STUDIES IN FINANCE
BACHELOR STUDIES IN FINANCE – MASTER STUDIES IN FINANCE
BMSF-designated Quality Assurance and Evaluation Team, consists of two boards: Quality Board and Programme Board. The Boards analyse matters related to the design and delivery of the BSF and MSF programmes. The good practices developed with respect to the applicant programmes, may in the future be applicable to other English-delivered programmes.
The specificity of need relating to assuring and increasing quality in applicant programmes relates mainly to:
- necessity of further development of internationally focused corporate links,
- developing high quality international educational exchange base,
- adjusting the quality assurance to the English-speaking students, by f.e. enabling English-based access to all University systems and surveys or introduction of additional induction procedures for such students.
To properly address these issues and other problems related to the specificity of the programmes, the Quality Board, responsible for the management of classes delivery quality, together with the Programme board responsible for the issues relating to the design, the Boards conduct meetings, discussions and prepare various conclusions to advice the Head of studies. Meetings of the Boards help to assess the successful integration of core subjects and the application of cross-functional approaches to programme design and delivery. The participants of the meetings include:
Quality assurance teams members.
|Representative(s) of||Programme Board (design)||Quality Board (delivery)|
 “T” designates Boards members who are BMSF teachers.
External meeting participants
|Representative(s) of||External Stakeholders|
|Professional examination institutions|
One of the tasks of the Boards is providing opinions on the yearly revised programme curriculum. In general, the programme fundamentals (broad teaching aims, etc.) do not change periodically. However, the programme design is flexible in order to enable dynamic involvement of more and more external teachers from abroad and from the business, as well as to improve the quality of teaching – based on the semester survey feedback. These decisions are made by the Head of Studies, considering the opinion of the programmes-internal Boards members.
Internal Education Quality Assurance System of the Faculty of Management, Computer Science and Finance has been developed and coordinated by the Faculty Committee for Quality of Education (FCQE) in accordance with the guidelines of the university Internal Quality Assurance System at the Wroclaw University of Economics. In developing the system, other legal acts referring to the quality of education in force at the University were used, as well as policies related to the validation of learning outcomes for courses of study, examination subjects, and evaluating of employees. Under the current system, the proposals related to changes in the functioning of teaching at the Faculty are developed and proposed by the Faculty Committee for Quality of Education and validated and enforced by the Faculty Council. The main system goal is maintaining of degree awarding standards and continuous improvement of competitiveness and quality of the Faculty’s offer.
FCQE consists of a Team for Education Quality Assurance and Team for Education Quality Evaluation. The Commission is appointed for a term of four years. The Chairperson directs the works of the Commission, as the Dean’s representative. In the case of a Committee member’s graduation or resignation from participation in the Commission, the Chairperson appoints another person in their place. From the activities carried out during the term in office, the Commission is accountable to the Dean of the Faculty.
The concept of quality of education refers to the full and continuous satisfying of the needs of the stakeholders (students, employers, society, etc.). In order to implement this concept, action is taken in the areas of evaluation, quality assurance and improvement.
Process to ensure the quality of education at the MCS&F Faculty has been developed to substitute the key elements related to managing the department. Mission and Vision of the Faculty are integrated with the Mission and Vision of the University. The other element to ensure the quality of education is provided by the use of academic good practices, which contain assumptions concerning ethics.
Quality assurances system framework:
Quality assurance system consists of three levels involving external stakeholders: the candidate level, student level and graduate level. Each level includes measures to ensure the highest possible quality.
 Designated by Senate Resolution of 27 May 2010 (Resolution No. 38/2010) developed by the Rector Committee for Quality Assurance appointed by Rector No. 39/2009 dated October 28, 2009.
The basic premise of the Faculty Quality Assurance System is periodicity and framing via the Deming cycle.
The planning phase (PLAN) includes the creation and approval of the framework of the system (including the establishment of procedures and indicators to measure the quality of education at the Faculty) and planning of operational activities on the basis of a preliminary diagnosis. Implementation phase (DO) is based on the presentation of the Faculty Council with the recommendations to implement changes by the Faculty Committee for Quality of Education. The Faculty Council informs the Commission Chairperson of the approved recommendations. Implementation of recommendations is carried out by the entities designated by the decision of the Faculty Council. The validation phase (check) includes verification of the operations of the Faculty Quality Assurance System (by FCEQ) and the diagnosis of the quality of education (by the Team for Education Quality Evaluation). The final phase (ACT) serves to (re)identify the needs for changes to the operations of the Faculty Quality Assurance System and (re)identify the important areas for improvement in the processes related to education. After approval of new ideas by the Faculty Committee, Quality of Education, the new planning phase begins. The whole cycle of improvement stays in accordance with the rhythm of the academic year.
Deming Cycle for quality management:
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