INTERNAL EVALUATION REPORT - UNIWA

DEPARTMENT OF AESTHETICS & COSMETOLOGY

INTERNAL EVALUATION REPORT

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INTERNAL EVALUATION

REPORT

DEPARTMENT OF AESTHETICS AND

COSMETOLOGY

FACULTY OF HEALTH AND CARING

PROFESSIONS

TEI OF ATHENS

ACADEMIC YEAR:2009-2010

WINTER AND SPRING SEMESTER 2009-10

ST. SPYRIDONOS, STR. – EGALEO

ATHENS



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TABLE OF CONTENTS

Foreword

3

1

The Internal Evaluation Process

5

2

Presentation of the Department

9

3

Undergraduate Curriculum

24

4

Postgraduate Studies Program

38

5

Doctoral Studies Program

41

6

Teaching Work

42

7

Research Work

75

8

Relations with social/cultural/production (SCP) organizations

82

9

Academic Development Strategy

85

10

Administrative Services and Facilities

89

11

Conclusions

99

12

Improvement plans

106

13

Tables

124

14

Appendices

159



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Foreword

This Internal Evaluation concerns the winter and spring semesters 2009-2010,

and it is the first evaluation undertaken by the Department of Aesthetics and

Cosmetology.

The aim of this Internal Evaluation is to form and present a critical view of the

Department with regard to the quality of the work performed based on objective criteria

and indicators of common consent and general acceptance. Its objectives are the

following:

1. To provide a fully documented indication of the Department’s achievements

2. To highlight the points where improvement is required

3. To identify actions for improvement

4. To facilitate initiatives for independent action within the Department, wherever

possible

5. To facilitate decisions for independent actions within the Institute, wherever

possible.

This is a self-evaluation process signifying the identity of the Department,

reflecting and revealing all the aspects of its operation, either positive or negative, and

recording its aspirations. The Internal Evaluation process includes the recording of the

most significant findings resulting from the compilation of data which was collected with

the participation of all members of the Department regarding the existing and desired

level of quality and ways to achieve it.

The Internal Evaluation process is completed with the preparation of this Internal

Evaluation Report (IER), submitted by the General Assembly to the Department for

approval and subsequently transmitted through the Departmental Committee for Quality

Assurance (MODIP) to the Hellenic Quality Assurance Agency for Higher Education

(HQAA) in order to commence the External Evaluation process. The Internal Evaluation

Group (IEG), designated by the Department for the duration of the Internal and External

Evaluation, is in charge of the preparation of the Internal Evaluation Report.

The IER was based on the data collected by the Department and is normally

included in its Annual Internal Reports. However, since this is the first evaluation

undertaken by the Department, the IER coincides with the Annual Internal Report. Our

goal is to ensure that the Internal Evaluation Report is not limited to the mere listing of

this data, but enters into its critical analysis and evaluation with a view to drawing useful

conclusions and making recommendations that will lead to the improvement of the

quality of education provided by the Department.

The IER was based on the standard structure and content, and fully

corresponds to the main sections of the criteria detailed in the H.Q.A.A. form entitled



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"Quality Assurance in Higher Education: Analysis of Academic Unit Quality Assurance

criteria" Version 2.0, July 2007, H.Q.A.A., Athens, with any changes deemed necessary

in order to better encapsulate the particularities of the Department.

The sections which follow are:

1. Internal evaluation process

2. Presentation of the Department

3. Undergraduate Curriculum

4. Postgraduate Studies Program

5. Doctoral Studies Program

6. Teaching work

7. Research work

8. Relations with social, cultural and production institutions

9. Academic development strategy

10. Administrative services and facilities

11. Conclusions

12. Improvement plans

13. Tables.

14. Appendices

The preparation of the Internal Evaluation Report in accordance with the

proposed Standard Form and the Tables that accompany it, requires a collection of

data recorded by all members of the Department in the special summary sheets

(Semester Course Summary Sheet and Personal Teaching Staff Member Summary

Sheet, Student Questionnaire, etc.), as supplied with instructions for completion and

published on the H.Q.A.A.’s website (www.adip.gr).

In this first implementation of the quality assurance system, the Department has

made every effort to give an opinion on as many of the issues in the report as possible.

As noted in the H.Q.A.A.’s instructions, the Departments may add or specify specific

criteria and indicators which reflect their individual circumstances. Therefore, where

there are variations, attempts are made to make clear why this has occurred, always

based on the specificities of the Department.



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1. The internal evaluation process

This Section provides a brief description, analysis and critical overview of the

internal evaluation process and contingent recommendations for its improvement.

1.1. Description and analysis of the internal evaluation process within the

Department.

1.1.1 Composition of the Internal Evaluation Group (IEG).

The Internal Evaluation Group was appointed by decision of the Department’s

General Assembly (1/6-3-2008) and, for reasons of flexibility, is composed of only three

members of the Department’s academic staff:

Evangelia Protopapa, Professor,

Kefala Vassiliki, Professor,

Kintziou Eleni, Professor,

and one student representative (in sequential order):

Demagkou Aikaterini (21/3/08),

Kolntiri Elpida (10/3/09),

Kelaidi Artemis (22/6/10).

1.1.2 How and with whom did the IEG cooperate in order to draft the report?

The objective of the IEG members was to coordinate and allocate project tasks

to other Teaching Staff members, Special Technical Staff members, Administrative

Staff members, contract scientific and laboratory associates, and students. Thus, by

assigning responsibility for specific thematic sections to individual persons or

committees, all members of Department staff and students were involved in the

preparation of the Analysis of Academic Unit Quality Assurance Criteria Report and this

Report.

Specifically, tasks were assigned as follows:

1. Internal evaluation process (IEG: KEFALA, KINTZIOU, PROTOPAPA)

2. Presentation of the Department (KEFALA – GARDIKI)

3. Undergraduate Curriculum (KEFALA – Departmental Administrative Staff)

4. Postgraduate Studies Program (PROTOPAPA)

5. Doctoral Studies Program (-)

6. Teaching work (KEFALA)



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7. Research work (KINTZIOU)

8. Relations with social, cultural and production organizations (KEFALA –

GARDIKI)

9. Academic development strategy (KEFALA)

10. Administrative services and facilities (KEFALA – Departmental Administrative Staff)

11. Conclusions (KEFALA)

10. Improvement plans (KEFALA)

11. Tables (GARDIKI)

12. Appendices (GARDIKI – Departmental Administrative Staff)

The Department Faculty members undertook to hand out the student

questionnaires in each theoretical or laboratory course of the curriculum, between the

6th and the 8th week of the semester, together with files indicating the course, semester,

date, etc. Faculty members were informed about this process by the IEG in advance, in

order to give the necessary instructions to students present and ensure the proper and

objective completion of the questionnaire.

The entry of data (questionnaires and summary sheets) and the analysis and

creation of charts were undertaken by Mr Gardiki, Special Technical Staff member.

Following its preparation, the Report was handed over to the Department to be

distributed to all members for comments and feedback, and subsequent ratification by

the Department’s General Assembly.

1.1.3 Which resources and procedures were used to obtain information?

A. Resources

The archives of the Department of Aesthetics and Cosmetology containing

records of statistical data, student grades etc.

Decisions of the Department’s General Assemblies or Councils.

The summary sheet reports for all courses in each semester and the

individual summary sheet reports of professors (Faculty members, contract

academic laboratory and scientific associates).

The questionnaires completed by students expressing their opinions of the

courses taught.

The records of the Department’s Faculty members specifically related to the

grades of unsuccessful students.



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B. Procedures

To ensure that the data collected from these resources was representative,

objective and reliable, special emphasis was placed on the proper information of

Faculty members, Special Technical Staff members, Administrative Staff members,

contract scientific and laboratory associates and student representatives by the IEG in

various meetings. In addition, Faculty members also informed students in the

classrooms about the proper completion of questionnaires. Further information was

also made available to Special Technical Staff members who undertook the task of

distributing questionnaires in course classrooms and laboratories.

1.1.4 How and to what extent was the report discussed within the Department?

The Department’s General Assembly (1/19/2011), which discussed the subject

of the evaluation at length, emphasized the importance of the evaluation to the

continuous improvement of the Department and its capacity to remain informed of new

developments in the labor market and the educational system as a whole.

Faculty members agreed with the entire process and the Department has

accepted the evaluation. All Faculty members were participants in the process and

were involved in its preparation; the evaluation was then approved by the Subject

Groups and subsequently by the Department Council. In this manner, the report was

disclosed to members, and any problems, questions and difficulties arising from the

evaluation could be discussed. After the main body of the Report was drafted, the

Report was sent to Faculty members and the procedure described above was followed.

1.2. Analysis of the positive aspects and difficulties arising during the

Internal Evaluation process.

Faculty members understand and agree with the evaluation process, which is an

integral part of the effort to improve the academic community as carried out worldwide.

The positive aspects and benefits of the process are several:

Positive aspects:

To improve specific areas in the educational system, even at the cellular

level, which is the basic academic unit, meaning the Department, it is first

necessary to explore, identify and record the basic operations of the

educational process, which is the primary task of the evaluation process.

Involvement of all members of the Department, either permanent Faculty or

contract academic staff, promoting a collective spirit.



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Through exploration of the existing capabilities of the Department and the

identification of weaknesses or deficiencies in each area, each member

becomes part of both the positive and the negative aspects of the problem,

thus stimulating their determination to improve.

Motivating students themselves who, as part of a broader process of

involvement, are able to take initiatives.

Problems:

The lack of previous experience in evaluation resulted in the procedure

being carried out at a relatively slow pace.

The assistance provided by the central institution of Greece where the

evaluation is carried out, i.e. the H.Q.A.A., is deemed rather satisfactory

with the provision of all the necessary instructions and explanation son its

website. However, the group faced many difficulties, related to the

procedure for extraction of mainly statistical conclusions from the indexing

of student questionnaires and course summaries or individual summary

sheets. A computer program could have been provided for easier import

and export of findings and statistics.

1.3. Suggestions for improvement of the process

The most important improvement would be full computerization and direct data

entry to an appropriate computer program. In this way, data recording and extraction of

conclusions would be much easier and, of course, much faster. The external evaluation

process would also be facilitated by this, making it easier, more objective and

representative.

Regardless of the method used, the provision to the Departments of a report by

another Department which is considered to be correctly and fully completed, as an

example, even with the specific statistical date deleted, would be of great help.



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This section presents the Department and its key operating parameters in brief.

2.1. Geographical location of the Department (e.g. in the capital, a large

city, a small town, centralized, distributed over more than one location in a city,

etc.).

The Department of Aesthetics and Cosmetology is located at the

Technological Educational Institute of Athens, at Agios Spyridon Street, Aegaleo, and is

housed in the Faculty of Health and Caring Professions.

2.2. Background to the establishment of the Department

The first public higher education school of Aesthetics was founded by the state

in 1978 within the former Centres for Higher Technical and Vocational Education

(KATEE) and formed part of the then existing School of Health and Social Welfare

Workers. To attend ΚΑΤΕΕ Centers, prospective students took part in Pan-Hellenic

university admission exams, as was the case for all other Universities and Higher

Education Institutions. Attendance exceeded three years of study, including internship.

This integration added special significance to Aesthetic Sciences because the state

recognized the close affinity of Aesthetics with other branches in the health professions.

With the establishment of TEI Institutes (L.1404/83), KATEE Centers were

abolished and Aesthetics Studies were integrated into the Faculty of Health and Caring

Professions of the TEI of Athens. A respective Department was also later established at

the TEI of Thessaloniki.

Studies in the Department of Aesthetics and Cosmetology are now adapted to

current scientific and technological developments in the industry and are designed to

prepare graduates to follow the dynamic progress of the profession and its technology,

as it evolves in both Greek and international markets.

Students are admitted to the Department following the procedures of Pan-

Hellenic university admission exams or in accordance with the provisions applicable to

transfers and special categories of student.

Today, the student intake is 85 and the number of students enrolled in all the

semesters is approximately 750.

Studies in the Department of Aesthetics and Cosmetology, in accordance with

the new revised Curriculum in place since the winter semester of the academic year

2009-2010, are completed in eight (8) semesters, during which students attend



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theoretical and laboratory courses. During the last semester, students undertake their

internship in organizations in the private or public sector (ERT) and prepare their

dissertation.

The academic year runs from September 1 until July 6, and is divided in two

semesters. The registration of 1st year students in the Department is carried out within a

period set by ministerial decision and is based on the lists of admitted students sent to

the TEI Institute by the Ministry of Education. Each student is required to renew his/her

registration every six months. Upon the first-time registration of each student, the

Department Secretariat assigns a registration number (Reg. No.), which remains the

same until the course of studies is completed. Students must know their registration

number and, when requested, be able to provide it to the Secretariat. Students

attending intermediate semesters are enrolled on the dates as announced by the

Secretariat. Together with the supporting documents required for enrollment, each

student submits a declaration of courses to be attended to the Department. Each

renewal of enrollment is followed by a new course declaration.

The winter semester begins in late September and the spring semester in late

February. The exact start and end dates are determined each time by decision of the

TEI Council and announced at the beginning of the year. Each academic semester is

followed by an exam period which is two weeks long.

2.2.1 Staffing of the Department by Faculty, administrative and laboratory staff

over the last five years.

Professors

Dr. Vassiliki Kefala Aesthetician – Cosmetologist -

Pharmacist

Dr. Eleni Kintziou Pharmacist

Dr. Evangelia Protopapa Aesthetician – Cosmetologist -

Pharmacist

Associate Professors

Efthimios Tsirivas Chemist – Cosmetologist - MSc

Assistant Professors

Dr. Athanasia Varvaresou Pharmacist – Cosmetologist

Ioanna Nikolopoulou – Craig Aesthetician – Cosmetologist - MSc



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Dr. Alexandra Tsigonia Aesthetician – Cosmetologist

Maria Tsikli – Riga Aesthetician – Cosmetologist -

Physical Therapist

Laboratory Professors

Eleni Dikeoulia Aesthetician – Cosmetologist - MSc

Spyros Papageorgiou Chemist – Cosmetologist - MSc

Irini Soulioti Aesthetician – Cosmetologist - MSc

Eleana Tsaoula Aesthetician – Cosmetologist – Food

Technologist

MSc

Maria Dialyna Aesthetician – Cosmetologist – MSc

Administrative Staff

Dr. Ioanna Giareni Head of Secretariat

Eleni Giannakopoulou Secretary

Aikaterini Papanikolaou Secretary

Special Technical Staff

Aikaterini Dilaveri Aesthetician – Chemistry Supervisor

Vassiliki Gardiki Aesthetician – Cosmetologist - MSc

2.2.2 Number and breakdown of students by level of studies (undergraduate,

postgraduate, doctoral) over the last five years.

In recent years, the student intake has steadily decreased, in line with the

recommendations of the Department, to ensure their more effective training according

to the Department’s educational resources, building facilities and teaching staff.

Despite the downward trend in the number of students admitted, this number reached

85 over the past two academic years. The Department of Aesthetics and Cosmetology

accepts transfers only from the equivalent Department located in Thessaloniki. In

addition, the number of students is further increased due to the enrollment of students



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in special categories, such as special priority rankings, Muslim minorities, persons with

special needs.

The breakdown of students over the last five years is presented in the following

table.

There have been Postgraduate students in the Department since the academic

year 2004-2005, when the postgraduate program started. Since then, three official

invitations to apply to our Department’s Postgraduate Studies Program have been

made. A total of 16 graduates have taken the course of studies.

At present, there are no doctoral candidates, as there is no such program.

2.3. Purpose and objectives of the Department.

2.3.1 What are the Department’s objectives and purposes according to the

Government Gazette announcement of its establishment?

The curriculum content of the Department of Aesthetics and Cosmetology

covers the subject of the application of scientific and technological knowledge in the

field of prevention and treatment of dermatological and endocrinological disorders

(following treatment by the respective medical specialty) as well as the strengthening of

personal mental equilibrium. It refers to scientific theoretical and laboratory skills

enabling the improvement of the appearance of an individual’s face and body.

Admitted Students Enrollerd Students

Graduate Students



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The purpose of the Department is the sound education and the creation of high

quality aesthetics professionals, capable of efficiently and effectively implementing their

knowledge and of offering safe and effective aesthetic services. With the evolution of

technology, aesthetics becomes more effective, but demands high-level professional

training. Our Department’s Studies Program is organized in such a way as to provide

the appropriate education to students who will be dealing with human health as

scientific professionals.

The ordinary person who has to seek Aesthetic treatment should feel secure

and this can only be achieved if Aestheticians are fully scientifically informed and

responsible.

The Department's mission is to promote the development and dissemination of

scientific and applied knowledge. Through teaching and application in actual, and

indeed very realistic situations (simulation with actual cases using subjects who attend

laboratories for treatment), it equips students with the necessary skills, ensuring their

sound training for their scientific and professional career and development.

As part of its mission, the Department:

a) Monitors international developments in science and education.

b) Develops international collaborations with higher education institutions in

Greece and abroad.

c) Collaborates with private and public sector organizations in its field.

d) Uses modern technologies in education.

e) Conducts research.

f) Helps students develop the abilities and skills that will enable them to be

competitive at national and international level.

g) Prepares itself to be receptive to the changing educational, economic and

social conditions at regional, national and international level.

h) Prepares itself to be able to safeguard and improve the quality of the

educational standards in the Department.

i) Collaborates with domestic universities and participates in the organization of

Postgraduate Studies.

Graduates of the Department of Aesthetics and Cosmetology



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After completing their studies, graduates will have acquired the necessary

scientific and technological knowledge, abilities and skills to work as responsible

Aestheticians in their areas of competence; they are able to:

Undertake the organization and operation of an aesthetics services treatment

unit and provide safe services.

Choose the appropriate devices and instruments to equip their treatment

centers and to implement all stipulated hygiene and safety rules.

Being well informed about modern materials and equipment, they will be able to

select these as appropriate based on current scientific requirements, and to determine

the subsequent treatment process according to the specific case before them.

Work for companies which manufacture cosmetics, participating in the

development and production of new cosmetic products and quality performance from

an aesthetic point of view.

Cooperate with dermatological or endocrinological clinics or doctor’s surgeries,

as well as with aesthetic surgeons, making significant contributions based on their

knowledge in dealing with problems within their area of expertise.

Carry out research studies and participate in research teams.

Undertake employment in education at various levels, in accordance with

current legislation.

The professional prerogatives of graduates of the Department of Aesthetics and

Cosmetology, TEI of Athens are as follows (according to Presidential Decree No 83 GG

3717-2-1989 Article 1):

1. Graduates of the Department of Aesthetics and Cosmetology of the Faculty of

Health and Caring Professions (SEYP) at the Technological Educational Institutes,

based on the specialized scientific and technical knowledge acquired, may be

employed in the private and public sector, as stipulated by currently applicable

provisions, either by collaborating with other scientists or independently, and offer their

services to persons interested in face and body aesthetics.

2. More specifically, the above mentioned graduates may offer their services

either as employees or self-employed, in the following organizations and activities:

a) Theaters, cinema and television.

b) Companies which manufacture cosmetics, participating in the development and

production of new cosmetic products and the quality performance from an aesthetics

point of view.

c) Cosmetics retailers (pharmacies, cosmetics retail stores), as managers.



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d) Hospitals with dermatological or endocrinological or neurological clinics, where they

may cooperate with physicians in their area of expertise (cleansing, depilation,

slimming, etc.).

e) Any other business activity emerging with the evolution of technology which proves

to be covered by their area of expertise.

3. Graduates of the Department in question may establish and operate aesthetic

treatment centers (face and body treatment, depilation, massage, gymnastics, artistic

gymnastics), in accordance with currently applicable legislation.

4. Graduates of the Department in question may also be employed at all levels

of aesthetics education and training. They may also work as members of research

teams in their area of expertise.

5. The above mentioned graduates may practice their profession within the

context of these professional prerogatives after obtaining a license to practice issued by

the competent departments of the Ministry of Health and Social Welfare.

2.3.2 How does the academic community of the Department perceive its

purposes and objectives?

The Department’s Faculty members, in accordance with applicable legislation,

have the specializations of Aesthetician-Cosmetologist, Pharmacist and Chemist, and

are higher education graduates. Professionally speaking, these are collaborating and

interdependent professions. Most members of the Faculty have also worked as free-

lance professionals for a substantial period time. This fact contributes to their extensive

knowledge of the needs of the profession and the market. They also remain up to date

with the latest scientific and technological developments on an ongoing basis. They are

thus able to adapt the course curriculum and syllabuses through the revision process.

The Department’s aims and objectives are redefined according to the current needs

and developments in science and technology and the market.

2.3.3 Is there any divergence between the Department’s officially stated

objectives (in the Government Gazette pertaining to establishment) and those

which the Department believes should be pursued today?

The science of Aesthetics and Cosmetology has a long history and, therefore,

its mission was essentially determined a long time ago. Individual needs and

objectives may change from time to time to ensure that the Department is up-to-date,

but the main objective, which is the application of scientific and technological

knowledge for the prevention and treatment of dermatological and endocrinological

disorders to enhance the mental balance of individuals and to improve the external



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appearance of the face and body, remains constant as defined by the officially stated

objectives for the establishment of the Department.

2.3.4 Are the objectives which the Department currently sees fit to pursue being

met? If not, which factors impede or obstruct this effort?

The objectives pursued by the Department are achieved in accordance with the

Department’s curriculum and mission:

Graduate of the Department of Aesthetics and Cosmetology

After completing their studies, graduates will have acquired the necessary

scientific and technological knowledge, abilities and skills to work as responsible

Aestheticians in their areas of competence, including:

• Undertaking the organization and operation of an aesthetics services treatment

unit and provide safe services.

• Choosing the appropriate devices and instruments to equip their treatment centers

and implementing all stipulated hygiene and safety rules.

• Working for companies which manufacture cosmetics, participating in the

development and production of new cosmetic products and quality performance from

an aesthetic point of view.

• Being well informed about modern materials and equipment, they are able to

select these as appropriate based on current scientific requirements, and to determine

the subsequent treatment process according to the specific case before them.

• Cooperating with dermatological or endocrinological clinics or doctor’s surgeries,

as well as with aesthetic surgeons, making significant contributions based on their

knowledge in dealing with problems within their area of expertise.

• Carrying out research studies and participating in research teams.

• Undertaking employment in education at various levels, in accordance with current

legislation.

Factors impeding this effort:

a) The resources available to the Department. The resources available to the

Department are insufficient to meet its actual needs. Given that the Department’s

budget in consumables remains steady at 70,000-80,000 Euros, but for the current

semester ... ... .... Euros were committed, it is clear that the Department barely

manages to cover its minimum needs and certainly not to the extent required to meet

the standards of "Higher" education.

b) The institution of "internship" is a requirement for completion of the education

of students in the Department, and is particularly important in the case of an applied



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science and technology such as that of “Aesthetics – Cosmetology”. Funding of this

training is problematic because though half the money is covered by the Manpower

Employment Organization (OAED), the rest is covered by the aesthetics facility with

which the Department enters into a contract. However, aesthetics facilities often fail to

meet their obligations or to accept students to do their internship, because they believe

that, as trainees, they should not be paid. If funding was entirely undertaken by the

Manpower Employment Organization or another agency, it would be easier for students

to find aesthetics facilities and the Department could propose specific aesthetics

facilities that meet all requirements for the training of students.

c) The size of the student intake. Although there is a decline in student intake,

as already mentioned, this number is higher by 25% than the number of students the

Department believes it can effectively train.

d) Lack of space in terms of building facilities for the education of students, and

in terms of Faculty Staff offices.

e) Lack of high-caliber students. Despite the fact that the students admitted

have obtained good grade point ratings (equivalent to that of many Higher Education

Institutions), there are weaknesses in the basic educational level of students due to

gaps and poor secondary education.

2.3.5 Do you believe that there is reason to review the Department’s officially

stated objectives (as published in the Government Gazette pertaining to its

establishment)?

Given current market needs and the international and national circumstances,

there is no reason to change the Department’s officially stated objectives.

2.4. Department Management (academic year 2009-2010).

The Department’s administrative bodies are the following:

• THE DEPARTMENT’S GENERAL ASSEMBLY

The Department’s meeting is attended by all Faculty members and student

representatives with equivalence to 40% of all Faculty members. It is also

attended by a Special Technical Staff representative with equivalence to 50% of

Faculty members.

• THE DEPARTMENT COUNCIL

The Department Council is composed of the Head of the Department, the Heads

of the First and Second Subject Groups, one student representative, and a



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Special Technical Staff member, when issues relating to Special Technical Staff

are discussed.

• HEAD OF DEPARTMENT

The Head of Department was Mr. Efthimios Tsirivas.

Mr. Tsirivas retired and was replaced by Mrs. Alexandra Tsigonia, by decision No

13497/12-11-2009 issued by the President of the TEI of Athens.

Deputy Head: Dr. Eleni Kintziou.

• SUBJECT GROUP GENERAL ASSEMBLIES

The Department has 2 Subject Groups, as follows:

(1st) Aesthetics Subject Group

Head of the Subject Group: Dr. Eleni Kintziou

Deputy Head of the Subject Group: Alexandra Tsigonia

Members:

Dr. Athanasia Varvaresou

Dr. Vassiliki Kefala

Irini Soulioti

Eleni Dikeoulia

Student Representatives:

- Artemis Kelaidi

Nikolaos Schinas (deputy)

- Kiriaki Lionaki

Elpida Kolntiri (deputy)

(2nd) Depilation Subject Group

Head of the Subject Group: Alexandra Tsigonia

Following the nomination of Mrs. Tsigonia as Head of Department, Mrs. Ioanna

Craig was nominated Head of the Depilation Subject Group by decision No

13497/12-11-2009 issued by the President of the TEI of Athens.

Deputy Head of the Subject Group: Ioanna Craig

Following the nomination of Mrs. Craig as the Head of the Depilation Subject

Group, Mrs. Maria Dialina was nominated Deputy Head of the Subject Group by

decision No 13497/12-11-2009 issued by the President of the TEI of Athens.



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Members:

Dr. Evangelia Protopapa

Eleana Tsaoula

Maria Dialyna (retired after the evaluation)

Student Representatives:

- Elpida Kolntiri

Hafize Husmen (deputy)

- Raphaela Kapetaniou

Pavlina Balala (deputy)

DEPARTMENT SECRETARIAT: The Secretariat is an administrative body of the

Department and is staffed as follows:

Dr. Ioanna Giareni Head of the Secretariat

Eleni Giannakopoulou Secretary

Aikaterini Papanikolaou Secretary

Institutionalized committees operating within the Department and positions

held in various areas

The Department has the following committees:

1. INTERNSHIP COMMITTEE

Efthimios Tsirivas

Maria Dialyna

Eleana Tsaoula

2. DISSERTATION ASSESSMENT COMMITTEE

(Decision of the Department Council 4/16-3-2010)

Dr. Eleni Kintziou

Ioanna Craig

Eleana Tsaoula

3. COMMITTEE FOR FAST-TRACK GRADUATE ADMISSIONS (Decision of

the Department Council 18/12-11-2009)



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Alexandra Tsigonia, Assistant Professor of the Department of Aesthetics and

Cosmetology

Francesca Anthouli, Professor of the General Department of Basic Medical

Studies

Eleni Eftichidou, Professor of the General Department of Basic Medical Studies

Dimitrios Vatis, Professor of the General Department of Physics, Chemistry and

Materials Technology

Dimitrios Raptis, Professor of the General Department of Physics, Chemistry and

Materials Technology

Maria Kosmadaki, Scientific Associate of the Department of Aesthetics &

Cosmetology

Frangiskos Chaniotis, Professor of the General Department of Basic Medical

Studies

4. WEEKLY TIMETABLE PLANNING COMMITTEE (Decision of the

Department Council 10/16-6-2009)

Alexandra Tsigonia

Maria Dialyna

Irini Soulioti

5. EXAMINATION TIMETABLE PLANNING COMMITTEE (Decision of the

Department Council 10/16-6-2009)

Athanasia Varvaresou

Eleni Dikeoulia

Irini Soulioti

6. PROCUREMENTS COMMITTEE (For Educational Fixed Equipment -

Consumables through ordinary – extraordinary tenders and direct

assignment (Department Council decision 10/16-6-2009) :

Irini Soulioti

Eleana Tsaoula

Eleni Dikeoulia

Vassiliki Kefala (Deputy Member)

7. ACADEMIC HEAD OF EUROPEAN SOCRATES & ERASMUS PROGRAMS:




21

8. HEAD OF LEONARDO PROGRAMS: Dr. Evangelia Protopapa

9. ECTS REPRESENTATIVE: Dr. Evangelia Protopapa

10. DEPARTMENT WEBSITE ADMINISTRATOR: Maria Dialyna

11. REPRESENTATIVE ON THE EDUCATION AND RESEARCH COMMITTEE:


12. PROFESSIONAL APTITUDE TEST COMMITTEE (In accordance with the

provisions of P.D. 231/98) (Document 12623/3-12-2007 issued by the

President of the TEI of Athens):


Dr. Eleni Kintziou

Efthimios Tsirivas

Dr. Vassiliki Kefala (Deputy Member)

13. STUDENT TRANSFERS COMMITTEE (Decision of the Department’s

Council No 16/29-10-2009):

Dr. Kefala Vassiliki

Ioanna Craig

Irini Soulioti

2.4.1 What internal regulations (e.g., internal operating regulation for the

Postgraduate Studies Course) does the Department have?

The Department operates in accordance with the Internal Operating Regulation

of the TEI (Ministerial Decision E5 1585/84 Government Gazette 191/27-03-84 v. B)

and the new Regulation under P.D.160/2008 Government Gazette 220 v. B 03.11.2008.

Moreover, the Postgraduate Studies Program is subject to an internal operating

regulation, as set out in the Appendices.

2.4.2 Is the Department structured into Subject Groups? What are they? Does

this structure reflect the Department’s current view of its mission?

The Department covers 2 separate Subject Groups which reflect the

Department’s current structural approach to the discipline, as follows:



22

(1st) Aesthetics Subject Group and

(2nd) Depilation Subject Group

BREAKDOWN OF SUBJECT GROUPS BY COURSES

1st SUBJECT GROUP

Make-up Techniques for Artists

Cosmetology Ι, ΙΙ, ΙΙΙ

Special Cosmetology

Techniques of Aesthetic Prosthetic Make-up

Laser Applications

Body Aesthetics Ι, ΙΙ

Special Shading and Permanent Make-up

Aesthetic Electrotherapy

Stress Management

Facial Aesthetics Ι, ΙΙ

Facial Analysis - Facial Make-up

2nd SUBJECT GROUP

Methods of Temporary Depilation

Methods of Laser Electric Depilation

Enzymic Depilation

Dermatology Ι, ΙΙ, ΙΙΙ

Aesthetic Surgery

Endocrine Gland Pathology

Management of Small Companies & Business Administration

Professional Ethics

Environmental Effects in Aesthetics

Computer Science - Bibliographical Research Methods

2.5 Department’s Website (http://www.teiath.gr/seyp/aesthetics/ )

The Department’s website is a modern means of presentation of the department

and an information resource for all interested parties. It operates based on the structure

determined by the Institute. It is an electronic study guide and much more than this. It

provides information on the Department’s members, the Secretariat, etc. and features a

bulletin board where various issues are posted and updated regularly, such as weekly

timetables, exam timetables and any types of information that need to be immediately

http://www.teiath.gr/seyp/aesthetics/



23

notified to the students. The person in charge of editing and updating the website is

Mrs. Maria Dialyna, Laboratory Professor.



24


The Undergraduate Curriculum is presented in the Student Handbook attached

in the Appendices and on the Department’s website.

3.1 Responsiveness of the Undergraduate Curriculum to the Department’s

objectives and societal demands.

3.1.1 Procedures for checking responsiveness & effectiveness of implementation

In current times which are dominated by rapid technological evolution in the field

of aesthetics equipment and cosmetics, there must be a constant vigilance with respect

to the education in Aesthetics and Cosmetology offered at the Higher Technological

Education Institutes. Such concerns should be evidenced through the adaptation of

educational disciplines to the current requirements of the labor market and targeting of

the new specialized knowledge required by graduates of Higher Technological

Education Institutes.

An important factor in the design and establishment of the Curriculum of the

Department of Aesthetics and Cosmetology are the subject fields and areas of future

professional employment for the Department’s graduates.

Within this context, the Department’s Faculty members, who keep themselves

up to date with the latest scientific developments, carry out coordinated research in the

disciplines of Aesthetics and Cosmetology, and are in regular contact with the

competent professional bodies and the respective Ministries of Health, Education and

Employment, endeavour to create an interactive system between the Department

providing the education and the labor market. Despite the considerable progress made

so far in this direction, the implementation of a systematic process for the recording and

processing of data, such that the objectives of the curriculum with respect to its

responsiveness to the requirements and challenges of modern society are met to the

fullest extent, still remains to be introduced. The new Curriculum which has already

been in force since the academic year 2009-2010 to meet current business

requirements and scientific challenges which will be faced by the Department’s

graduates should be further strengthened with the establishment of an independent

post-graduate course (for the moment, the department's postgraduate course is

conducted in collaboration with the Medical School of Athens). This would provide an



25

opportunity for the Undergraduate Studies Program to focus more on the consolidation

and integration of essential basic knowledge, which comprises the solid foundation that

all graduates of the Department should have in order to be immediately and

productively absorbed in their field of expertise.

Furthermore, the existence of an independent Postgraduate Studies Program

would enable graduates who have the inclination and ability to expand their knowledge,

with a view to faster progress and establishment within their scientific and professional

field.

3.1.2 Are there any established Curriculum evaluation and revision procedures?

How effective is their application?

During the last few years, the Department has undertaken initiatives for the

ongoing evaluation of the Curriculum through the collective administrative bodies of the

Faculty members in the Department with a view to updating it. The new revised

Curriculum, already in force from the current academic year, was approved in 2009.

The drafting of the new revised Curriculum was based on its capacity to meet

specific criteria, such as:

• Its capacity to offer integrated education in the subject field of Aesthetics and

Cosmetology

• Comprehensive coverage of the subject fields within the specialization.

• Modernization of the syllabus in the subject fields taught.

• Balance between primary and supplementary subject fields.

• Avoidance of duplication of syllabuses across courses.

• Avoidance of excessive weight being given to some courses over others.

• Introduction of new courses and innovative teaching methods which would

significantly contribute to the preparation of graduates to meet current

professional challenges.

• Focus on development of research methodology.

3.1.3 Publication of the Curriculum.

The Curriculum of the Department of Aesthetics and Cosmetology of the TEI of

Athens is initially approved by the Department’s General Assembly, forwarded to the

Faculty Council and then forwarded for approval to the TEI Council after having been

reviewed and discussed by the relevant committee designated by the TEI. It is then

posted on the Department’s website and published in the Study Guide which is

distributed to students of the Department upon registration.



26

3.1.4 Is there an effective procedure for monitoring the professional development of

graduates?

There is no monitoring procedure in place at the Department level to monitor the

professional development of graduates.

As the professional development of graduates is indicative of the effectiveness

of a course and the current trends in the labor market, not only quantitatively but also

qualitatively, it would be desirable to introduce a permanent systematized procedure for

recording the relevant data, with a view to ensuring, as far as possible, that the

Curriculum responds to the requirements of the labor market in Greece. Even though it

would be difficult to establish such a database at a Departmental level (shortage of

staff, computer facilities, etc.), perhaps this capability could be developed at a central

level (TEI).

3.2 Undergraduate Curriculum structure, cohesion and functionality

The Undergraduate Curriculum is eight (8) semesters long, including one (1)

semester of internship.

The detailed curriculum shows the compulsory courses of the department by

semester. Teaching hours for theoretical courses is indicated by "TH", teaching hours

for practical exercises taught in laboratories by "L", total teaching hours are shown

under "Total", the workload of each course under “W”, and the international teaching

units corresponding to each course under "ECTS".

Each standard teaching semester includes 5 to 6 compulsory courses with 26

teaching hours per week, equivalent to 30 ECTS international teaching units.

The curriculum, comprised of seven basic semesters, includes 40 compulsory

courses. The compulsory courses of the Curriculum are divided into General Structure

courses marked "CGS", Expertise Structure courses marked "CES", Expertise courses

marked "EC" and Management, Economy, Legislation and Humanitarian Studies

courses marked "MELH".

Based on this structure, the Curriculum offers a total of 43 independent courses

and each student is required to take 40. Specifically in the first 4 semesters, there are

no elective courses.

The 5th, 6th and 7th semester also includes a pair of elective courses and

students must select one course from each pair. (See Appendices)

3.2.1 Percentage ratio of Core (Basis), Specialization (Expertise) and Subject

Stream Orientation courses to total courses.



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The percentage ratio of basis to expertise courses in all courses is 30% / 70%.

The Undergraduate Studies Program does not include subject stream orientation

courses.

3.2.2 Percentage ratio of compulsory courses / compulsory elective courses / free

elective courses to total courses.

The percentage of compulsory courses to total courses is 93% and the

percentage of compulsory elective courses to total courses is 7%.

3.2.3 Percentage of foundation courses, specific scientific field courses, general

knowledge courses and skills development courses in relation to the total number

of courses.

CGS 22.5%

EC 40%

CES 30%

MELH 7.5%

3.2.4 Distribution of time between theoretical instruction, practical exercises,

laboratories and other activities.

60% of total time is allocated to theoretical teaching and 40% to practical

laboratory exercises and other activities.

3.2.5 Organization and coordination of teaching material between courses.

Teaching material overlaps and gaps. Rational extent of teaching material.

Reassessment, adjustment and updating of teaching material.

In cooperation with the Faculty at the Subject Group level and in cooperation

with the Contract Scientific and Laboratory Staff, the teaching material of courses is

organized and coordinated in accordance with the approved curriculum and syllabus for

each course. There are overlaps between courses only to the extent needed so that

there is coherent connection and understanding by the student of the sequence of

subjects.

The extent of the course material is rationally distributed and reassessed,

adjusted and updated as part of the process of Curriculum revision at regular intervals,

depending on the relevant needs and with the cooperation of the Department’s Faculty.



28

There are no gaps in the teaching material and courses in both theoretical and

laboratory levels cover all areas of activity of modern Aestheticians/Cosmetologists.

3.2.6 Prerequisite course System. Functionality, percentages of courses included

within the system.

A system of prerequisite courses is in operation, which is functionally structured

in terms of teaching and comprehension of material, and aims at gradual familiarization

of students with the subject fields of the curriculum, ensuring their proper preparation

and gradual development from general knowledge courses to specialized courses. The

new curriculum provides for semester courses which students must successfully pass

to proceed to the next semester course

These courses are listed as basis courses in the curriculum, to avoid confusion

with prerequisite courses under the old curriculum. In this way, with progressive

completion of each semester, students will have sufficient continuity in order to avoid

gaps and unanswered questions, which will enable them to proceed to more and more

specialized courses.

The percentage of courses included in the basis course system is about 50% of

the total courses taught.

3.2.7 Courses taught under other course curriculums.

All courses taught are part of the respective curriculum of the Department of

Aesthetics and Cosmetology of the TEI of Athens.

None of the courses taught are made available to other programs of studies.

On the other hand, within the structure of the TEI of Athens, courses within the

Department are taught by other Departments.

Specifically:

The courses “Anatomy”, “Physiology”, “First Aid”, “Endocrine Gland Pathology”,

“Stress Management”, “Nosology”, “Nutrition”, “Nutrition-Dietetics”, and "Pharmacology"

are taught by the Department of Basic Medical Studies.

The courses "Physics" and "Chemistry" and "Laser Principles” are taught by the

Department of Physics, Chemistry and Materials Technology.

The courses "Foreign Terminology" and "Aesthetic Gymnastics I & II" are taught

by the Center for Foreign Languages and Physical Education.

The course in Special Microbiology is taught by the Department of Medical

Laboratories and the course in Hygiene by the Public Health Department.



29

3.2.8 Foreign languages taught at the Department.

In collaboration with the Department of Foreign Languages, students in the 7th

Semester are taught English or French terminology. The course includes laboratory

teaching in all fields of the Department, in order to familiarize students with the

terminology of the various specialized courses.

3.2.9 Proposals for improvement of the curriculum

In the Department’s opinion, as expressed at the General Assembly on the

revision of the old program, the new curriculum meets the current needs of the

department.

What has not yet been implemented within the program, but would be of most

assistance is the integration of modern technology into the educational system.

We refer here to the creation of an electronic platform which would serve the

Department’s educational needs with multiple purposes and outcomes.

More specifically, students would be able to find the following in such a platform:

• Instructions on each laboratory, as given at the beginning of the semester. The

difference here is that instead of putting together a folder of documents, which is a

cumbersome process, students could immediately and easily access the information

they need.

• Teaching aids could be in electronic form, and thus students could process

and study them more easily. In addition to the basic study aids, it would be possible to

provide additional information on multiple bibliographical sources and general aids for

database searches.

• Educational videos for specific assignments, either created by the Department,

or supplied by companies working in the industry.

• The e-learning platform combined with our Department’s modern website could

offer many advantages to the educational process for students and make them active

participants in modern technology.

3.3 Examination system

3.3.1 Methods and means of evaluating students.

The main examination method for evaluating the performance of students in

theoretical courses or the theoretical part of combined courses are written exams



30

carried out during the two official examination periods at the end of each academic

semester.

Because studies are structured in semesters, the regulations of TEI Institutes provide

for two examination periods at the end of the semester in question.

After the end of the winter semester (January), there are two examination periods, the

first from 20/1 to 5/2 and the second from 6/2 to 20/2. These dates may vary as

necessary.

Respectively, after the end of spring semester (June), there is a first examination period

from 20/6 to 5/7 and a second from 1/9 to 15/9. As part of these written exams in the

courses, students are required to answer a series of questions to determine whether

they have adequately assimilated the required knowledge. In addition to the written

exam, several courses require coursework assignments (usually literature reviews)

which is prepared by students individually or in groups. Coursework is presented at the

end of the semester by students. In this way, students are familiarized with the

collection and processing of information, as well as with the preparation and

presentation of a report.

In this coursework, students are evaluated and their performance affects the final grade

together with the written examination.

The Department’s policy is, in general, to ask questions of escalating difficulty in the

written exams. A percentage of questions are relatively easy, so that they can be

answered by most students who are adequately prepared.

Another section of questions is more difficult and a few questions (1-2) require critical

analysis and response by students to receive a grade of "Excellent". Emphasis is also

placed on strict supervision during exams to avoid students copying from each others

papers, which may alter the true picture of their abilities.

Assessment of students in the laboratory part of the course is performed in two ways:

by evaluation of the overall performance of students in the laboratory course throughout

the duration of the semester with partial grades in various exercises (grade grades

entered on student cards), on the one hand, and by carrying out a brief laboratory test

of students related to the subject of the laboratory towards the end of the semester, on

the other.

In addition to the semester exams in the theoretical and laboratory courses,

students also prepare an individual dissertation in the final semester of their studies,

which is assessed and has a heavy weighting in the final grade.

The topics of dissertations are provided by the Faculty and approved by the

Department Council. They are then distributed by the drawing of lots to students

eligible to undertake a dissertation topic. When students finish their dissertation, with



31

the consent of the supervising professor who monitors and advises them throughout the

preparation of their dissertation, they must then submit 4 copies to the Department

Secretariat. Subsequently, a presentation date is set and students are notified several

days in advance so that they may be prepared.

3.3.2 Transparency in the student evaluation process.

Transparency in the evaluation of students is ensured through the cooperation

of the permanent Faculty and contract academic staff, as well as through the

establishment of specific evaluation criteria, which are common and acceptable to all.

Grades are notified by posting them on the Department’s announcement boards. In

addition, students are entitled to have access to their paper and discuss their grade

with the examiner if they think it is unreasonable, in order to fully understand any

mistakes which may have led to the particular grade.

3.3.3 Student evaluation procedures and criteria.

The Department’s Teaching Staff has repeatedly discussed the issue of student

grading at staff meetings on various issues. As far as written exams are concerned, it is

generally believed that all questions must be easy to understand and clear to students

who have studied the subject, and free of traps or ambiguous concepts. Furthermore,

the professor in charge is always present at the exams to provide the necessary

clarifications to students’ questions. Also, professors apply common procedures when

grading the papers, such as noting the individual partial grades on each question and

highlighting errors or deficiencies.

In laboratory courses, the final grade is the average of individual grades as

mentioned above. Specifically in laboratory courses, however, students are graded

jointly by the respective Faculty members and contract academic staff (laboratory

associates).

3.3.4 Transparency and efficiency of the process of assigning, preparing and

evaluating the dissertation

The transparency and efficiency of the assignment, preparation and evaluation

of dissertations is ensured as follows: topics are proposed by all permanent and

temporary teaching staff, they are approved by the Department’s Council, they are

assigned randomly by the drawing of lots by students, and each student's dissertation is

ultimately assessed by three members of the Department Faculty. The committee

consists of the designated supervisor and two other members. With regard to the

evaluation by the three-member committee, the supervising professor has the leading



32

role and presents the details of his/her collaboration with the student during the

preparation of the dissertation to the other members of the committee. Then, the paper

and its presentation by the student are graded. The final grade is the average of the

grades assigned by the committee members.

3.3.5 Quality specifications for the dissertation.

So far, the dissertation has essentially been a review of literature.

Unfortunately, it has not been possible up to the present to incorporate an

experimental-research part, which would be ideal. By organizing a research laboratory,

as described in the Internal Report’s section on research, it will certainly be possible to

conduct research studies in the future.

As far as the as a review of the literature is concerned, there are certain

specifications for writing dissertations, based on international standards, which are

presented in a special handbook prepared by the Faculty of the Department and

approved by the Department Council, which is distributed to the students assigned with

the preparation of the dissertation. These standards set out the structure, content and

method of presenting the bibliography in a dissertation. Moreover, students collaborate

with the respective supervisor at regular intervals and the progress of their work is

monitored. The instructions to students are included in the Appendices.

3.4 International aspect of the Undergraduate Curriculum

3.4.1 Participation of teaching staff from abroad.

There is no participation of teaching staff from abroad in the teaching of the

Department’s courses on a regular or permanent basis. Occasionally, seminars are

held on specific and specialized topics.

3.4.2 International collaborative educational programs (e.g. ERASMUS,

LEONARDO, TEMPUS, ALPHA) at an undergraduate level in which the Department

participates

The Department of Aesthetics and Cosmetology of the TEI of Athens

participates in the Program LEONARDO DA VINCI (ERASMUS LLP) as part of an

international educational collaboration in undergraduate studies, offering the possibility

for students to do their internships abroad.

3.4.3 Bilateral agreements with overseas organizations and institutes.



33

There are no bilateral agreements for collaboration with overseas organizations

and institutes.

Nevertheless, the need for contacts and exchanges between members of the

Faculty of the Department and the corresponding teaching and research staff of similar

foreign Technological and University Institutes has occasionally been noted, with the

purpose of:

3.4.4 European Credit Transfer and Accumulation System (ECTS).

The studies program is organized based on the ECTS credits system, with all

the advantages of such system (transfer of credits, Diploma Supplements, etc.)

3.5 Student internships

3.5.1 The institution of student internships

The internship must be carried out by all students of the Department in the 8th

semester of their studies, in order to complete their studies and be awarded their

degree. The internship starts in two periods set out in the internal operating regulation

of the Institute, in April and October each year, and lasts six months.

3.5.2 Motivation of students.

Students are informed by the internship committee of the importance of the

institution, as well as all details concerning the duration of the internship, its manner

and place of conduct, the rights and obligations of trainees, as well as the obligations of

collaborating organizations. Regarding the importance of the institution, students

receive appropriate information and efforts are made such they understand that, at

undergraduate level, it is impossible to complete their education and gain experience

and skills solely by attending the theoretical and laboratory courses during their studies.

Given that this is an applied science and technology, this gap is filled by the

institution of internship conducted in business units. As part of their internship in partner

organizations, which are in practice aesthetics treatment facilities, students have the

opportunity to work on all treatments and practices related to our profession.

They also gain experience the organization of aesthetics treatment facilities and

in purely professional and collusive issues that concern them. They can make

comparisons with the knowledge they have obtained from the Department and can

better plan their future. Having been informed of all issues relating to the internship,

students will apply for internship with any collaborating institution.



34

3.5.3 Organization of the Department’s student internships.Internal operating

regulation

The internal operating regulation governing internships or vocational training is

common to all departments of the TEI, pursuant to its establishment under Law

1404/83, a detailed version of which is available in the publication of the Ministry of

Education and Religious Affairs (The Institution of Vocational Training in TEI Institutes,

OEDB 1988), Presidential Decrees and ministerial decisions (Ε5/1797/20- 03-86- GG

183/Issue B/ 14-4-86 as amended by Ε5/4825/16-6-86 GG 453/Issue B/16-7- 86) laying

down the details of the contract with collaborating institutions. They also determine the

details of the term of the internship, its time of commencement, the procedure by which

students are taken on by the various institutions, the rights and obligations of both

students and collaborating organizations and, finally, the monitoring of the internship by

the Department, through the three-member Faculty committee. This three-member

committee is appointed by the Department Council as required. There is a specific

contract in paper form, which is accepted by the person in charge of the organization

where the internship will be conducted, the trainee and the Department, and after

having been signed by all three parties, one copy is provided to the internship

committee, another to the person in charge of the internship and another to the trainee.

The members of the committee monitor student internships at regular intervals

and resolve any problems that may arise during its conduct.

3.5.4 Main difficulties faced by the Department with respect to the organization

of student internships

The problems faced by the Department as far as internship is concerned are the

following:

• Absorption of students. The main problem is the absorption of students by

collaborating organizations. The main cause of the problem is funding of student

internships. With the currently applicable provisions of law, the wage for internship in

the private sector amounts to 80% of the basic wage of an unskilled worker.

The aesthetics treatment facility where the internship is performed is subsidized

to 50% by the Manpower Employment Organization. However, a large percentage of

employment organizations refuse to pay a wage to trainees, on the grounds that they

are students and do not provide services. In this case, students must either be

relocated elsewhere or accept arrangements that do not comply with the law.

• Finding an employment organization. The responsibility for finding an

employment organization lies solely with the student. The Internship Committee keeps



35

a register of organizations which have voluntarily agreed to accept trainees. This

register, however, is limited and does not cover all students.

• Bureaucracy. The signing of contracts between the parties often creates

problems and delays.

• Certification of internship organizations. The main condition to be met as

provided by law is that the aesthetics treatment facility accepting a student must be

providing services in all areas of Aesthetics and Cosmetology and must employ an

Aesthetician holding a degree from a TEI Institute, who is prepared to undertake

supervision of the student and will evaluate him/her at the end of the semester.

Therefore, aesthetics treatment facilities which do not meet this requirement are

excluded, and rightly so.

It is known, without this having been officially demonstrated by any study or

formal classification (a major disadvantage), that some of the existing aesthetics

treatment facilities do meet the most advanced operating and quality standards, having

latest technology equipment and applying the most advanced practices, but others

have lower standards, and many others are lacking basic operating and quality

standards. In their effort to find an aesthetics treatment facility which will accept them, it

is natural for students to ignore the quality of the internship they will be able to carry

out.

• Supervision of students and organizations. Effectively, there is no formal

provision for the supervision of students or employment organizations. A (cursory)

check is performed by the members of the internship committee. Ideally, students

should be supervised in all respects, from their physical presence up to their

performance in the work they undertake. Moreover, internship providers should be

monitored to verify whether they permit and encourage students to work in all positions

and gain experience in all Aesthetics and Cosmetology techniques. It is common

practice that students perform ancillary tasks only.

3.5.5 Knowledge application skills to be acquired through internship. Results

and familiarization of trainees with the work environment of the internship provider.

The internship aims to cover the entire range of both theoretical and laboratory

skills taught to students throughout their studies. In practice, it is the last opportunity for

students to identify any gaps, resolve any questions, and most importantly, to become

familiar with the actual working conditions of the profession before entering the job

market either to look for work as an employee or to create their own business

undertaking.



36

We must say that the results are considered to be very satisfactory, though this

opinion is purely experiential, given that to date there has been no way to evaluate

outcomes objectively. Familiarization of trainees with the work environment of the

internship provider, based on the data so far, is deemed to be successful.

With few exceptions, there have been no problems between trainees and

internship providers. Any problems which may arise during internship are usually

resolved successfully, after consultation between the committee and the internship

providers.

3.5.6 Connection of the internship to the preparation of the dissertation

The internship covers the entire range of knowledge a student must have. On

the other hand, the dissertation covers a limited area of the subject field of Aesthetics

and Cosmetology, except that in this case students extend their knowledge in depth as

far as possible and present any issues arising, new data, etc. Accordingly, the

internship is not essentially related to the dissertation.

3.5.7 Creation of opportunities for future employment of students through the

internship

It is common for students to continue to work in the undertaking where they

performed their internship after graduation, if such undertaking deems that they meet

the requirements of good cooperation and efficiency in their work. There are no official

data and statistics. This task could be undertaken by the Career Services Office of the

TEI of Athens, together with the tracking of graduates.

3.5.8 Public relations network of the Department with social, cultural or

productive institutions developed with the purpose of securing student internships

There is no official public relations network in the strictest sense of the term.

However, the Department has developed cooperation with professional bodies in

relation to internships. More specifically, efforts are made to improve issues such as

education, financing of students, working conditions in aesthetic treatment facilities, etc.

Due to this cooperation, assistance is always available to students who have been

unable to find an aesthetics treatment facility for their internship.

Certainly, if a closer cooperation is developed with professional bodies and

conditions and requirements are established, as mentioned before and is referred to in

the Department’s proposals for improving internship, it will become easier to extract

internship figures and vacancies.



37

3.5.9 Initiatives taken by the Department for the creation of jobs for students (on

a local, national and European level).

At a national level, efforts to find internship positions for students are mainly

made through collective associations, which are the main channels of recruitment for

our Department’s graduates. This is, however, carried out at an individual level and is

based on the personal relationships of Faculty members with such bodies.

At a European level, assistance is offered by the Department only if student

themselves have found and secured an internship positions abroad.

3.5.10 Collaboration and contact between the Departmental teaching staff/

supervisors and the representatives of the internship provider

During the internship, the three-member committee of the Department Faculty

members, appointed by the Department Council, has contact with the employing

organization mainly in cases where there are problems in cooperation. Monitoring by

the committee is performed by checking the internship notebook completed by the

student. It is recommended that there should be contact with the employing

organization at regular intervals, so that there is closer supervision and monitoring of

students and their internship, which requires an institutional arrangement, more Faculty

Staff and probably additional funds, since such monitoring could not be performed

during the hours that Faculty members are occupied in the Department in educational

or administrative work.

3.5.11 Specific conditions and requirements regarding the collaboration of the

Department with the organizations where the internship is carried out

There are specific conditions and requirements regarding the collaboration of

the Department with the institutions where the internship is carried out which are

covered by the relevant contract signed between the Department, the student and the

organization where the internship is carried out. These conditions relate to standard

cooperation issues, such as working hours, safety issues etc.

It is essential that the conditions and requirements pertaining to employing

organizations be defined with the exclusive purpose of securing the better education of

students.

3.5.12 Trainee supervision, monitoring and support

There is no effective monitoring of student progress during their internship.

Typically, each member of the three-party committee takes responsibility for 1/3 of



38

students as they carry out their internship and is responsible for monitoring their

performance. Students indicate the work carried out in specific parts of the internship

notebook, and then sign it. Also, the person in charge of the employing organization

evaluates the performance of students in a particular section of the notebook, and signs

it.

As noted above, it would be ideal to have contact with the organization at

regular intervals and ensure effective control and updates on any problems or

deficiencies and thereby closer monitoring of student internships.

Of course, the committee is at the disposal of students who report any problems

concerning the internship and is responsible for resolving them.


4.1 Postgraduate Studies Program title and overview

The Medical School of the Athens University, in collaboration with the

Department of Aesthetics and Cosmetology of the Faculty of Health and Caring

Professions of the TEI of Athens, and in collaboration with the National Research

Foundation, has organized and operated, since the academic year 2004-2005, a

Postgraduate Studies Program (PSP) entitled "Environment and Health. Capacity

building for decision making”), in accordance with the provisions of Articles 10 to 12 of

Law 2083/92.

The following candidates, in order of priority, are eligible for acceptance to the

PSP, provided that they meet the necessary requirements for successful attendance of

the course:

a) Holders of a TEI degree from the Department of Aesthetics and Cosmetology

of the Faculty of Health and Caring Professions or equivalent corresponding

Departments abroad.

b) Holders of a Technological Education Institute or a Higher Education

Institution (University) Degree from other Departments in related subject fields, either

Greek or recognized equivalent departments abroad.

4.2 Departments and Institutes participating in the Postgraduate Studies

Program

The Medical School of the University of Athens, in collaboration with the

Department of Aesthetics and Cosmetology of the Faculty of Health and Caring

Professions of the TEI of Athens, and the National Research Foundation.



39

4.3 Postgraduate Studies Program purposes and degree of

responsiveness to the Department’s objectives and societal demands.

The program focuses on the environmental impacts on health and particularly

on the ways of addressing them. The impact of the environment on health has been

recognized worldwide and the need to develop a strategy to address it has led the EU

to develop a common Environment - Health – Research strategy. The knowledge

required to manage health problems related to the environment (including food crises,

effects on the skin such as chloracne, endocrine disorders, genetically modified foods,

effects of chemical substances contained in cosmetics), which have occurred in recent

years because of uncontrolled pollution of breathable air, food and water, has led to an

increase of skin and endocrine diseases, are all relevant to our area of expertise.

During their training, graduate students examine the scientific aspects in depth

with relation to causes, risk assessment etc. and also develop capacities for decision

making.

Given the evolution of research and technology, and the new requirements set

by the European Union through programs such as REACH, the knowledge level of

professionals aiming to maintain a high level of professional services is increasingly

demanding.

4.4 How do you view the structure, coherence and functionality of the

Postgraduate Studies Program?

The Postgraduate Studies Program is divided into four semesters, during which

postgraduate students take 8 basis courses which constitute 40% of all courses and 15

elective courses, 12 of which are compulsory, and constitute 60% of all courses. All

courses of the postgraduate studies program are mandatory. The major part of courses

is theoretical.

A supervisor is appointed in the fourth semester, who will guide the student in

the preparation of his/her dissertation, make an assessment and submit his/her

recommendation to the Special Interdepartmental Committee which has approved the

topic of the dissertation. The preparation and presentation of the defense of the

dissertation is carried out by students before a committee, in the presence of the

supervisor and other postgraduate students, and is open to everyone.

At the end of each semester, an evaluation of the program and the teaching

staff is carried out.



40

4.5 How do you view the examination system?

Postgraduate student evaluation is determined by assignments prepared in

each semester under the supervision of the teaching staff, as well as by the written

examinations conducted at the end of each semester.

The examination system is deemed satisfactory and effective, given that

evaluation of students depends on assignments prepared during each semester, and

not only on the final examination at the end of the courses.

4.6 How do you view the selection procedure for postgraduate students?

The following criteria are taken into consideration for candidates to be eligible

for acceptance to the postgraduate studies program:

The overall degree grade

The relevance of the undergraduate degree to the content of the PSP

The professional utilization of the postgraduate degree

Any research activity carried out by the prospective student

Scientific publications and presentations at conferences

Computer knowledge and use

Proficiency in English language and terminology. Knowledge of another foreign

language is considered an asset.

Interview

Any scholarships

The criteria for selection of postgraduate students are deemed satisfactory.

4.7 How do you view the financing of the Postgraduate Studies Program?

The program is self-financed.

4.8 How do you view the international dimension of the Postgraduate

Studies Program?

It would be desirable for the specific postgraduate program to also be aimed at

graduates of equivalent foreign institutions, for which there are no current provisions.

However, there are similar PSP operating in European countries (including Belgium)

and professors from these Universities teach 10% of the Department’s courses.



41

5. Doctoral Studies Program (-)

The Department and the TEI in general, does not offer a Ph.D. program at this

time. On one hand, this is not possible due to currently applicable legislation, and, on

the other, there are practical difficulties in organizing such a process. Certainly,

following the organization of the postgraduate program in collaboration with the Medical

School of Athens, we believe that in the future, after all legal, bureaucratic and

procedural issues are taken care of, the Department will be able to guide graduates

towards this direction.



42

6. Teaching

6.1. Effectiveness of the Faculty

6.1.1. Procedure for the evaluation of the Faculty by students.

Professors are evaluated every six months by students through questionnaires,

based on the standard questionnaires of the H.Q.A.A. A description of the evaluation

process and its implementation is provided below.

Procedure for the evaluation of the Faculty by students:

The relevant questionnaire is the same for all courses and concerns their

theoretical and laboratory part. It is anonymous. The questionnaires are distributed for

completion by students during classes between the 8th and 10th academic week.

Implementation of the procedure:

Members of the Department Faculty hand out questionnaires together with the

appropriate envelopes showing the respective course (theoretical or laboratory), the

semester, the professor in charge and the date. They briefly explain the purpose and

the process, answer any clarifying questions and leave the room. They return after 15

minutes and ask 1 or 2 students to collect the questionnaires. These students collect all

the questionnaires from all students and put them in an envelope which is then sealed.

The same students submit the envelope to the secretariat.

After collecting the questionnaires from all courses, the Department enters the

answers of students in a spreadsheet. Once data entry is completed, the relevant

sheets are delivered to an associate of the Department for processing. The processing

is limited to calculating the frequency of responses to each question as a whole for the

entire department.

The entry of data, the analysis of questionnaires and the creation of charts were

performed by Mrs. Vassiliki Gardiki, Special Technical Staff member of the

Department.

The results of data processing as far as the quality and effectiveness of the

Department’s Teaching Staff are concerned, are as follows:



43

Organization and presentation of the course syllabus

QUESTION 22

0,923,82

16,17

36,27

42,81

1 2 3 4 5

Rating

Perc

en

tag

e %

The Department has an excellent profile in terms of presentation and

organization of course syllabus. In most courses, members of the Faculty of the

Department arrange for the issue of papers or course notes.

Lectures are well organized in modules and presentations are made, wherever

possible using the most advanced technological methods to stimulate the interest of

students.

Stimulation of student interest in the subject of the course

QUESTION 23

2,495,99

32,29

41,27

19,3

1 2 3 4 5

Rating

Perc

en

tag

e %



44

The Department has an excellent profile in this area, since more than 70% of

students answered by marking the categories 'good' and 'very good'.

Analysis and presentation of course concepts in a simple and understandable way.

Use of examples.

QUESTION 24

1,95,43

31,07

44,64

19,3

1 2 3 4 5

Rating

Perc

en

tag

e %

The specialization of Aesthetics is intertwined with applied practice, and

therefore courses are presented with examples and concepts are analyzed in a lively

way. The Department’s overall profile here is again deemed excellent.

Encouragement of students to formulate questions and queries in order to develop their

own judgment.

QUESTION 25

2,07 4,33

14,07

28,86

50,66

1 2 3 4 5

Rating

Perc

en

tag

e %



45

When the course is taught using advanced teaching methods (lecture and

dialogue) by the professor, students have to participate actively throughout the course.

Moreover, students are constantly asked whether they have understood the concepts

being taught. In general, the view of the Department, as illustrated by the chart, is that

the Faculty respects students and makes every effort to educate them effectively.

Consistency with which the Faculty meets their obligations (attendance of classes,

timely evaluation of assignments or laboratory reports, time spent with students outside

classes).

QUESTION 26

1,44 3,49

11,77

26,8

56,49

1 2 3 4 5

Rating

Perc

en

tag

e %

The Faculty of the Department is distinguished for its professionalism and the

seriousness with which it takes its obligations. This is reflected in the very high level

(83%) of student ratings at a level above "satisfactory." Although the workload of the

Faculty in addition to its educational tasks, such as administrative work, participation in

committees, etc., is relatively high, they fulfill their obligations conscientiously.



46

Professor/student relations

QUESTION 27

1,66 3,03

13,06

28,7

53,54

1 2 3 4 5

Rating

Perc

en

tag

e %

Generally, there are no disputes. It should be noted that a very small percentage

(<5%) of students believe that their relationships with the Faculty are bad.

Contribution of teaching staff to the optimum understanding of the course material

QUESTION 28

1,444,56

22,06

41,73

30,21

1 2 3 4 5

Rating

Perc

en

tag

e %

Regarding the contribution of contract academic staff to the better

understanding of the course material, the highest percentage appears in categories 4

and 5, but there is also a percentage (~ 1 / 4) in category 3. In this respect, it could be

assumed that students consider that the understanding of the course material concerns

the theory part which is mostly taught by permanent Faculty.



47

6.1.2. Utilization of the results of Faculty student evaluations

The results are submitted to the Head of Department, who then distributes them

to the respective professors. Moreover, the overall results report is prepared, as is

shown in this report, containing statistical analysis (frequencies) of the data, is also

distributed to professors and is an extremely useful tool for comparing their personal

results with respect to Departmental averages. This enables professors to identify any

problems and try to improve them. The aim of every professor should be to improve

their course in accordance with the currently available data. By making their course

more attractive, the attendance of students on their course will be greater and teaching

of the course will be more effective.

6.1.3. Average weekly teaching workload of the Department’s academic staff.

Most expertise courses, at least in the theoretical part, are taught by permanent

Faculty members. However, for the teaching of the full course curriculum (theoretical

and laboratory parts) of the Department, an adequate number of scientific and

laboratory staff with the appropriate academic qualifications are hired on a contract

basis.

The estimated weekly teaching workload of permanent Faculty members is

shown below:

Grade Teaching Hours / Week

Professors 10

Associate Professors 12

Assistant Professors 14

Laboratory Professors 16

With regard to contract academic staff the maximum workload limit for scientific

associates is 12 teaching hours per week, and the limit for laboratory associates is 15

teaching hours per week.

It is noted that, at times, Faculty members voluntarily offer more hours than

those stipulated in the weekly schedule to meet the Department’s educational needs.

6.1.4. Members of the Department’s academic staff teaching in the

Postgraduate Studies Program.



48

The following table presents the academic staff participating in the Postgraduate

Studies Program of the Department of Aesthetics and Cosmetology, where it

participates as an associate Department.

The Department’s professors cover some of the subjects taught in this

postgraduate studies program. The rest is covered by the teaching staff of the Medical

School of the Athens University and by other departments of the TEI of Athens.

GRADE:

Professors: Evagelia Protopapa, Vassiliki Kefala, Eleni Kintziou

Assistant Professor: Athanasia Varvaresou

6.1.5 Contribution of postgraduate students in the teaching work of the

Department.

The Department’s Teaching Staff includes professors who have completed the

Postgraduate Studies Program and are employed as permanent Faculty or as contract

laboratory associates.

6.2 Quality and effectiveness of the teaching process

6.2.1 Methods used

A mixed teaching model is already followed for the majority of courses, which

promotes, whenever possible, the use of student-oriented and team-building methods,

including:

Synchronous, face-to-face teaching with the use of the Department’s physical

facilities and implementation of teaching methods including lectures, practical

laboratory exercises, assignment-based learning.

Support of the educational process through the utilization of modern technology

and the internet.

6.2.2 Procedure for revising course syllabuses and teaching methods

Updating of the content of courses is implemented by the Faculty at regular

intervals. This procedure is implemented when the undergraduate curriculum

undergoes revision by the relevant committee, following recommendations from the

Faculty members who have identified such a need through their research activities

and/or cooperation with other institutions. In any event, the Curriculum Committee will

present the recommendations for the revised syllabuses. Any change in the curriculum,

having followed the prescribed procedures (approval by the General Assembly of the



49

Department and TEI), is published in the student guide and on the Department’s

website, a modern tool where the activities of the Department are presented.

Also, at course level, each professor occasionally modifies the course notes for

distribution or reissues updated written texts. New books and course notes are currently

distributed at the Department.

6.2.3 Average degree grade

Graduation Year

Average Grade

(All graduates)

2005-2006 7.2

2006-2007 7.1

2007-2008 7.01

2008-2009 6.98

2009-2010 7.1

6.2.4 Monitoring of the educational progress of students

Admission year

Duration of studies (years)

Κ=4 Κ+1 Κ+2 Κ+3 Κ+4 Κ+5 Κ+6

Not

graduate

d

Total

2003-20041 59 41 13 2 1 47 163

2004-2005 41 48 8 73 170

2005-2006 43 8 76 127

2006-2007 1 21 73 95

2007-2008 87 87

2008-2009 83 83

2009-2010 97 97

As mentioned in several parts of this Report, one of the objectives of the

educational process is to make the course attractive to students and stimulate their

interest to continue to follow the teaching of knowledge offered to them regardless of its



50

form or source. In this respect, it is believed that there is an increasing lack of interest

among students in general.

Frequency of attendance of lectures

QUESTION 33

6,72 6,15

13,53

22,88

50,71

1 2 3 4 5

Rating

Perc

en

tag

e %

Attendance of lectures is shown by students to be at a very good level, reaching

70% on aggregate. However, the Faculty members present a picture of medium

attendance in their summary sheets. It is possible that the students’ answers reflect

what they think should be happening.

Frequency of attendance of laboratory sessions

QUESTION 34

0,48 0,19 2,83

13,88

82,61

1 2 3 4 5

Rating

Perc

en

tag

e %



51

The overall impression is that there is almost universal attendance of laboratory

courses. The reason is obvious, since laboratory courses are compulsory and

attendance is recorded. Students with attendance of a laboratory course less than that

prescribed by the regulation are required to repeat the laboratory. Moreover, the large

volume of work which students have to carry out requires their continuous attendance

in order to be able to complete the exercises, successfully too, since they are graded.

The difference between this and the previous question and the graph is obvious.

Frequency of response to written assignments/exercises

QUESTION 35

1,1 0,786,91

23,71

67,49

1 2 3 4 5

Grade

Ra

tes

%

As in the previous question, students need to be conscientious with regard to

examinations, since they are the means by which they proceed to the next semester,

and together with the institution of prerequisite courses, this raises the rate of

participation.



52

Systematic homework study for curriculum syllabuses

QUESTION 36

2,76

8,98

31,56 32,75

23,95

1 2 3 4 5

Rating

Perc

en

tag

e %

The impression given by the chart is mixed. Students are far from being

considered extremely diligent, as one would expect on the basis of the previous two

graphs. However, systematic homework studying for the curriculum is at a moderate to

satisfactory level. The categories “none” or “a little” account for about 12%.

Hours of study per week for each course: 1= <2 hours, 2=2-4 hours, 3=4-6 hours, 4=6-8

hours, 5= >8 hours



53

QUESTION 37 31,33 31,23

20,42

10,52

6,49

1 2 3 4 5

Rating

Perc

en

tag

e %

Unfortunately, the overall impression is disappointing. It is obvious that the

majority of students spend very few hours studying their courses during the semester.

Also considering that in their answers, students have overestimated their effort during

the week, maybe the actual picture is even worse.

6.3. Teaching work planning and implementation.

6.3.1. Notification of the curriculum to students at the beginning of each semester.

The detailed syllabuses for all courses are included in the Department student

guide, which is handed to students on their registration. It is also possible to find the

relevant information on the Department’s website. Moreover, the first lesson in the

classroom usually focuses on getting to know students and providing information about

the course, such as the theme of the course and an initial introduction to the subject,

teaching methods, books to be studied, methods of evaluation, etc.

Particularly in the case of laboratory courses, when students are welcomed to

the laboratory at the beginning of each semester, Faculty members and contract

associates will present course content in detail, and answer students’ questions to help

them get oriented.

6.3.2. Description of course learning objectives and expected outcomes.

The learning objectives and expected outcomes are an integral part of the

description of the course and are made available to students under the aforementioned

procedures, but also at the initial sessions of the courses.



54

Clarity of course objectives

QUESTION 1

0,72,9

37,07

44,39

14,93

1 2 3 4 5

Rating

Perc

en

tag

e %

The Department’s profile is excellent. Students understand the objectives of the

courses, with a percentage rating of almost 83%.

Structure and presentation of the course syllabus

QUESTION 2

0,42,67

43,37

34,26

19,3

1 2 3 4 5

Rating

Perc

en

tag

e %



55

QUESTION 3

1,21

7,07

35,35 34,85

21,51

1 2 3 4 5

Rating

Perc

en

tag

e %

The picture is quite good as in the previous question, given that questions 2 and

3 relate to the same topic.

Recognition of the need for a system of prerequisite courses

QUESTION 8

3,526,73

27,67

31,9430,13

1 2 3 4 5

Rating

Perc

en

tag

e %



56

Students seem to have answered this question quite maturely in the sense that

they understand the value of prerequisite courses for their education, despite the fact

that prerequisite courses may delay them in obtaining their degree.

Use of knowledge from or linked to other courses

QUESTION 9

3,16

7,91

27,85

32,91

28,16

1 2 3 4 5

Rating

Perc

en

tag

e %

From this aspect, the profile of the Department is very good, although linking

between courses is maybe the greatest problem currently faced by the educational

system with respect to its actual structure.

Difficulty level of courses depending on the year of study

QUESTION 10

4,758,44

35,86 34,6

16,35

1 2 3 4 5

Rating

Perc

en

tag

e %



57

The theoretical or laboratory courses offered at the Department require a great

deal of study, perseverance, effort and attention. It is natural that many answers are in

the 'medium' and 'very much' categories.

Need for and quality evaluation of extra tutorials

QUESTION 11

47,71

16,54 15,9

9,92 9,92

1 2 3 4 5

Rating

Perc

en

tag

e %

QUESTION 12 41,5

15,0218,58

13,24 11,66

1 2 3 4 5

Rating

Perc

en

tag

e %

Most students consider that the level of education provided by the Department

is adequate (this can also be seen in other answers of students), so there is no urgent

need for tutorials.



58

Number of teaching units in relation to workload

QUESTION 13

3,56

9,14

43,11

30,4

13,78

1 2 3 4 5

Rating

Perc

en

tag

e %

The responses to this question must be given less weight, because the

institution of teaching units is relatively new and means little to students. This is the

reason why there is a normal distribution bell curve around the average.

Transparency of grading criteria

QUESTION 14

3,35,85

31,51 32,65

26,68

1 2 3 4 5

Rating

Perc

en

tag

e %

The Department’s profile is very good. The majority of students consider that

their evaluation by the Department’s teaching staff is fair.



59

Preparation of assignments as part of the course

QUESTION 15

3,225,16

27,4229,35

34,84

1 2 3 4 5

Rating

Perc

en

tag

e %

QUESTION 16

1,624,22

23,38

36,3634,41

1 2 3 4 5

Rating

Perc

en

tag

e %

In some courses, assignments are given to students, which may be prepared on

a compulsory or voluntary basis depending on the professor. These assignments are

presented at the end of the semester and are submitted in hard copy to the relevant

professor. They are graded and their grade affects the final grade for the course.

The picture that emerges from the questions about whether the topic was

promptly given (question 15) and whether the preparation time was sufficient (question

16) is very good.



60

Guidance on the preparation of assignments and quality of supervisor's comments

QUESTION 18

3,757,19

16,25

33,75

39,06

1 2 3 4 5

Rating

Perc

en

tag

e %

QUESTION 19

5,13 5,45

29,49 30,45 29,49

1 2 3 4 5

Rating

Perc

en

tag

e %

The profile which emerges is good, as approximately 90% of students

responded positively that supervisors provide effective guidance and comments.



61

Potential for improving assignments

QUESTION 20

5,13 5,45

29,49 30,45 29,49

1 2 3 4 5

Rating

Perc

en

tag

e %

The profile which emerges is good. The potential for improving assignments is

very limited in the case of semester courses due to the tight deadlines and workload of

students. However, there is time to improve the dissertation and the only actual

restriction is the time availability of each student.

Outcome of assignments for understanding of the subject

QUESTION 21

2,625,9

27,21

33,7730,49

1 2 3 4 5

Rating

Perc

en

tag

e %



62

The profile which emerges is very good. The subjects given are obviously well-

aimed, the assistance offered by teaching staff is satisfactory, and the emphasis on

presentation and evaluation of the assignment is good.

6.3.3. Procedure for measuring the achievement of learning objectives for

courses

Achievement of learning objectives is measured in the following ways:

special activities organized by each professor in the class

statistics from satisfaction surveys and educational work evaluation

questionnaires.

6.3.4. Level of compliance with the course timetable

The final certified course timetable is posted on the bulletin board and the

website of the Department and is strictly adhered to throughout the semester, given

also that the lack of facilities does not easily permit its amendment.

The only exception is in case of illness or absence of the Teaching Staff. In such

case, courses are rescheduled and students are notified in writing, through the

Secretariat and by means of the online student notification system (posting on the

website).

6.3.5. Rationality of the planning and structure of course class timetables

During the planning of the courses’ class timetable an effort is made to satisfy

the following criteria:

Teaching theory courses preferably in the morning.

Combining laboratory and theory courses each day, depending on their weight

and level of difficulty, to ensure the least tiring timetable for students.

Teaching laboratory courses both in the morning and in the afternoon so as to

facilitate working students.

Avoiding large gaps in the daily class timetable each semester, to ensure that

student class attendance is continuous and that they have enough free time for

studying and other activities.

Theory and laboratory courses in the same semester should not be scheduled

to be taught at the same time. However, this is not possible for courses in different

semesters, because of the limited number of classrooms.

6.3.6. Basis introductory courses taught by Faculty members from the two

higher grades



63

All introductory courses are taught by Faculty members from other Departments

(e.g. Department of General Medical Studies, etc.) most of whom are in senior grades.

6.3.7. Members of the Department Faculty teaching courses outside their

narrow or broader field of knowledge.

All members of the Department’s academic staff are teaching courses within

their narrow or broader field of knowledge. If the research - scientific field in which they

are specialized is relevant to the lesson taught, then it is considered to be within their

narrow field of knowledge.

6.3.8. Organization and effectiveness of laboratories

The study and analysis of the results of student questionnaires on the quality

and effectiveness of the educational process in laboratories is as follows:

Adequacy of notes for laboratory exercises.

QUESTION 30

6,8510,51

26,02

33,5

23,11

1 2 3 4 5

Rating

Perc

en

tag

e %

Clearly the majority of students find that the notes distributed for laboratory

exercises are moderately satisfactory.

The students’ views on this question are directly related to question 31 (below).

Both the picture and the explanations are similar.



64

Explanation of the basic principles of exercises

QUESTION 31

2,516,06

22,3

36,2532,87

1 2 3 4 5

Rating

Perc

en

tag

e %

A great number of students do not seem to fully understand the basic principles

behind the exercises. This is due both to the large number of students in laboratories,

the low professor/student ratio (1/25-30) and the uncertainty and anxiety experienced

by students towards something both new and difficult.

Another significant cause is, however, the fact that the majority of students do

not attend theory classes, and therefore, the background knowledge required when

attending laboratory courses is inadequate.

Adequacy of laboratory equipment

QUESTION 32

6,1

9,38

20,48

33,0231,02

1 2 3 4 5

Rating

Perc

en

tag

e %



65

The picture of the adequacy of laboratory equipment is satisfactory. We believe

that the Department’s equipment meets the needs of the laboratory sessions. What

could be improved is the maintenance of equipment.

Difficulty level of the laboratory over the year

QUESTION 29

4,52

8,54

35,7 35,43

15,81

1 2 3 4 5

Rating

Perc

en

tag

e %

The picture that emerges from the question regarding the level of difficulty may

explain the previous three questions related to the laboratory. It also confirms the

attempt to interpret the results. The majority of students say that the difficulty level is

moderate and about 50% believe that the difficulty is at a level above moderate.

This can be explained by the fact that the majority of students do not follow the

teaching of theoretical courses and thus experience difficulty in understanding the

laboratory exercises where theory is put into practice.

6.4 Educational aids

6.4.1 Types and number of aids (e.g. books, notes, material in websites, etc.)

that are distributed to students.

The educational process is supported by the following various types of

educational material which are distributed to students:

Books selected as the main texts for each course and distributed by the TEI

Institute.

Professor’s notes in hard copy, for courses where there is no similar book or

where provided as a supplement to the main book (eg, laboratory guides, etc.).



66

Online literature and international databases, where students can find

information on their subject of study and, generally, on any specialized topic they are

interested in which is not covered by printed aids.

Literature is proposed for all courses and is mainly available in the institute’s

library.

The aids distributed to students in various forms cover the entire curriculum.

6.4.2 Procedure for the update of aids.

The process of updating the lists of distributed printed books and notes is

started before the end of each academic year, in order to plan supplies for the following

year. As part of this process, professors may modify the educational aids and update

the notes they hand out.

6.4.3 Exactly how and when are aids handed out?

QUESTION 5

18,6617,48

23,13

19,321,43

1 2 3 4 5

Rating

Perc

en

tag

e %

The satisfaction profile reflected by students’ responses to question 5 of the

questionnaire is mixed. Students are fairly evenly split between all of the 5 ratings. It is



67

clear that the percentage from "moderate" and below is greater than 50% and gives the

worst picture of all questions in the questionnaire. It is however noted that the

Department does not operate autonomously and that books are handed out centrally by

the Institute. Notes are always handed out promptly, since the Department keeps a

stock with an adequate number of copies each time.

6.4.4 Percentage of curriculum covered by the aids.

Most of the curriculum is covered by the aids. When the main textbook is not

sufficient, additional notes are handed out by the teaching staff. In addition, the

proposed bibliographical literature which students can access for additional information

more than covers educational needs in every subject field. Obviously all educational

institutions are constantly renewing their bibliographical literature to meet new needs.

Assessment of the main textbook or notes

QUESTION 6

8,4611,74

29,68 30,25

19,86

1 2 3 4 5

Rating

Perc

en

tag

e %

Student responses indicate that the main textbook and the notes are quite

satisfactory. Most textbooks and notes handed out at the department are relatively new.

6.4.5 Bibliographical support beyond distributed textbooks.

As stated above, in addition to distributed textbooks, students are provided with

suggested bibliography from easily accessible sources, such as the Library of the TEI

of Athens. Support is thus provided by the central library with the collaboration of the



68

Department Faculty for ordering and enriching the library with new books. Students are

also guided in finding information in libraries of other departments or schools on

relevant topics. Furthermore, students’ efforts are significantly supported by the Internet

and the participation of the Institute in the Healink network, as well as through the use

of public and free access Internet sources of professors themselves.

Availability of bibliographical literature in the Institute library

QUESTION 7

4,62

9,68

29,35 29,89

26,45

1 2 3 4 5

Rating

Perc

en

tag

e %

The Department seeks to renew library books regularly, in accordance with

available funds.

Existence of relevant research material in the library

QUESTION 17

4,52

11,93

34,84

26,77

21,93

1 2 3 4 5

Rating

Perc

en

tag

e %



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Here the picture is the same as that related to the availability of books in the

library (question 7), although most answers to the question on relevant research

material for the preparation of assignments are “moderate”. This is explained by the fact

that the subject area covers a vast research field that cannot be adequately covered by

one department. However, the TEI library has an adequate number of high-level titles.

6.5 Quality of educational aids

Effectiveness of educational aids in better understanding of the course taught

The impression made by the Department is fairly good. Only a small proportion

of <15% consider that educational aids are inadequate. It would be quite interesting if

this percentage of students could explain the reasons why they consider it inadequate.

QUESTION 4

3,56

8,37

33,26

29,5

25,31

1 2 3 4 5

Rating

Perc

en

tag

e %

The Department should focus on informing students from the very first days of

their attendance, of the ongoing effort to provide information which is not under any

circumstances limited only to a classroom or a book.

6.6 Available facilities

The TEI of Athens has a well-known problem with lack of space, with severe

shortages in all types of facilities, offices, classrooms, laboratories, etc. The problem is

made worse by the large number of departments and students. This is the reason why

several areas are of mixed use (classrooms and laboratories), creating difficulties which



70

downgrade the quality of education. There is an urgent need to relocate some

departments or the entire TEI Institute to somewhere with more spacious facilities.

6.6.1 Classrooms

(a) Number and capacity

The Department has two classrooms (45, 46) with seating capacity for 70

students. For teaching purposes, it also uses certain laboratories when they are free,

which have an average capacity of 25 students.

(b) Adequacy, appropriateness and quality

The number of classrooms and seating capacity is relatively satisfactory.

However, the use of laboratories presents some technical problems:

• Difficulty after the end of each course in arranging and delivering the

classroom for use by the next class.

• Highly unsafe hygiene conditions

(c) Level of use

At the maximum, throughout the day and week.

(d) Adequacy and quality of supporting equipment.

The supporting equipment available is adequate. The classrooms have a video

projector, slide projector, data projector, etc. There is an air conditioning and ventilation

system.

6.6.2 Laboratories

(a) Number and capacity

Six classrooms, four of which have a seating capacity of 25, one a capacity of

20, and one of 15. The seating capacity here is deemed inadequate.

(b) Adequacy and appropriateness of available space

The space is designed in accordance with the requirements of a modern

laboratory, with workstations equipped with the necessary equipment and it is deemed

satisfactory. The problems which often arise are due to the large number of students.

(c) Level of use

They are used to the extent required to meet teaching needs. Because of the

excessive number of students, laboratories are in operation during both morning and

evening hours, with two different groups of students.

(d) Adequacy, appropriateness and quality of laboratory equipment

The equipment used is adequate and appropriate, though adequacy also

depends on the number of students. The overall impression of the Department is

illustrated by question 32, commented on above. The large number of students leads to



71

delays in completing the exercises, and downgrades of the quality of work and

performance of students.

(e) Adequacy of storage facilities (laboratory equipment, reagents, etc.)

There are no separate storage areas.

Storage space for materials, equipment, student work, etc. in laboratories is

limited, thus creating problems in the operation of the laboratory.

6.6.3 Special Technical Staff (STS).

(a) Number and expertise

The Department employs 2 STS members in charge of maintaining and storing

the equipment, supervising the laboratories, preparing the laboratory exercises, and

generally carrying out support tasks for the proper functioning of the department.

These members are:

1) Aikaterini Dilaveri

2) Vassiliki Gardiki

6.7 Degree of utilization of information and communications technologies

6.7.1 Use of information and communications technologies in theoretical

teaching

Classrooms are equipped with computers and data projectors. Teaching staff

have all necessary the necessary electronic equipment available to deliver their subject

matter, and make use of all available methods.

Classrooms also feature a phone line and Internet access, so that the subject

matter can be studied in real time, in the presence of both professors and students.

6.7.2 Use of information and communications technologies in laboratory

teaching

The same applies as far as equipment for laboratory teaching is concerned. In

general, the Department has adequate computer equipment to support the educational

process.



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6.8 What do you think of the professor/student ratio and their collaboration?

6.8.1 Professor/student ratio in courses.

In a standard semester, the professor/student ratio in courses is about 1/45-50

6.8.2 Professor/student ratio in laboratory courses.

In laboratory courses, if the number of students is large, they are divided into

groups of not more than 22-25 persons. Therefore, most of the time, this ratio reaches

approximately 1/25. In some laboratories, efforts are made to have 2 teachers, but this

is not always possible and depends on the following factors:

• Number of Faculty members. Not enough to have two in each laboratory. To

this end, the government must ensure, through the competent ministry, an increase in

the stipulated number of permanent positions, by posting new job vacancies for

permanent Faculty to meet the needs of the Department.

• Number of contract scientific and laboratory associates, which depends on the

TEI’s budget and is generally declining.

• Student intake, which, although reduced compared with the past, is still

considered high.

6.8.3 Cooperation between Faculty and students.

The cooperation of the Department’s Faculty with students is very good.

Problems are rarely created, and are handled in the most amicable fashion. This

positive climate is also ensured by the scientific training and general education of the

Department’s Faculty members, and by the relatively high caliber of Department’s

students due to base admission scores in the Pan-Hellenic University Admission

Examinations.

Cooperation is not limited to educational issues alone, merely answering

questions or providing guidance in the preparation of exercises and dissertations, but

also involves consultation on a variety of problems faced by students, the most

important of which is their professional orientation after graduation or admittance to a

postgraduate studies program.

This is why the Department has introduced the institution of Professorial

Advisor.

Before the start of each academic semester, professors communicate to the

their office hours to the Subject Group General Assembly, indicating when they can be



73

reached by students and a summary document is forwarded to the Head of

Department.

Adherence to this timetable is mandatory for professors and is part of their

weekly teaching obligations.

Professors’ office hours are also posted outside their office and in the

Secretariat.

In case of absence, professors must notify students by written notice on the

Department’s bulletin board.

6.9 How do you view the extent to which teaching is linked to research?

6.9.1 How is the education of students approached in the research process

(e.g., search and use of the literature)?

Within the scope of many of the assignments prepared by students during their

studies in the Department, especially for the needs of their dissertation, it is necessary

for them to undertake bibliographical searches of the literature and scientific articles

and make use of them. To this end, professors inform students about the use of the

Institute’s Library and the associated online libraries.

In addition, we recommend searching for articles and online sources via the

Internet, with an emphasis on reference capturing using international systems.

6.9.2 Do students have the opportunity to participate in research projects?

At the present time, no.

However, as part of the organization of the research laboratory which is

mentioned in the chapter on research work, one of the Department’s objectives is to

involve students.

6.10 How do you view collaborations with educational centers in the country and

abroad, and with the community?

6.10.1 Educational centers within the country with which the Department

collaborates

The Department works closely with the Medical School of Athens in the joint

organization of the Department’s Postgraduate Studies Program. Also, the library of

the Medical School features a great number of textbooks, theses, dissertations and

journals, and provides access to online databases, which is an excellent information

source for our students.



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6.10.2 Educational collaborations with local, regional or national social

institutions

The Department has developed regular collaborations with different

organizations for the conduct of many student internships.

It also works closely with professional associations to resolve a range of issues,

such as improving the institution of internship, organizing Pan-Hellenic Conferences,

issues concerning the industry, etc.

6.11 How do you view the mobility of Faculty members and students?

6.11.1 Strategic Planning for mobility of academic community members

The Department supports and facilitates the mobility of the Department’s Faculty

members, either in terms of research activity or attendance at conferences, etc, always

by agreement with the Institute, and ensures the timely replacement of absent

members in the educational process.

6.11.2 How many and which agreements have been concluded to enhance the

foreign exchange of teaching staff?

Currently, there is no applicable agreement for cooperation with foreign

institutions to facilitate the foreign exchange of teaching staff, and therefore mobility is

limited to individual attendance at conferences where papers are presented.

6.11.3 How satisfactory is the operation and staffing of the Central Office of

International/European Programs and their connections?

The Office of International and European Programs is regulated by the TEI. Its

operation and staffing are satisfactory.

At the Department level, specific Faculty members are in charge of offering

guidance to interested students.

The outcomes of this institution are probably not worthy of its potential and

importance, due to its limited promotion, but mainly due to the limited interest of

students.



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6.11.4 What actions does the Department take to inform the academic

community about the exchange programs it undertakes?

Announcements, Internet, information of first-year students at orientation.

6.11.5 How are incoming students supported?

Through the Student Welfare Office of the TEI of Athens.

6.11.6 Is there any additional financial assistance provided (by the Department

and/or the Institute) to students and academic staff members who take part in

exchange programs?

As mentioned above, there are no exchange agreements for students. Financial

assistance is however provided to professors participating in conferences in Greece or

abroad and, for example, may reach the amount of 1,200 Euros for overseas travel.

6.11.7 How is the quality (and not merely the quantity) of the mobility of

academic staff monitored?

Through the usual publications of research work.

7. Research work

7.1 Promoting research within the Department

7.1.1 Specific research policy of the Department

Research currently carried out involves the research interests of the Department

Faculty and is undertaken either on an individual basis or jointly with other Faculty or

Research Staff members or as part of research project proposals that are occasionally

submitted to the TEI of Athens.

There is no unified research policy with the Department and there is no

Research Committee designated within the Department to coordinate and monitor the

progress of the Department’s research programs to completion and publication of

results. However, one of the Department’s main future priorities is to establish a

Committee to take charge of planning the Department’s research policy in cooperation

with the Faculty members concerned. In any event though, this will not be sufficient to



76

support research carried out in the Department. A determining factor is the active

involvement of each member Faculty member in the research work carried out, and the

provision of incentives by both the state and the Technological Educational Institute

mainly through the funding of research proposals.

7.1.2 Monitoring of implementation of the Department’s research policy

There is no unified monitoring policy, since this has not been fully developed

within the Department. The research project proposals submitted to the TEI of Athens,

if funded by the TEI, are subject to the procedure prescribed by the relevant program

(e.g. Thalis) and the execution of research work is monitored as part of this process.

If the proposal is self-funded (i.e. supported by the Department and the Faculty

members involved in the research), interim reports on the progress of research project

are submitted to the TEI’s Research Committee, until research is fully completed.

7.1.3 Publication of an implementation report on the Department’s research

policy

The publication of the results of research proposals which are ultimately

undertaken is made by the Faculty submitting the proposals in the first place, and may

be in the form of publication in prestigious scientific journals or presentations of papers

at a scientific conference.

7.1.4 Research incentives offered to the academic community

Generally speaking, the view could be taken that there are no research

incentives provided. Even the inclusion of a research proposal to a European

Community program could not be considered a financial incentive for the TEI’s teaching

staff, because their salaries are low compared to the workload required to complete the

project. In most cases, no fees are provided to third parties who may have performed

part of the study at the request of researchers.

A disincentive to the conduct of research is also the exclusion of secretarial

support as eligible costs, which greatly increases the workload (paperwork) for the

Faculty, whose administrative and educational work is already substantial.

Another disincentive to the conduct of research is the fact that a number of the

Department’s professors are in an older age group (over fifty years of age) with little or

no future career ambitions or potential for promotion to a higher grade. If these

professors had prospects for development or personal ambition, they might be more

motivated to take part in research work as an important element affecting promotion

decisions.



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7.1.5 Information of academic staff regarding research funding opportunities

The staff is informed through the Research Committee notifications posted on

the homepage of the TEI of Athens, and through e-mails sent to each professor.

7.1.6 Support for the research process

Research proposals submitted by professors (collective or individual) are either

self-funded (supported by the infrastructure of the Department and participating Faculty

members) or subject to European research projects funded by the European

Community. Research projects are occasionally funded by the Special Account of the

TEI Institute. As mentioned above, funding is limited and this is a very strong

disincentive for conducting research. Besides the lack of funds, there is also a lack of

support for the research process centrally (at the TEI level), which could be provided

through the creation of a research laboratory with the necessary facilities, secretarial

support, technical staff etc. Accordingly most attempted research is made on the

initiative of Teaching Staff members demanding great efforts, time and, certainly, cost.

7.1.7 Dissemination of research results within the Department and the Greek

and international academic and scientific community

Copies of published scientific papers or presentations at conferences are

distributed to the Faculty and students of the Department on the initiative of the Faculty

members who performed the research. The results of research efforts are disclosed to

the research community through publications both in Greek and foreign scientific

journals and presentations at conferences in Greece and abroad.

7.1.8 Dissemination of research results within the national and local community

Research results are reported to companies or industrial facilities which may be

interested and the possibility of cooperation with these companies or industrial facilities

in joint research projects is examined on a case-by-case basis.



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7.2 Research programs and projects performed at the Department

7.2.1 Research projects and activities completed or in progress during the last

five years

There are three research programs under the Archimedes I Operational Program for

Education and Primary Vocational Training

Archimedes II Research Operational Program for Education and Primary

Vocational Training

Athina Research Program

Thalis Research program

7.2.2 Percentage of Faculty members involved in research initiatives

Approximately 30% of all permanent Faculty staff

7.3 Research facilities

7.3.1 Number and capacity of research laboratories

There is no available research laboratory for research program development.

Research work is carried out in the Cosmetology and Aesthetics Laboratory and the

Facial Aesthetics Laboratory, which is also used for the regular training of

undergraduate students, and in the School of Pharmacy of the University of Athens. It is

necessary to find space for research work by undergraduate and postgraduate

students, as well as for Faculty members who wish to carry out research projects.

7.3.2 Adequacy, appropriateness and quality of research laboratories

Adequacy: The Cosmetology Laboratory, which is also used for research

purposes, covers an area of approximately 100 m2, but is occupied from Monday to

Thursday, 6 hours per day, by 20-25 undergraduate students. Essentially, there is not

enough space for research project development.

Appropriateness: The facility is appropriate, but insufficient for the training of

undergraduate students at the same time as conducting research work.

Quality: Satisfactory.

The Facial Aesthetics laboratory is deemed adequate and appropriate for

carrying out high level research.



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7.3.3. Adequacy, appropriateness and quality of laboratory equipment

Laboratory equipment has been renewed during the last three years, but more

space is needed, as is the procurement of more equipment. The quality of the existing

equipment is excellent.

7.3.4 Available research facilities and needs

The existing facilities do not meet research needs. New equipment needs to be

procured and existing equipment needs to be upgraded. This may not be possible at

Department level. The Institute could equip and organize a joint research center which

could be open, with proper planning, to all departments.

7.3.5 Research subjects not covered by existing facilities

Facilities for study of the following are not available: percutaneous absorption,

skin ultrasound, lipophilicity, microbial loads in cosmetics, sunscreen effectiveness, hair

care product effectiveness, predictive molecular modeling of percutaneous absorption,

cosmetic products analysis, stability of active substances in cosmetics by liquid

chromatography

7.3.6. Use of research facilities

Research facilities are used wherever necessary. This means that the

equipment is used when an experimental study is carried out.

7.3.7 Renewal, age and operating condition of existing equipment

Over the last three years, the equipment has been regularly renewed. It is

necessary however to purchase new, additional equipment, such as a percutaneous

absorption device, a sun protection factor analysis system, HPLC, a system for the

study of lipophilic active ingredients, molecular modeling programs for predicting

percutaneous absorption and others.

7.3.8 Financing of supply, maintenance and renewal of research facilities

New and more up-to-date equipment is purchased as part of new EU programs,

from the funds of the Special Account of the TEI, or funds allocated for the procurement

of permanent equipment by the Department.



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7.4 Scientific publications of Department Faculty over the last five years

7.4.1 Books/monographs published by the Department Faculty Members

During the last five years, 8 books have been published by the Department Faculty.

7.4.2 Papers published by the Department Faculty members

A total of 33 papers were published in scientific journals with peer-review and 17

papers in scientific journals without peer-review.

7.5 Acknowledgement of research performed in the Department by third parties

7.5.1 Citations of publications authored by the Department’s Faculty

The total number of citation references to publications authored by the

Department’s Faculty is 198.

7.5.2 Participation of Department Faculty in scientific conference committees

during the last five years

The number of participations by Department Faculty in scientific conference

committees during the last five years is 15.

7.5.3 Invitations of Department Faculty members from other academic / research

institutions to give lectures/presentations, etc. over the last five years

The number of invitations received by Department Faculty members from

other academic/research institutions to give lectures/presentations, etc. over the

last five years, is 16.

7.5.4 Department Faculty members acting as referees in scientific journals

Four Faculty members act as referees for both Greek and International

journals.

7.5.5 Practical use (e.g. industrial applications) of the results of the research

carried out by the Department teaching staff

The results of research carried out at the Department are communicated to

companies and industries involved with the subject of research and are applied in

production, or joint research studies are conducted to confirm or expand the results.



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7.6 Research collaborations of the Department

Research collaborations between members of the Department, or with members

of other departments of the TEI, or Academic Research staff members of Greek or

foreign universities are so far developed under individual initiatives, without the

Department’s involvement.

7.7 Student participation in research. Participation of undergraduate or

postgraduate students in the Department’s scientific activities.

So far, there is no student participation in research conducted in the

Department. As noted above, research is organized by Faculty members on an

individual basis. But as part of the organization of a research laboratory within the

department, we hope to ensure the involvement of students trained in the laboratory.



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8. Relations with social/cultural/productive (SCP) players

8.1 Department collaboration with SCP organizations

8.1.1 Which collaborations with SCP organizations are or have been

implemented by the Department over the last five years?

The Department participates with Faculty members in work groups to improve

legislation and to establish professional prerogatives for various groups in the

Aesthetics-Cosmetology sector.

The Department also collaborates with other organizations in its participation

and organization of conferences. Members of the Department participate in Aesthetics

and Cosmetology conferences, medical conferences (dermatological, endocrinological)

and pharmaceutical conferences.

The Department also works closely with business organizations, such as owners

of aesthetics treatment facilities and other organizations (e.g. cosmetics manufacturers)

where students of the Department are accepted to conduct their internship. Department

Faculty members also cooperate with these organizations to improve the institution of

internship.

8.1.2 How many of the Department’s Faculty members have participated in such

activities?

There is no fixed number of Teaching Staff members participating in the

organization of conferences. Participation is arranged according to requirements.

There is a three-member committee in charge of arranging student internships, which is

periodically renewed.

8.1.3 How is the Department’s scientific collaboration with SCP organizations

acknowledged and communicated?

The Department’s scientific collaboration with SCP organizations is

communicated through conferences either as members of organizing committees or by

means of announcements and presentations of scientific papers.



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8.2 Departmental activity with regard to the development of collaborations with

SCP organizations

8.2.1 Are there any mechanisms and procedures for developing collaborations?

How effective do you think they are?

The Department cooperates with the Ministry of Health and Social Solidarity,

and with clubs and associations in the industry of Aesthetics and Cosmetology. These

collaborations are developed on an as-needed basis. There are mechanisms and

procedures for developing collaborations, but they need to be further improved and a

strategy needs to be developed.

8.2.2. How do Faculty members of the Department view the development of

such collaborations?

The Department’s teaching staff members view all these forms of collaboration

positively and contribute substantially to them. Every collaboration with SCP

organizations helps in the upgrading and openness of the Department.

8.2.3 How do SCP organizations view the development of such collaborations?

All organizations which have collaborated with the Department took a positive

view and expressed interest in consolidating and improving cooperation. This is

confirmed by the repeated contacts that were made and continue to be made.

8.2.4 Does the Department have officially accredited laboratories certified to

provide services?

Without specific certification, the Department has very good laboratory facilities

able to provide services as required by the specific collaborations. Moreover, it is able

to rely on the initiatives of its Faculty members to ensure the flexibility required for

organizing collaboration.

8.2.5 Are the Department's laboratory facilities used in collaborations with SCP

organizations?

As reported, they have been used to a certain extent. However, much more

could be done to improve the Department’s ability to collaborate with respect to its

laboratory facilities and its collaborations with SCP organizations.



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8.3 Department activities towards the development and strengthening of

collaborations with SCP organizations.

8.3.1 Are the results of collaborative projects announced in specific magazines

or the press?

The results of collaborative projects are communicated in specific Greek and

foreign journals and the magazine of the TEI of Athens.

8.3.2 Does the Department organize or participate in events to inform SCP

organizations about the purpose, scope and work of the Department?

The Department regularly organizes and participates in conferences to inform

SCP organizations about the purpose, scope and work of the Department.

8.3.3 Is there contact and cooperation with graduates of the Department who

are employed by SCP organizations?

It is natural for the Department to collaborate more effectively with graduates

working in productive organizations with which it has a well-developed collaboration.

Occasionally, the Department cooperates with graduates who work for or are

members of collective institutions, aimed at informing and discussing issues related to

the industry. In this way, it is able to participate in the strategic policy making process.

These efforts, of course, are undertaken on a voluntary basis by both parties. The

ambition of the Department is, with the help of the public relations office of the TEI, to

establish this on an institutionalized basis.

8.4 Linking collaboration with SCP organizations to the teaching process

The performance of internship in aesthetics treatment facilities and companies is

part of the educational process. Moreover, visits of students to production facilities or

demonstrations of materials and equipment in organizations are on occasion scheduled

as part of the educational experience.

The participation of the Department’s students in conferences, often 100%

subsidized by productive or collective organizations, helps to develop connections with

these organizations and forms part of the educational process in the broadest sense of

the term.



85


9.1 Procedure for formulation of a specific short to medium term (e.g. 5 year)

development plan. Effectiveness of the procedure.

The Department, based on opinions formed at the level of the Subject Groups or

the Council, considers that the prospects for development and improvement in the

future involve the following areas:

A. Improving educational facilities with currently available means and resources

(funding by the Institute, Community support frameworks, etc.)

B. Upgrading of the curriculum, where necessary, following proposals submitted

by the Subject Groups and ratified by the General Assembly. The upgrading of the

curriculum is a process that increases the Department’s flexibility in focusing the

education of students on the real needs of the labor market.

C. Links to the production process. It specifically invests in the development of

collaborations with organizations involved in the industry (associations, federations,

etc.) both at the level of undergraduate studies (internship) and at the level of

professional career advancement.

D. Postgraduate studies programs. The Department jointly organizes a

Postgraduate Studies Program entitled “Environment and Health. Capacity building for

decision making" with the Medical School of Athens, under the applicable Law 2083/92.

The Department’s intention is to also co-organize a doctoral program.

It further advises its graduates on the selection of postgraduate programs

abroad.

The purpose of this is to create worthy associates and new teaching staff who

are graduates of the Department itself and who will be able to channel back advanced

knowledge to the educational system.

The Department’s intention is to create an autonomous postgraduate program,

once establishment of such a program in the T.E.I’s is consolidated by legislation.



86

9.2 Development plan monitoring process

There is no development plan evaluation process currently in place. At the

present time, the department is focusing on its future design.

9.3 Participation of the academic community in planning and monitoring the

realization of development strategies and making strategic outcomes known to

the public

The Department of Aesthetics and Cosmetology belongs to the Faculty of

Health and Caring Professions of the TEI of Athens. Thus, every activity of the

Department is communicated to the competent bodies, is evaluated and various

activities are made public either in periodical journals or on the Institute’s website.

9.4 Collection and use by the Department of the information and indicators

required for the effective planning of its academic development

Through the evaluation process, of which the present document is also a part,

the Department collects all the necessary information for analysis and subsequent use

for the better planning of its academic development.

Also, the Department plans to collect information from the Career Services

Office of the TEI regarding the professional career development of graduates and to

keep in contact with them. This would lead to a more rational planning of courses

based on the actual needs of the profession and developments in the field of Aesthetics

and Cosmetology.

9.5 Process of publication of the development plan and its outcomes

The Department aims to include the results of its specific development plan, the

process of its definition, its outcomes and method of publication in its next evaluation.

9.6 The Department’s efforts to attract high-caliber academic staff.

Following amendment of the legislation pertaining to the recruitment of teaching

staff with higher educational qualifications, equivalent to those required for universities,

the caliber of members Faculty staff recruited has been significantly upgraded. Apart

from this, the Department's strategy to attract members with high academic

qualifications includes:

A. Upgrading of the studies programs in line with international standards;

B. Promotion and advertisement of the Department’s academic work, through

the participation of its current members in scientific conferences;



87

C. Provision of support to collective and professional bodies (associations,

federation, etc.) at all levels and forms of collaboration. This outward-looking approach

creates a modern image of a progressively developing academic unit.

9.7 Planning for recruitment and development of academic staff under the

Department’s academic development plan

By recruiting high-caliber Faculty members, the Department aims to promote its

academic standards. Whenever it undertakes to fill vacancies, it aims to remain at the

forefront of developments and maintain the contemporary level of knowledge it offers.

9.8 The Department’s annual student acceptance rate. Students actually enrolled

each year, with a breakdown by origin, admission process (university admission

exams, transfers, special categories, etc.).

The number of students accepted by the Department is ……. The number of

students enrolled every year is 85. This number is increased by transfers from the

equivalent Department in Thessaloniki and special categories. The percentage of

persons with special needs enrolled is 3% and there are 2 more persons enrolled

through graduate student admission exams.

Based on the number of places available in laboratories, it is necessary to

create afternoon classes and to employ extraordinary contract staff, with all that this

entails for the proper functioning and quality of the educational process.

9.9 Department’s efforts to attract high-caliber students.

To be admitted to the Department, students must have taken "Scientific

Direction" core subjects in High School, which anyway tend to attract higher caliber

students. Many of the students admitted have simply failed to gain admission to

Schools of Medicine or other Health related Sciences.

Teaching staff have experienced students expressing their desire to continue

after their graduation at these schools.

Some of them succeed in doing so. As part of this effort, they are struggling for

high grades, which tends to raise the overall average grade. Certainly, the

Department’s professors often help students to plan their future, by trying to impress

upon them that the profession of Aesthetician-Cosmetologist is at a reasonably high

level compared with certain other professions in terms of professional career

opportunities.

So, by helping students at undergraduate level, encouraging them to take

postgraduate courses, creating a postgraduate program, assisting them in finding a job



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after graduation, which currently works on an individual level, the Department creates a

climate of confidence for prospective students. The fact that the Department’s

graduates, if they do not choose to start their own business (aesthetics treatment

facility), are absorbed in jobs and with good prospects, is a strong incentive for

candidates to select the Department.

9.10 Process for developing the Department’s academic development strategy

The process for developing a strategy in this respect, though efforts have been

made, is inadequate, for two main reasons:

a) lack of resources that could help in this direction,

b) efforts have been primarily made by Teaching Staff members at a personal

level, and are not institutionalized such that they can be planned, continued and

evaluated.

It is clear that long-term planning needs capable people, who are supported by

the necessary resources and are able to devote much time and thought to preparation

of a proper and effective development plan for the future.

Nevertheless, the department hopes to present a specific development plan in

its future evaluation report.



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10. Administrative services and facilities

10.1 Efficiency of administrative and technical services.

The administrative support of Departments is provided both at central level (TEI

of Athens) and at Department level through the Department Secretariats. There is also

an interim administrative structure, at the School Secretariat level, but its main role is the

processing of documents.

At central level, the administrative structure is as follows:

A) Administrative Directorate, which deals with all administrative matters relating

to the TEI. It supports the offices of the President and Vice-Presidents, the TEI Institute’s

Council and works with both the Legal Department and the other departments as listed

below.

B) Financial Directorate, which deals with all issues of a financial nature relating

to the institute (e.g., payroll, budgets, costs, European programs, supplies, property,

etc.).

C) Studies Coordination and Student Welfare Directorate, which deals with all

student issues such as student assistance, library, internship, student career guidance,

etc.

The effectiveness of these services is deemed adequate, but needs further

improvement particularly in terms of responsiveness.

Technically, the Department is supported by the technical services of the TEI

and, in particular, by the IT and Technical Services Directorate. This service is in charge

of carrying out construction and repair works at the Institute, setting specifications,

procurements and supervision of works, and for inspecting the Institute’s building,

electrical, cable, telephone, air conditioning and plumbing infrastructure. These services

are deemed moderate and this is mainly due to the processing time and the quality of

facilities. They need to be reorganized; their structure needs to be more flexible and

more qualified personnel need to be recruited.

Part of this service is also the Network Management Centre, whose task is to

ensure the connectivity of the entire Institute and individual users with network services.

It is responsible for the design, installation, proper operation, maintenance, repair and

upgrade of network services in accordance with the current technological developments.

These services are currently deemed fully adequate.



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10.1.1 How is the Secretariat of the Department and Subject Groups staffed and

organized?

The Secretariat of the Department is staffed by three permanent employees,

one of whom is holder of a university degree in Business - Economics and handles the

Department’s administrative issues, and two others who are holders of secondary

education diplomas in Business – Accounting, who handle student issues. Due to the

large total number of students (about 750) and the workload of the Department, the

number of three employees in the secretariat is deemed woefully inadequate.

There is no separate secretariat for the Subject Groups.

10.1.2 How effective do you think the services and opening hours of the

Department’s Secretariat are in relation to serving the needs of the Faculty and

students?

The services of the Secretariat are quite effective, although often processing of

requests depends upon the extra hard work of the staff. To be improved, mainly in

terms of processing time, the number of staff needs to be increased. Opening hours are

quite convenient for both students and professors. In general, and regardless of other

changes, an increase of the Secretariat’s staff is necessary to meet this deficiency.

10.1.3 How effective is the cooperation of the Departmental administrative

services with those of the Institute’s central administration?

The cooperation with the central administration is very effective, although

sometimes there are delays due to workload and communication in the traditional,

“bureaucratic”, way. It would be appropriate to use the existing computerized facilities to

make cooperation more flexible.

How satisfactory to the needs of the Department is/are

(a) The organization and opening hours of the Library?

The organization of the library, although centralized (for the entire TEI), with the

introduction of all aids (textbooks, electronic databases, etc.) in an electronic platform

where one can easily find information resources, has significantly improved the

effectiveness of the library. The opening hours of the library meets the needs of the

Department very satisfactorily.

What could be significantly improved are the services of the library’s reading

room, which should be equipped with all necessary technological means and supported

by additional staff, and also in terms of the custody of books and maintenance of

equipment.



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(b) Information Services?

Information services in both educational and provision of information levels, e.g.

notifications, are deemed satisfactory. The introduction of the new computerized system

for the secretariats of the Departments, whereby students are able to follow their

progress, select courses, apply for different activities, etc. has in general significantly

improved the promptness of information delivery. At a Department level, the

Department's website provides information to students and anyone interested in the

studies program, Departmental organization, Faculty members, instructions on various

issues which the Department considers clarifications to be necessary, announcements,

etc.

What is probably missing and would be of help to many students, primarily

graduates, would be the provision of information about careers, job vacancies, etc., and

the maintenance of contact with graduates regarding their future integration in the labor

market, services that could only be effective if provided centrally by the TEI.

10.1.4 How are the Laboratories and/or Reading Rooms of the Department

staffed and organized?

No support is provided to individual laboratories or reading rooms at Department

level.

10.1.5 How are the Department’s IT and telecommunication infrastructures and

services supported? How effective are they?

The Department’s IT and telecommunication infrastructures and services are

supported by the Technical Services and Network Management Center of the TEI of

Athens, namely at central level. Regarding the Technical Service, it has been observed

that there are delays in the repair of faults and that, in general, there is a difficulty in the

effective handling of issues, due to lack of sufficient and well qualified staff. However,

network and IT services are deemed very good.

10.2 Student welfare services

Student welfare is effectively ensured by the TEI of Athens through the Student

Welfare Office providing the following services:

Accommodation: Given that the TEI of Athens has no hall of residence,

accommodation is provided to beneficiaries in the form of leased hotels and rent

subsidy of up to €200 per person for 10 months. The conditions and options are set out

on the Institute’s website (http://www.teiath.gr/merimna).



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Board: Free board is provided to the following students

(http://www.teiath.gr/merimna):

• Greek students

• Cypriot students

• Students who are children of expatriates

• Students attending under scientific cooperation bilateral agreements of the TEI

of Athens with equivalent institutions in other countries

• Foreign students who are political refugees

• Foreign students with mobility scholarships under Programs of the European

Union

• Foreign students

• Postgraduate students

Student Loans: The TEI of Athens grants interest-free loans to students to

continuing their studies or for arranging personal economic issues. The conditions are

laid down on the Institute’s website (http://www.teiath.gr/merimna).

Medical and hospital care: If students are not covered by any other public social

security organization, they are entitled to medical and hospital care from enrollment

onwards and for the entire period of their studies plus half of this period. The conditions

and options are laid down on the Institute’s website (http://www.teiath.gr/merimna).

Assistance Fund: A group of material, social and financial benefits are provided

to deprived students, as defined on the Institute’s website

(http://www.teiath.gr/merimna).

European health insurance card: Specifically when traveling in European Union

countries, Norway, Iceland, Liechtenstein and Switzerland, a special health insurance

card is provided (http://www.teiath.gr/merimna).

At Department level, student welfare also comprises any type of support

provided to students:

Professorial Advisor

The institution of Professorial Advisor involves the supervision of studies

undertaken by students, either studies on individual courses or dissertations or any

problems faced by students in which they need assistance. For this purpose, the

Department Faculty arrange specific hours, two days a week, when they do not have

classes, to meet with students and discuss any of their educational problems.



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NAME GRADE CONTACT DAYS AND HOURS

VASSILIKI KEFALA Professor Monday 08:00 – 09:00 &

Wednesday 08:00 – 09:00

ELENI KINTZIOU -//- Wednesday 10:00 – 12:00

EVANGELIA PROTOPAPA -//- Monday 10:00 – 11:00

ATHANASIA VARVARESOU Assistant Professor Wednesday 13:00 – 14:00 &

Thursday 13:00 – 14:00

IOANNA CRAIG -//- Tuesday 09:00 – 10:00

MARIA RIGA -//- Friday 14:00 – 16:00

ALEXANDRA TSIGONIA -//- Tuesday 14:00 – 15:00 &

Thursday 14:00 – 15:00

ELENI DIKEOULIA Laboratory Professor Thursday 10:00 – 12:00

SPYROS PAPAGEORGIOU -//- Monday 11:00 – 12:00 &

Tuesday 11:00 – 12:00

IRINI SOULIOTI -//- Tuesday 13:00 – 14:00 &

Wednesday 14:00 – 15:00

ELEANA TSAOULA -//- Monday 10:00 – 11:00 &

Thursday 09:00 – 10:00

Access of the members of the academic community to information and communication

technologies

All offices, classrooms and laboratories are equipped with computers and most

of them are provided with internet access. Modern technology is thus utilized and both

professors and students can have access, even during classes, to necessary

information through educational software or the Internet.

Support for weaker students and those who do not complete their studies in time

There is no support service for weaker students and those who do not complete

their studies in time. However, care is taken on a personal level, meaning that every

professor or laboratory officer helps weak students to advance through the educational

process. This is achieved either through consulting or through additional exercises.



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Scholarships for excellent students or students in special categories

No scholarship at Department level is provided for, with the exception of

scholarships from the State Scholarships Foundation (IKY), which is a broader

institution. However, excellent students enjoy some special privileges involving benefits

offered by the Institute in general, such as student loans (student welfare benefits).

Department policy for the smooth integration of new students to the Department

In the first semester of studies, students are welcomed and informed about the

science of Aesthetics and Cosmetology by the Head of the Department. Clarifications

are given about the profession and the opportunities for finding work in aesthetics

treatment facilities or commercial cosmetics and equipment companies. Also, a brief

presentation is made of the opportunities to attend postgraduate studies programs in

Greece or abroad. New students are guided through the various laboratories of the

Department and first contact with the tools, machinery and equipment used, which

helps them overcome any initial uncertainties or anxieties they may naturally have.

10.3 Evaluation of all types of facilities used by the Department.

10.3.1 Sufficiency and quality standards of library items.

There are several textbooks on Aesthetics and Cosmetology, the most important

of which exist in more than one copy to serve a greater number of students. The

catalogue of books is restocked at regular intervals with orders for new editions.

In addition to textbooks, and as required by the modern means of information,

students have computer access through which they can perform literature searches in

international databases. The TEI of Athens has subscriptions to specific databases

which give students access to full articles in their field of interest.

Overall, the library’s items are excellent in both adequacy and quality.

10.3.2 Adequacy and quality of shared equipment

There is no shared equipment used by the departments and no such equipment

is provided for. Each Department has its own equipment, depending on their needs.

The Department’s equipment is evaluated below.

10.3.3 Adequacy and quality of reading room premises and equipment.

No reading rooms are provided for at Department level. Students are served by

the main library as mentioned above. It should be mentioned again that the quality of

premises is satisfactory. Its adequacy is however deemed moderate, because of the



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limited number of workstations available (for the entire TEI). It also needs to be

improved in terms of maintenance and technical support because the equipment is put

to the test on a daily basis (high number of inexperienced users).

10.3.4 Adequacy and quality of Faculty office facilities

The lack of premises and overcrowding of departments, offices and laboratories

at the TEI of Athens is a well-known problem. Given this, the office facilities provided

for the Department’s Faculty are minimal. Some Faculty members do not have their

own office, or even their own workstation (computer), and several workstations are

shared. As a result, when an office with two workstations is shared by 4 professors,

there are delays in the educational and administrative process and reduction in the

quality of outcomes. We consider there to be an immediate need to expand the

premises.

10.3.5 Adequacy and quality of the Secretariat of the Department and Subject

Groups

As mentioned above, there is no provision for a separate Secretariat for Subject

Groups. Instead, the already crowded Faculty members’ offices are used to deal with

Subject Group administrative matters.

The premises of the Secretariat are deemed barely adequate. There is an

information desk for students on the outer window and students have to reach the

secretariat from the TEI courtyard. Because of the difficulties in the functioning of this

desk, students tend to enter and leave through the main area of the Secretariat,

causing significant delays in the work of the Secretariat and in particular with staff

having to deal with non-education related issues. Also, the Secretariat is not well

ventilated.

10.3.6 Adequacy and quality of other premises and facilities

As mentioned above, there is a general shortage of premises leading to

overcrowding or shortcomings in the provision of services. There are no meeting room

facilities. Classrooms are used for this purpose, and therefore the timing of meetings

(e.g. Subject Group General Assemblies, etc.) depends on the classroom timetable.

Also, there is no provision or facilities for persons with special needs or, at least,

for all categories of needs.



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10.4 Level of utilization of new technologies by the Department services

(excluding education & research work).

10.4.1 Functions of the Department supported by Information &

Communications Technologies (ICT).

The Secretariat uses ICT to connect to the TEI network.

More specifically, following the introduction and implementation by the

Department’s Secretariat of systems for

• online student registration, where every student has the opportunity to select

and register for semester courses using personal passwords & user ids,

• submitting online applications to the Secretariat in respect of other student

issues (e.g., grades, etc.) and for the online issue of certifications, which has eliminated

the need for students to go to the Secretariat for these purposes, has reduced the

Secretariat’s workload, and has also speeded up the process,

• informing students about the curriculum through the course syllabuses posted

on the Department’s website,

• notification of students about various issues, including weekly timetables,

exam timetables and all types of information which need immediate notification of

students through the Department’s website. The process has been further simplified

and speeded up.

Of course, being relatively new, the computer system needs to be substantially

improved and supplemented. In particular, it needs to provide specific data through

simple procedures (e.g. numbers of students, average grades of degrees or courses,

statistics, etc.). Faculty members would have the tools to be able to greatly improve

their performance if they had access to the statistics they needed.

10.4.2 Members of the Department’s Faculty with Internet web pages

Faculty members may (on a voluntary basis) post a short biography on the

Department’s website at

(http://www.teiath.gr/seyp/dental_technology/training_staff.html).

10.4.3 Updating of the Department’s website

The Department’s website is updated almost daily, and contains information on

the revised curriculum, course syllabuses, announcements or exam timetables, etc.

The Department’s website is a modern means of presentation of the Department and

an information source on the Department’s activities for all interested parties. The

http://www.teiath.gr/seyp/dental_technology/training_staff.html



97

person in charge of editing and updating the website is Mrs. Athanasia Varvaresou,

Assistant Professor.

A screenshot of the website is presented below:

10.5 Transparency and efficiency in the use of infrastructures and equipment.

10.5.1 Are the available facilities and equipment of the Department properly

used? How is this ensured?

The available facilities and equipment of the Department are used properly and

with great success and effectiveness. Its proper use is ensured by the fact that the

workload is so large so that the facilities and equipment are used exclusively for their

intended purpose, without any allowance for subnormal capacity or improper use.

Moreover, the smooth operation of the Department and the facilities is monitored daily

by the persons in charge (Subject Group Heads, Head of Department).



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10.6. Transparency and efficiency level of the financial resources management.

10.6.1 Is there a process for preparing and implementing the Department’s

budget? How effectively is it implemented?

The needs of the Department are integrated and categorized according to the

internal operating regulation of the TEI of Athens. Therefore, costs are entered into

categories with specific codes from which funds are allocated to the department,

whenever they are available. For example, there are different cost codes for fixed

assets, supplies, teaching aids, etc. The Department keeps a database of its own

requirements, separately for each category, so that any shortage can be easily

identified in advance. In this way, needs can be identified at all times, facilitating the

drafting of the budget for each financial year.

Of course, the funds that are ultimately allocated by the TEI do not meet the

actual needs of the Department, which falls within the broader problem of education

under-financing. So, depending on the ultimate funds available, these are allocated

through the prioritization of needs. The drafting of the budget is reasonably satisfactory

and this is demonstrated by the fact that no significant disruptions are caused to the

educational process, despite the problem of under-financing. Thus, needs are made

public at the beginning of each semester and the funds are absorbed progressively to

ensure that any contingencies are also covered.

Transparency in the drafting of the budget and the allocation of funds is

guaranteed by the fact that recommendations are made separately by each Subject

Group, but the final decisions are made by the Department Council.



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11. Conclusions

11.1. In your opinion, what are the main positive and negative aspects of the

Department as they arise from the Internal Evaluation Report?

The structure of the Internal Evaluation Report is based on the

recommendations of the H.Q.A.A. The chapters contained herein, and listed below, may

be used as a guide to draw the appropriate conclusions and give the appropriate

dimensions to the positive and negative aspects that were objectively identified:

1. Evaluation procedure




5. Doctoral Studies Program

6. Teaching work

7. Research work

8. Relations with social/cultural/production (SCP) organizations


10. Administration services and infrastructures

Positive aspects

1. The first issue that should be noted is the decision of our Department to

participate in the evaluation process following the H.Q.A.A.’s standards with slight

variations due to certain specificities of our Department. All staff members participated

in the evaluation process, although the number of Faculty members, Special Technical

Staff and Administrative Staff members is relatively small compared to the workload of

the evaluation process and relative lack of experience.

The aspects covered, whether positive or negative, will be the compass for the

improvement and further development of our Department.

2. Our Department has traversed a course of 32 years, during 26 years of which

it was operating as a Department of the TEI of Athens and 6 years as a Department of

K.A.T.E.E. Over the course of its operation - which coincides with reversals in

scientific, research, technological and educational level - our Department has followed

the dictates and developments at the above levels, and is classed as part of the field of

health professions and assists in dealing effectively with serious health issues. During

its 32 years of operation, our Department has been renamed and evolved from a

Department of Aesthetics into a Department of Aesthetics and Cosmetology, with all



100

that this involves in terms of the realities of scientific and research approaches.

Moreover, it is the only establishment in the field – apart from the equivalent

department of the TEI of Thessaloniki – which offers a Higher Education Undergraduate

Curriculum in the country. Although the number of Department Faculty members is very

small (following the retirement of three colleagues, it could be considered inadequate),

it has high-caliber academic staff, of which 5 hold doctoral degrees, and 5 hold

postgraduate degrees. The Department’s Faculty members have produced a significant

body of published scientific and research work.

The Secretariat is staffed by 3 officers. It also has 2 Special Technical Staff

members (of which one holds a Masters degree) involved in the functioning and

maintenance of the Department’s laboratories. This number could be considered

inadequate, due to the large number of laboratories used for the Department’s

undergraduate program.

The Department has also established operating committees and assigned

responsibilities to cover various issues, either educational or administrative, in order to

ensure the smooth operation of the Department and serve student needs.

3. The latest revision of the undergraduate program in 2009 is based on credits

in accordance with Greek and European standards.

New courses were added in accordance with current market needs and others

were merged. The previous revision was made in 2000 and its implementation

coincides with the transformation – renaming of the Department from the Department of

Aesthetics to the Department of Aesthetics and Cosmetology. The highly qualified

Faculty of the Department is closely monitoring developments and has significant

experience both in the labor market of the Aesthetics treatment field, and in the industry

of cosmetics and development of new products, which gives them the advantage of an

influential role in the development of the science and the market. This important role

and the broader recognition of the international scientific and research community have

been demonstrated in many ways. Examples include the granting of a patent which has

entered production with the manufacture of a finished product by a member of our

Department’s Faculty. All subjects taught in the fields of Aesthetics and Cosmetology

are based on widely accepted practice and are taught to our undergraduate students in

a manner which meets the purposes and objectives of the department.

Courses are divided into semesters and are characterized as "basis courses"

whose syllabus is structured with the necessary sequence and without any overlaps.

The examination system is structured according to Greek and European

standards, and is consistent with them both in terms of topics and in terms of the

grading system. The final grade is based on the grade for the final exam and the grade



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for the overall progress of students during the semester, including during their

attendance in the classes and performance in the assignments and projects assigned

by Faculty staff. The grading system is transparent, allowing students to review their

papers and to express any objections. The preparation of dissertations is based on

reviews of the literature of the last five years, involving contemporary issues and

subjects of interest and the dissertations presented at the Department are the outcome

of the high caliber of our students and the support given them by the Department

Faculty. The instructions for preparing a dissertation are clear (dissertation handbook)

and its preparation is secured through sound cooperation with professorial advisors. As

far the internship is concerned, teaching staff members in charge are constantly striving

to ensure the best possible use of the training time at the learning level. Reliable

undertakings are always selected (aesthetics treatment facilities, cosmetics

manufacturers, ERT) in order to ensure that students are trained in all areas of modern

Aesthetics and Cosmetology. However, there is scope for intervention to improve the

institution of internship.

4. In 2004 the Department undertook the initiative to design, create and operate

a postgraduate studies program in cooperation with the Medical School of the

University of Athens and the National Hellenic Research Foundation. This creates the

opportunity for the Department to create and select its "future professors" from a pool of

candidates who are graduates of the department (they are aware of its needs) and are

scientifically trained, having completed a master's degree tailored to the requirements

of the Department.

5. A Doctoral Program is not currently envisaged, given the current legislative

framework.

6. The teaching work is carried out by the Department’s Faculty based on the

established and approved curriculum (course syllabuses) and primarily based on the

objectives of the Department as reflected in the founding law of Technological

Educational Institutes No 1404/83, as amended, supplemented and currently in force,

and in the Presidential Decree No. 83 GG 3717-2-1989, Article 1, on the Professional

Prerogatives of Graduates.

As emerges from the analysis of student questionnaires covering the courses,

organization of the curriculum, teaching aids, and their general effectiveness in

education, the Department's image could be described as excellent. The profile that

Faculty staff present in all graphs (questions 22-27) is characterized as 'good' and 'very

good'. Teaching aids – either textbooks or notes, which are handed out to students are

deemed satisfactory and effective. They are up-to-date; most of them have been



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created by the Department Faculty and they accurately cover all aspects of the

disciplinary field.

Within the Department, advanced technological methods are used as

educational aids, including computers, projectors and network facilities in all

classrooms and laboratories. Education is linked to research, to a lesser extent through

in vitro studies and, to a greater extent, by means of in vivo studies. This could be

considered a negative aspect of the Department and efforts should be made by the

Faculty to help students become familiar with literature searches and understand

research methodology, in order to broaden their thinking and learn how to write a paper

or to prepare a protocol.

Although there is room for improvement, the teaching work offered by the

Department meets the highest standards of higher education.

7. Research in the field of Aesthetics and Cosmetology presents difficulties

because of the required specialized equipment and the cost of reagents. However,

research is performed by many Faculty members who have participated and continue

to participate in research programs either of the Ministry of Education (EPEAEK), of

other ministries and agencies or the Research Committees of TEI Institutes and

Universities. Publications made during the last five years by Faculty members can be

found in the curricula vitae provided in the appendix to the Report. Members

participating in the aforementioned research projects collaborate with other

departments or other faculties of the University in Greece and abroad. The results of

the research activity of the Department’s Faculty members are published in prestigious

international and Greek professional magazines or presented at international or Greek

conferences.

The research equipment available in the Department is housed in various areas

of the department. Moreover, a separate space has been allocated to serve as a

research laboratory, all the existing equipped premises will continue to exist and

ongoing efforts to upgrade our research facilities will continue with the supply of

equipment and instruments of latest technology.

8. The Department develops collaborations with social / cultural / productive

(SCP) organizations to promote and safeguard the rights, better education and

professional career of its graduates.

9. The Department has a clear orientation and goals. We identify educational

needs, as required by the realities of current education, and we modify and adopt the

practices of the future in Aesthetics and Cosmetology. In this way, we ensure future

development with high academic standards.



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10. Administrative services depend to a great extent on the Institute’s

administrative structure. Although, at the Department level, the number of staff

members employed in the secretariat is limited, these services are very good.

Student welfare services are mainly provided at the Institute level and are

deemed satisfactory, although there is always room for improvement provided that the

state allocates more funds to the Institute. At the Department level, professorial

advisors always provide students with the help they need at all levels.

The available facilities, from textbooks to modern facilities, are deemed

generally sufficient and satisfactory. This does not apply, however to the available

space dedicated to students and staff. In terms of advanced equipment, the

Department is constantly reequipped with devices and instruments of the latest

technology, thus facilitating the effective training of students. One problem is the high

cost of consumables for our Department’s laboratories. Due to this we are required to

use them in a limited way and to restrict ourselves to what is absolutely necessary. We

could say that we have 1/3 of consumables required. The budget, expenditure

approval and procurement of consumables are subject to rules and falls under the

Institute’s control.

Negative aspects

1. The evaluation process meant a significant increase of the workload for the

very small number of Department Faculty members. The workload of the people who

work in the Secretariat was also increased, although their willingness and contribution

was significant and worthwhile. Special Technical Staff members, and particularly Mrs.

Gardiki, for whom there are not enough words of praise, played a catalytic role in the

process. Students also played their in this difficult endeavour, which was unfamiliar to

them. In the absence of electronic design and planning, standardization and

computerization on the part of the H.Q.A.A. in the proposed project, there were

difficulties, delays and definitely omissions. The announcements made on the future of

postgraduate and research programs proved to be overwhelming, perhaps to the

detriment of the evaluation itself. There is hope that things will better in future

evaluations.

2. The small number of permanent Faculty is critical to all problems,

dysfunctions, shortcomings, etc. which have been identified and affect all Department

activities. At this stage, their number reaches 10. It should also be noted that last year 2

Teaching Staff members retired. One professor was recently appointed and the

Recommendation Committee is to submit the Recommendation Report for a position at

the rank of Assistant Professor, while the appointment of one Laboratory Professor and



104

one Special Technical Staff is still pending. Another negative aspect is the assignment

of teaching hours to contract laboratory and scientific associates, who, as known, do

not undertake administrative work, and despite the fact that they are qualified, as

stipulated by the applicable legislation, they continue to be "temporary" staff, and thus

the entire workload of the Department’s operation is borne by permanent members.

The educational and administrative workload which is ultimately delegated to each staff

member of the department is excessively burdensome.

Furthermore, there is a notable lack of premises, which is a well-known and

general problem of the TEI of Athens. There are two offices for staff and some

members use the laboratories for office purposes. The reception of students is carried

out at premises where other activities are also carried out and are already limited in

space, creating further difficulties for teaching and administrative work.

3. Several courses of the undergraduate curriculum are taught by other

departments. Indeed, given the shortage of classrooms, these courses take place in

other halls of the departments, which leads to additional problems. The department

should be able to provide such courses without burdening the colleagues in other

departments in any way. The Department’s curriculum has a limited international

dimension for its students. Part of this responsibility is attributable to the Department

Faculty who are not actively involved enough in raising student awareness of

developing collaborations with equivalent foreign departments and of the difficulty in

developing such collaborations in this field. A great part of the responsibility is also

attributable to students themselves who are reluctant to take part in the process.

4. Another negative aspect is that the courses of the Postgraduate Studies

Program offered by the department and its members are few, and that the scientific

committee of the postgraduate program has two Faculty members who do not belong to

the Department. A major problem is that, under the applicable law, the TEI is not

permitted to create independent postgraduate studies programs. This does not mean

however that the Department, even if provided for by the law, would be able at the

given to meet the needs of an independent postgraduate program due to lack of

facilities and, primarily, lack of staff.

5. A Doctoral Program is not provided for under applicable legislation.

6. The average degree grade has tended to rise from 2001 onwards, which is

quite encouraging with respect to the quality of students attracted and the effectiveness

of the Department’s educational work. However, it still remains at a moderate level (6-

7), and is something that could be improved.

Laboratories are well equipped with state-of-the-art devices.



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A both negative and worrying aspect is that students do not regularly attend

theory courses and they spend little time studying outside classes during the semester.

They tend to study a little more before examinations.

This may be due to the process of distribution of textbooks and might be

resolved with the implementation of the new system "Evdoxos". A negative aspect is

the fact that a small number of our students are trained and participate in research, and

they usually undertake assignments which are classified as literature reviews. In the

future, they should be provided with the opportunity to be trained in experimental

research methodology as well.

The mobility of our staff and students is considered limited. Professors, often at

their own initiative and costs travel to other departments in Greece or abroad as part of

any collaboration they have developed and are invited to conferences to attend or give

presentations on research studies carried out.

The funds allocated by the Institute are "minimal". The low mobility of students

is due to the heavy schedule that leaves little time for anything else and to financial

reasons.

7. The research conducted within the Department is limited, because the

opportunities offered either by the state in the form of EEC support schemes or by the

TEI of Athens, are essentially inadequate and this is largely due to the small number of

permanent Faculty members. The remuneration is small compared to the volume of

work, and fees are rarely able to be paid to third parties or for secretarial support. The

number of students participating in research projects is unsatisfactory.

8. The collaborations developed will need to be further organized, and acquire a

group and institutionalized dimension.

9. A negative aspect - in terms of strategic development - is that so far no

qualified Faculty has been involved in suggesting comprehensive future improvements

to the Department, and therefore suggestions for improvement are made at the level of

Subject Groups and the Council. Considering the limited number of Faculty members,

this has not been possible at least at the present time.

10. The fact that the services provided are satisfactory should be attributed to

the zeal, diligence and fortitude of the members employed in the Secretariat. A

negative aspect is the lack of adequate space - (18m2) accommodate 3 members – as

well as the lack of computerization and administrative support. Students, professors

and graduates are admitted to the area of the Secretariat. The Secretariat is also the

place where the department’s files and documents are kept (i.e. it also serves as a file

storage room). Last, the magnitude of the problem is further shown by the fact that the

Secretariat serves as an exchange and general information center for students,



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teaching staff, particularly contract temporary staff or staff from other departments, and

even family members of students. Members working in the secretariat many times

undertake to resolve issues and problems which are irrelevant to their work. As far as

computerization is concerned, an issue which is the responsibility of the Institute, this is

an aspect which is still in an early stage of development, causing many problems and

shortcomings. Many of the existing problems were revealed during the present

evaluation, where much of the requested information could be easily provided through

the system and not burden the Secretariat (time, effort, accuracy).

Even if the other facilities available to the Department are adequate, they are

possibly not effectively used due to lack of suitable premises, which according to this

report is a major problem.

Budgets are properly prepared on an annual basis, according to the needs of

the department. The amounts ultimately approved and allocated are "minimal", and this

is why pressure should be put on the state to increase funding.

In conclusion, the Department of Aesthetics and Cosmetology can be said to

constitute a modernized educational unit of the TEI of Athens. Despite all difficulties

and drawbacks, it provides advanced knowledge in the field of Aesthetics and

Cosmetology and it is the only higher education faculty, apart from the Department of

the TEI of Thessaloniki, with this expertise.

The weaknesses identified and listed in this report do not create a negative

profile of the department. On the contrary, they form the grounds for its future

improvement.

11.2 Do you see any opportunities for utilizing the positive aspects, as well as

any dangers arising from the negative aspects?

The department is attempting to make improvements at all levels, whether in

terms of its educational process, or in terms of administration, facilities, etc. With

awareness of its weaknesses, it looks for ways of improvement and addresses

problems and failures whenever they arise.

12. Improvement plans

At this point, the Department should develop an action plan to eliminate its

weaknesses and highlight its strengths, as well as prioritizing its needs based on its

existing capabilities.

12.1. Describe the Department’s short-term action plan for eliminating

weaknesses and promoting strengths.



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Short-term action plan:

Provision of educational work. Education can and must become more efficient.

This is one of the responsibilities of all Faculty members and all other members of the

Department (STS, contract scientific and laboratory associates, administrative staff,

etc.).

In the "information society", modernization and replacement of “conventional”

books with electronic books, using the possibilities offered by the latest technology, is

an imperative and achievable goal. The creation of laboratory guides for laboratories (in

those where there are none yet) is required.

The teaching process in laboratories should also be updated. Classrooms used

for theory courses have already been equipped with audiovisual equipment (computers,

data projectors, cameras, etc.).

The examination system should be improved, in terms of transparency, by also

communicating sample answers on the Department’s website. A common policy for

education and the examination system should be implemented by Faculty members.

The method of selecting contract scientific and laboratory associates is a tipping point,

because associates who have the qualifications as stipulated by the law are often

unsuitable for the task assigned to them. This is either due to incompetence, reasons

of expediency, or because of the individual or lack of consistency.

It is necessary to increase student exchanges with similar institutions abroad

and to create new inter-university collaborations.

2. Undergraduate Curriculum The curriculum currently in place has recently

been revised and was introduced in the winter semester of the academic year 2009-

2010.

The Curriculum Committee should continue to monitor its implementation to

evaluate its effectiveness and to identify any weaknesses for improvement in the next

revision.

The role of Subject Groups should be strengthened so that recommendations

can be made regarding the Department equipment necessary for the implementation of

the curriculum (new courses, changes in course syllabuses, etc.) but also for the overall

improvement of the program.

3. Research activity In order to improve the training provided and upgrade the

curriculum, the Department teaching staff members need to be active and act as a

team in their research activities. Only through teamwork can science be promoted,

opportunities identified and international developments monitored. It is necessary

however, to make a clear definition of roles and to allocate specific duties to each role

and job depending on the member’s grade and subject area or specialization. The



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benefits resulting from these activities will have a positive impact on the education

provided.

A committee could be created within the Department, which would be concerned

with research activity and whose task would be to study, design and make suggestions.

Students should be gradually be introduced to this process through a "Research

Methodology" course by preparing simple research protocols (at first) or case analysis.

They would first prepare assignments as part of their courses, then prepare their

dissertation and finally be able to present data which could be published in peer-

reviewed journals or presented at conferences. The Department plans to create a

Scientific Society for Aesthetics and Cosmetology so that research achievements are

centralized and communicated to participants through scientific seminars.

4. Administrative services. Administrative services are under the Institute’s

control. However there could be improvements in the computer system to upgrade the

services provided and facilitate the persons using them.

5. Evaluation. Drawing on experience from this first evaluation, the Department

should standardize its processes such that they become routine processes,

characterized by accuracy, reliability and simplicity. The H.Q.A.A. or the Quality

Assurance Unit of the TEI should introduce an appropriate computer system for data

entry and extraction of conclusions.

6. Collaborations The Department should work at strengthening existing

collaborations and developing new ones with social / cultural / productive organizations.

Such an outward-looking approach will attract higher caliber students and Faculty staff,

and contribute to the professional career development of graduates.

12.2. Describe the Department’s mid-term action plan for the elimination of the

negative aspects and the promotion of the positive aspects.

Mid/Long-term action plan:

1. Increase of staff. The Department must fully assess its needs and apply to

recruit new Faculty, Special Technical and Administrative staff. This need is apparent

from the large number of vacant positions.

2. Improvement of internship conditions. The institution of internship is

fundamental to the education of the Department’s students. Because of the change in

the ratio of theoretical to laboratory courses in Department’s effort to meet the

requirements and acquire the requisite academic profile, laboratory staff has been

reduced. Exercising the profession of Aesthetician-Cosmetologist requires a high level

of internship in all the subject fields of the science. It is the right time to improve the

conditions in which internship is carried out so that graduates can acquire the skills they



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need to claim a deserved place in the labor market. We could make suggestions and

determine the standards that an internship laboratory facility should meet. The ideal

would be to create an internship laboratory within the Department itself.

3. Development of collaborations with equivalent foreign Departments. By

carrying out their internship abroad, students could have the opportunity to find a job or

apply for postgraduate studies abroad.

12.3. Proposals for action by the Institute’s Administration

1. Finding more premises: The area and capacity of the premises already in use

is inadequate, with all that this implies. We are even forced to borrow classrooms from

other departments to secure premises to hold examinations and meet other purposes.

Even if some Departments have the capacity to lend their premises, this is done as a

secondary stage priority and after having prioritized their other needs.

2. Distribution of textbooks: Problems will be probably resolved with the

implementation of the 'Evdoxos' system. This is however something that we currently

cannot be sure of. In the past, the way in which textbooks were handed out has proved

to be unsatisfactory and subject to delays.

3. Study Regulation: The curriculum provides for a different number of hours per

week (24-26) than the one provided for in the Study Regulation (45 hours or even more

for final year students). Given the abandonment of the chain of courses for final year

students, we have to deal with an uncontrollable number of courses declared, which

adversely affects quality of education. As already noted, the low turnout of students in

theory courses has a negative impact on completion. We need to find a way to resolve

this problem with the active contribution of the Institute as a whole.

4. Library: Library services are more than satisfactory. There is also access for

remote users. However, access to more online databases should also be provided.

5. Creation of a certified laboratory for third party services: The rates offered

for the provision of Aesthetics services would of course need to be reasonably

competitive in the market. The laboratories would receive cases referred from university

clinics. The provision of Cosmetology services could include quality control of

cosmetics by cosmetics manufacturers or individuals who wish to evaluate the reliability

of a cosmetic product. Furthermore, a cosmetics production unit could be operated to

meet the needs of Aesthetics and Makeup laboratories and to save money from the

purchase of consumables. These amounts could then be allocated to the procurement

of raw materials for the cosmetics manufactured. Among the most ambitious dreams of

the department is to produce and place cosmetics on the market under the brand name

of the Department and the Institute. Moreover, in several countries, educational



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institutes provide services to third parties against a fee. This will enable our students to

carry out their internship with full control and supervision and, especially, with certified

quality as dictated by the requirements of contemporary aesthetics and cosmetology.

6. Compliance with objective criteria according to the actual needs of each

department.

7. Financing of internship: As already pointed out, internship is partly financed

by the Manpower Employment Organization and partly by the employer who owns the

premises where the internship is carried out, given that our students carry out their

internship in private institutions only. If the part currently payable by the employer was

financed by the Institute, it would be much easier to find internship vacancies.

12.4. Proposals for action by the State

1. Reduction of the student intake: This is a long-standing request of the

department. If educational conditions are not improved (premises, staff, etc.), the

number of admissions should be reduced to 60, which is the number of persons that the

Department considers it can adequately educate with the existing facilities. The

number of admissions is exclusively determined by the state (Ministry of Education).

2. Increase of funds for education.

3. Financing of internship: Our student internships are carried out in the private

sector and are partly financed by the Manpower Employment Organization and partly

by the employer who owns the premises where the internship is carried out. However, a

large percentage of employment organizations refuse to pay a wage to trainees, on the

grounds that they are students and do not provide services. In this case, students must

either be relocated elsewhere or accept arrangements that do not comply with the law.

If internship was totally financed by the state, it would be much easier to find internship

vacancies.

4. Acceleration of the process for filling vacant positions.

5. Strengthening of research activity: The state should consider increasing funds

for research either to TEI Institutes in general or through specific programs.

6. Creation of autonomous postgraduate programs: A necessary condition for

ensuring the autonomy of Institutes and upgrading the education they provide. The

creation of autonomous postgraduate programs is crucial because only the

Departments themselves are aware of the ongoing scientific and research priorities on

which the development of innovative postgraduate programs should be based, without

being tied to the scientific and research pursuits and interests of other Departments.

INTERNAL EVALUATION REPORT - UNIWA

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