H εξωτερική αξιολόγηση του Τ.Ε.Ι. Πειραιά ως αφετηρία...

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H H εξωτερική αξιολόγηση του Τ.Ε.Ι. εξωτερική αξιολόγηση του Τ.Ε.Ι. Πειραιά ως αφετηρία Πειραιά ως αφετηρία επαναπροσδιορισμού της στρατηγικής επαναπροσδιορισμού της στρατηγικής Δρ. Δημήτριος Τσελές Αναπληρωτής Πρόεδρος ΤΕΙ Πειραιά

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H εξωτερική αξιολόγηση του Τ.Ε.Ι. Πειραιά ως αφετηρία επαναπροσδιορισμού της στρατηγικής. Δρ. Δημήτριος Τσελές Αναπληρωτής Πρόεδρος ΤΕΙ Πειραιά Σιγάλα Μαρία, Υποψήφια Διδάκτωρ ΕΚΠΑ. - PowerPoint PPT Presentation

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  • Final Conclusions and recommendations of the EEC_1. The overall picture of the Department as formed through this evaluation procedure is positive in that the department is rather well organized and delivers high quality applied engineering skills to its graduates. The Department maintains a well-developed curriculum which is published and easily accessible. The curriculum addresses well the requirements of the marketplace, as evidenced by the low unemployment level of its graduated. The learning and training of graduates is underpinned by well-equipped functioning laboratories delivering the educational mission of the department to provide practical experience to their graduates*

  • The overall student experience appears to be positive with relatively simple procedures for administering student matters (such as enrolment, registrations, dissemination of marks etc.). Based on the discussions with the students it appears that the Department is in good rapport with their cohort. To a large extend, this is also attributed to the attitude of the members of the staff, who show high level of commitment to the learning and teaching process and on average maintain high level of motivation for research. Evidence of collegiality among the faculty and commitment to the common task of promoting the Departments profile was also apparent during the visit.

    Final Conclusions and recommendations of the EEC_2. *

  • The faculty is active in outreach activities with the view of establishing links with other institutions in order to underpin teaching and research. Departmental efforts to maintain a positive student experience are matched by the commitment at institutional level to maintain modern infrastructure as evidenced by the new library building and conference centre.

    Final Conclusions and recommendations of the EEC_3. *

  • In the Development Plan for 2010-2015 there are were no clearly articulated goals and strategies. The Committee senses a difference of opinion among the faculty in relation to which direction the department should focus, namely towards a more applied engineering education or more research. Although these two concepts are not necessarily incompatible, the Department needs to develop a clearer sense of its mission and goals along with better defined implementation strategies. Such a plan is essential in order to specify the focus of resources needed for future development.

    Final Conclusions and recommendations of the EEC_4IV. *

  • The majority of the issues discussed during the visit of the External Evaluation Committee can be connected to the ambiguous status of the Technical Education Institutes in the domain of the tertiary education. By law, they are considered institutions of higher education at the same level as universities, nevertheless they are treated differently particularly with respect to the allocation of resources and the activities they may undertake. The State has to make up its mind.

    Final Conclusions and recommendations of the EEC_5V. *

  • The Technical Education Institutes are equivalent to universities or they are not. If they are, there should not be any distinctions in the education and research activities they are allowed to pursue as there are no distinctions regarding the expectations on research and on the qualifications for appointment to the faculties of universities and institutes. If they are not, the State should clarify their respective roles and distinguish the requirements for appointments to their faculties in order for the Technological Education Institutes to be able to develop their programs within a clearly defined framework.Final Conclusions and recommendations of the EEC_5V. *

  • Greater consideration by the Department is needed of the development of a clearly articulated, coherent pedagogic policy and development of additional teaching methodologies. Compared with some other EU and North American education systems, the total (cumulative) number of written, oral and coursework examinations and tests that students undergo, so that they can graduate successfully, appears to be far greater. There appears to be no clearly articulated pedagogical basis for such a large total number of assessments (especially written formal examinations)

    Final Conclusions and recommendations of the EEC_6V. *

  • The student attendance at lectures appears to be low, therefore there is need for introducing learning incentives to attract and engage students to lectures. The Committee believes that it would not be an effective solution to make lectures compulsory. The students informed the Committee that they would like to have more staff from industry being involved in giving talks and other contributions to their studies for example during project work. The students would also like to visit more industrial sites and see industrial processes taking place.

    Final Conclusions and recommendations of the EEC_6 V. *

  • The laboratory teaching resources are outdated and insufficient in terms of quantity due to serious underinvestment over many years, and this is impacting negatively on the teaching, through long waiting lists for the laboratories and non-availability of equipment which are important to the students learning. Some laboratories, such as the numerically-controlled machinery one, are barely able to provide teaching support due to the lack of funds to repair and renew teaching equipment.

    Final Conclusions and recommendations of the EEC_7VI. *

  • A policy or systematic process, whereby the results of the questionnaires are collated across subjects and used by the Departmental management committee to improve its processes of allocation of resources or review of its curriculum and teaching methods; it is also not clear if the students are informed regularly of improvements implemented as a result of the questionnaires. Nevertheless, there is a need for the Department to develop a policy and an action plan to help improve the throughput of successful diploma graduates. The introduction of the n+2 years system may improve the graduate throughput, however it is also the responsibility of the Department to continue to seek additional improvements in curriculum and teaching to improve the throughput further, while at the same time it continues to produce the sought after graduates that it produces now.

    Final Conclusions and recommendations of the EEC_7VI. *

  • MSc studiesThe Department has achieved a respectable critical mass of active and enthusiastic academic staff which is eager to do the right thing and propel its programs to a higher level. The EEC believes that the Department should proceed with the establishment of their own M.Sc. programs, per applicable law.Doctoral studiesThe Department has a number of research activities that lead to publications in high quality international journals. The Department also has MSc graduates who continue to Doctoral studies in other universities. The Department will be in a strong position to be considered for running its own autonomous Doctoral programmes in future when the Greek legislation allows this.

    Final Conclusions and recommendations of the EEC_8X. *

  • At present, researchers at the Department and respective laboratories are not properly rewarded for their efforts. Teaching staff is not properly evaluated and there are no mechanisms of correcting teaching anomalies or rewarding exceptional performance. Additionally, the Department does not have much, if any, funding from its awarded research programs or technical services to invest in the start-up efforts of its junior faculty. As a result, there is a risk that part of its enthusiastic staff may become disenchanted in the future.

    Final Conclusions and recommendations of the EEC_9X. *

  • The EEC recognizes that the Department operates in a system of strict and often constraining policies to pursue its goals. The EEC believes that it is imperative the Department be allowed to operate more freely. In order to ensure that the Department maintains a high level of quality and performance, concomitant mechanisms should be put in place to establish accountability and effective corrective actions.Final Conclusions and recommendations of the EEC_9 X. *

  • Given the uncertainty surrounding the outcome of the effort to establish three certified laboratories, the EEC urges the Department to proceed with the establishment of a Departmental Research Committee (DRC) and create and execute a strategic plan of research. At the beginning, this plan should shine light in areas of focus so that research undertaken by staff is complimentary and interrelated for maximum impact.Final Conclusions and recommendations of the EEC_10X. *

  • Research and teaching are integral parts of the overall educational effort. Therefore, the EEC recommends the creation of a Curriculum and Teaching Committee (CTC) which would coordinate/refresh the curriculum, monitor the quality of teaching and suggest rewards and mitigation schemes, as appropriate.Moreover, since the Department does not operate in isolation, but its students have to find positions in industry, or other educational institutions, the EEC suggest that the Department establish an Advisory Board (AB) from external members. The Department should brief the AB once or twice a year, or on special occasions as they see fit, and seek advice and feedback on various educational and research issues.

    Final Conclusions and recommendations of the EEC_11X. *

  • Recommendations _1

    The State revises the Higher Education Act to clarify the role of the Technical Education Institutes in order for them to be able to develop to their full potential.The Technical Education Institute of Piraeus develops a strategic plan that defines its mission as a unique institution and sets forth broad institutional objectives to define the framework to be used by the departments in developing their own strategic plans. The Department ............ formulates a strategic plan that defines education and research objectives particularly with respect to the role its graduates will be expected to play in the Greek economy.

    : ...*

  • Until the legal framework is changed, the strategic plan of the Department should view its proposed graduate programs distinct from those of the universities and identify the uniqueness of the graduate program the wish to develop, namely what they want to achieve, which is the target audience and what would the relationship be between this degree and degrees in a similar subject area from other higher education institutions.Put in place a mechanism to update the curriculum based on the development in the technical field as well as the feedback from the performance of the students in the classes. Presently this is taking place on an ad-hoc basis and the Committee recommends that it be formalized.: Recommendations _2*

  • The Department should develop and advertise to the students a structured system of tutoring to address the problem of low academic performance , and low graduation rates within the nominal 4 years duration of studies caused by the poor preparation of the incoming classes of students.

    To address the problem of students prolonging their studies due to financial difficulties, the Department should consider modifying the curriculum, even informally, to extend the length of study to five or even six years to allow students to follow the correct sequence of courses without being forced to repeat course.


    Recommendations _3*

  • The Department should institute a formal mechanism for maintaining contact with its alumni. Such a mechanism would provide feedback for improving the educational program, help for the employment of graduates, and increased visibility. Use of tools such as the Wold-Wide Web and social media would enhance the image of the Department in the society at large.

    : Recommendations _4*

  • If the Department sets as its goal to promote research, it should change the current system of allocating teaching loads to the faculty give more time to the junior-level faculty to engage in research by commensurate reduction of the teaching load. The Strategic Plan should establish a close link between research performance and reduction in teaching load.


    Recommendations _5*

  • The Department should expand and strengthen its links with the industry to further expand the R&D activities and enhance the profile of the Department.

    The Department needs to develop and publish a faculty handbook describing its internal procedures, operations and functions.


    Recommendations _6*

  • Develop clear targets, roles and consistent definitions and differentiations of the various grades of Educational Institutions.Clarify issues and rights regarding the Professional recognition of TEI graduates. Do not change the laws governing the Educational system too often. Carefully estimate the needs of the State in various technological areas and better assign the appropriate educational resources. It may be argued that it would be better for Recommendations to the Ministry of Education and the State*

  • Greece to have fewer but higher quality TEI and Universities. Allow the TEIs some self-governance. Currently, it appears that the State micromanages the TEI operations introducing unnecessary bureaucracy and unproductive limitations in their programmes of study. Promote agility and freedom of operation of the Educational Institutions so that they can ultimately enable their students to excel and succeed in the inevitably increasing worldwide competition. In parallel, promote and establish meaningful accountability as a means of preventing freedom from being abused.

    Recommendations to the Ministry of Education and the State*

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    When you can measure what you are speaking about, and express it in numbers, you know something about it, when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind; it may be the beginning of knowledge, but you have scarely, in your thoughts advanced to the stage of science. William Thomson (Lord Kelvin)