qualitätsmanagement? (S. 172-134). Wien: Facultas.
• Minke, B., Thumser-Dauth, K., Töpfer, A. (2013). Wirksamkeit und Wirkungen von Modulevaluationen. Metaevaluation zur Verbesserung eines Evaluationsverfahrens. Qualität in der Wissenschaft (QiW), 1/2013, 8-14.
• Thumser-Dauth, K., Minke, B., Moutafidou, N. & Töpfer, A. (2013). Der Studiengangsbericht als Instrument zur Qualitätsenticklung von Studiengängen. Zeitschrift für Hochschulentwicklung (ZFHE), 8/2, 157-166.
• Scherfer, M. & Weber, H. (2014). Methoden zur Analyse von Studienabbruch und -wechsel am Beispiel der Abbrecherstudie der Universität Stuttgart. Qualität in der Wissenschaft (QiW), 1/2014, 17-22.
• Klöpping, S. Scherfer, M. et al. (Hrsg.) (2017). Studienabbruch in den Ingenieurwissenschaften. Empirische Analyse und Best Practices zum Studienerfolg. (acatech STUDIE), München: Herbert Utz Verlag.
• Leiber, T., Moutafidou, N. & Welker, B. (2018). Impact Evaluation of Programme Review at the University of Stuttgart. European Journal of Higher Education 8 (3), 14 pages (published online).

Lecture

• "Prozessgestaltung und Qualitätsmanagement" auf der Jahrestagung des Bundesverbands Hochschulkommunikation 2010 in Stuttgart
• "Prozessgestaltung und Qualitätsmanagement" auf dem Workshop "Geschäftsprozessmanagement" 2010 der Deutschen Initiative für Netzwerkkommunikation e.V. in Bonn
• „Modularisierung im Fokus der Lehrevaluation“ auf der EvaSys Anwendertagung 2012 in Dresden
• „Wirksamkeit und Wirkung von Selbstevaluationen in Studium und Lehre“ auf der DeGEval Jahrestagung 2012 in Potsdam
• "Qualifikationsziele im Rahmen der Systemakkreditierung" beim Workshop der Evaluationsagentur Baden-Württemberg (evalag) 2013 in Mannheim
• "Workload im Rahmen der Systemakkreditierung" beim Workshop der Evaluationsagentur Baden-Württemberg (evalag) 2013 in Mannheim
• "Zentrale vs. dezentrale Verfahren zur Revision von Studienprogrammen" auf dem HIS-Forum Qualitätsmanagement 2013 in Hannover
• "Methoden zur Analyse von Studienwechsel und Studienabbruch am Beispiel der Abbrecherstudie der Universität Stuttgart" auf der DeGEval Jahrestagung 2013 in München
• "Developing performance governance in higher education: Theoretical model and a case study", Vortrag von B. Minke und Th. Leiber auf dem 35. EAIR Forum 2013, Rotterdam.
• "Standardisierung gestalten - Qualität im Wandel", Frühjahrstagung AK Hochschulen der DeGEval 2018 in Essen
• "Flexibilisierungsspielräume im zentralen Befragungswesen der Universität Stuttgart", EvaSys & EvaExam-Jahrestagung 2018 in Köln

Scientific poster

• „Das Stuttgarter Evaluationsmodell (SEM)“ auf der dghd Jahrestagung 2012 in Mainz
• "Evaluation auf drei Ebenen – Das Stuttgart Evaluationsmodell" auf der DeGEval Jahrestagung 2010 in Luxembourg
• "Studiengangsevaluation unter formal-organisatorischen und fachlich-inhaltlichen Gesichtspunkten - eine Fallstudie" auf der DeGEval Jahrestagung 2013 in München
• "Evidenzbasierte Studiengangsentwicklung durch Kontextualisierung verschiedener Kennzahlen und Indikatoren" auf der DeGEval Jahrestagung 2013 in München