The University of Skövde regularly monitors the quality of its education. The follow-up of subjects and educational programmes is conducted within a six-year cycle. The completed follow-up at the School of Bioscience shows good result. The reports will now serve as a basis for further development of the education.
The six-year follow-up examines a variety of aspects, such as student influence, teacher capacity and competence, progression of the programmes and the processes of quality assurance work carried out in the teacher's team. In June, the follow-up of all subjects at the School of Bioscience was completed: Bioinformatics, Bioscience, Philosophy, Chemistry, Cognitive Neuroscience and Systems Biology.
The follow-up shows that the School conducts continuous quality work with clear and well-established processes. Course development follows a structured common process. The students' response rate in course evaluations is, in many cases, lower than desired. The Faculty Board has now initiated a University-wide project with the aim to improve the process of course evaluations.
Bioinformatics
The Master program has a strong research basis and many students who have graduated have a high employment rate. The program shows a clear and systematic progression for the national objectives examined and has two local objectives that relate to the University-wide theme of digitalization for sustainable development.
Bioscience
The subject of Bioscience is a central part of the educational offerings at the School. The teachers have a wide scientific expertise with a large number of teachers. The pedagogical competence is also good. The follow-up shows that most students at the undergraduate level experience a high degree of progression in their education.
Philosophy
The subject has a clear and relevant role linked to several of the University's programs. The teachers in the subject have, in an exemplary way, given feedback to the students after the course evaluations. No teacher in the subject has so far been appointed Recognised or Distinguished University Teacher.
Chemistry
The subject has a clear and relevant role linked to several of the University's programs. The subject is an important part in the University's prerequisite courses, which enable further studies in Engineering, Biomedicine and Bioscience. The teachers have good scientific and educational skills.
Cognitive Neuroscience
The progression for the examined national objective is clearly and systematically laid out in the programs. A gender equality perspective is taken into account in ongoing teaching. The response rate to course evaluations in both programs has increased significantly during the past year. This is a result of a goal-oriented work that has been carried out jointly by involved teachers. No teacher in the subject has so far been appointed Recognised or Distinguished University Teacher.
Systems Biology
The Master programs have an international approach and a large proportion of international students. The research basis for the programs is strong and the students who have graduated have a high employment rate. Teacher competence is broad, but more teachers need to qualify for a promotion to professor or associate professor as the number of programs at the advanced level has increased in recent years.
All subjects are followed up every 6 years
All subjects and related educational programmes are followed up every 6 years within the framework of the University's quality system. The follow-up is carried out by the University's Faculty Board.
The next follow-up is at the School of Health Sciences starting in late August and includes Biomedicine, English, Public Health Sciences, Social Psychology and the Swedish Language.
