Norwegian version

Roles and responsibility in quality work

Here you will find an overview of roles and responsibilities in OsloMet's quality work.

The university's governing bodies and management at all levels have special responsibility for following up the quality work. Everyone at OsloMet – from students/ph.d.-candidates to rector – has a role and responsibility in the quality work at the institution.

Roles and responsibility

  • Roles

     

    • Rector

      The rector has overall responsibility for the quality work at OsloMet, and is responsible for facilitating good student and staff participation and for promoting a good quality culture at OsloMet. The rector also has overall responsibility for ensuring that OsloMet has the requisite infrastructure and administrative systems to provide education of good quality and that recruitment and competence-raising are conducive to the development of high-quality education programmes. Rector 

      • submits matters relating to the quality of education to OsloMet's Board, including the annual quality report and any substantial changes to the quality system
      • may, on own initiative, request follow-up of the quality of education in individual programmes
    • Pro-rector

      The pro-rector has chief responsibility for the quality work relating to the education programmes. Pro-rector

      • chairs the Education Committee at OsloMet
      • is vice-chair of the R&D Committee at OsloMet
      • is lead supervisor in the work to assure the quality of the study programmes.
    • Vice-rector for R&D

      The vice-rector for R&D has co-responsibility for quality work relating to the PhD programmes. Vice-rector for R&D

      • chairs the R&D Committee at OsloMet
      • is vice-chair of the Education Committee
    • Dean/head of centre

      • shall ensure fulfilment of all requirements relating to the education programmes
      • is responsible for ensuring follow-up of all measures to improve the quality of education in the faculty/centre's education programmes
      • is responsible for ensuring that the faculty's annual plan and budget and its portfolio of programmes and courses are seen in conjunction with the quality work relating to the individual study programmes, and that these processes are linked
      • approves programme descriptions (or delegates this to a faculty body)
    • Vice-dean for studies

      • shall ensure that the faculty and its departments implement proposed and adopted quality measures and plans
      • leads the faculty education committee
    • Vice-dean for R&D

      • shall follow up the researcher training programme's annual quality reports and ensure that proposed and adopted quality measures and plans for the researcher training programmes are implemented
      • leads the faculty's doctoral committee
    • Head of department

      • shall summarise and analyse the programme reports in an annual departmental report, with the emphasis on the overall course and programme portfolio offered by the department.
      • shall draw up measures, priorities and action plans for implementation across programmes
      • is responsible for handling complaints relating to teaching and supervision
      • shall facilitate cooperation with the students
      • shall ensure good dialogue with the field of practice/employers and include them in the work on developing programme descriptions
    • Study programme coordinator

      • summarises and analyses course reports, student surveys and other relevant reports and data
      • sets out quality improvement measures in an annual study programme report  
      • facilitates cooperation with the students

      A resource page has been created to support the work of study programme coordinators: (link is being developed and will be inserted)

    • Person with course responsibility

      • cooperate with the students on planning, implementation and summaries of the course evaluations
      • state their professional opinion regarding the evaluations, and follow up the results by implementing measures 
      • ensure that the students are informed about the quality work
      • summarise and analyse the students' evaluations and other relevant data, and propose quality improvement measures in an annual course report

      A resource page has been created to support the work of persons with course responsibility (ansatt.oslomet.no)

      The student representatives shall

      • represent the students/PhD candidates on the institution's boards, councils and committees and thus help ensure that the students/PhD candidates' views are heard
      • cooperate with the person with course responsibility on planning, implementation and summaries of course evaluations
    • The individual student/ PhD candidate

      • may also carry out course evaluations on their own initiative 
      • have the right to complain about the teaching and supervision they receive. If this is not done as part of an evaluation, they must comply with the university's guidelines for handling such complaints.
      • Other types of feedback may be given through OsloMet's Speak up system.
    • Practical training establishments

      • evaluate their experience of cooperating with OsloMet, including procedures for receiving and following up students
      • propose improvement measures where they find that such measures are needed
    • External contributors

      External contributors participate at different levels in the processes for establishing new programmes, preparing course and programme descriptions and periodic evaluations. 
      Employers at different levels are important participants in the evaluation of practical training.

  • Bodies (boards and committees)

     

    • The Board

      The Board is the institution's supreme body and is responsible for ensuring

      • high quality in academic activities
      • efficient running of the university in accordance with applicable laws and regulations and the framework and goals adopted by the superior authority
      • that OsloMet has a good system for assuring and developing the quality of its education programmes

      The Board shall 

      • regularly, and at least every six years, review the quality system to ensure that it forms the basis for good and systematic quality work
      • annually consider the institution's quality report
      • annually define areas of development for the upcoming year
      • evaluate and develop the portfolio of programmes and courses, based on the quality work and strategic priorities
    • The Education Committee at OsloMet

      • establish plans for periodic evaluation and internal supervision of all three cycles
      • consider reports from periodic evaluations and internal supervision
      • provide advice on and adopt measures to develop the quality of the study programmes
      • draw up and administer OsloMet's overriding regulations, common guidelines and procedures for the bachelor’s and master's degree programmes
      • approve OsloMet's annual quality report before it is submitted to the Board
      • advise on matters relating to assurance and development of the quality of the study programmes, annual plans and action plans, and establishment and discontinuation of study programmes at all levels
      • be an arena for discussing important national and international education policy issues of consequence for the development and quality of programmes offered by OsloMet
    • The Learning Environment Committee at OsloMet

      LMU shall annually report on its activities to the University Board. The report must include an action plan showing the committee's proposals for improving the learning environment at the institution.

    • Faculty boards

      • defines goals, priorities and measures relating to the faculty's activities
      • may speak on behalf of the faculty in matters of principle, including matters that include quality development 
      • adopts strategic plans for developing the faculty’s programme and course portfolio
      • considers the faculty's quality report
    • Faculty Education Committee

      • conduct overall reviews of programme descriptions and course descriptions in accordance with an established cycle
      • follow up the continuous quality assessment of the study programmes
      • consider the faculty and departments' annual reports on the quality of the programmes
    • Doctoral committees at faculty and centre level

      The faculty/centre's doctoral committee shall consider the programme reports from the researcher training programmes and advise on and propose measures to be included in the faculty's joint quality report.

     

     

     

     

     

     

  • Administration

    • Department of Academic Affairs

      The Department of Academic Affairs (the joint administration) shall 

      • support the pro-rector in seeking to maintain and further develop the quality work 
      • together with the Department of Research and Development, analyse and compile data to be used as a basis for the quality work and ensure consistency between the institution's reporting processes relating to the field of study 

       The Department of Academic Affairs shall

      • prepare OsloMet's quality report on assignment from the pro-rector
      • administer the quality system in consultation with the institution's administrative resource group for quality work 
      • ensure consistency between the institution's reporting processes relating to the field of study
      • administer student and candidate surveys
      • analyse and communicate the results of own surveys and those performed by external parties
      • together with the Department of Research and Development, analyse and compile data to serve as the basis for the quality work
      • annually submit an opinion on OsloMet's portfolio of programmes and courses to the Board
    • Administraton at faculty/centre level

      The faculty/centre administration shall facilitate the work of quality reporting, prepare the draft faculty report on the quality of education in collaboration with the faculty management and prepare issues relating to quality reporting for discussion by the education committee, doctoral committee and faculty board. A representative of the faculty's administration shall participate in the institution's administrative resource group for quality work.

     

     

  • Dialogue meetings and partners

    • The student' meetings with the pro-rector

      The pro-rector has dialogue meetings with the Student Parliament every other week in order to discuss current matters and issues. 

    • The PhD candidates' meetings with the vice rector for R&D

      The vice-rector for R&D meets with the PhD forum every semester, to discuss current matters and issues. 

    • The students' meetings with the dean

      The dean has dialogue meetings with the student faculty council every other week in order to discuss current matters and issues.

    • The students' meetings with the heads of department and programme coordinators

      Meetings are regularly arranged between student representatives and heads of departments and programme coordinators. The meetings are in the form of dialogue meetings between the parties or plenary meetings with whole student groups (classes/cohorts).

    • Management dialogue

      Management dialogue meetings between the institution's management and the individual faculty/centre's management are held twice a year. At these meetings, the faculty/centre's work to assure and develop the quality of their education programmes is discussed in relation to the Board's guidelines based on the faculties' and institution's quality reports. The management dialogue constitutes an important feedback loop in OsloMet’s quality work.
      The faculties arrange similar management dialogue meetings with the departments in advance of the management dialogue meetings with the institution's management.