Quality Objectives

Relevant documents

Quality objectives are key for work undertaken within the QMS: They represent the operationalization of the mission statement for teaching as well as other relevant documents. TU Berlin’s target system is currently based on the following seven documents:

TU Berlin Mission Statement for Teaching (AS resolution 2018)
TU Berlin Structural Plan 2015 (Resolutions of the relevant committees from 2015)
TU Berlin Institutional Strategy for the Years 2013-2020 (AS resolution 2013)
TU Berlin General Study and Examination Regulations (AllgStuPO) (AS resolution 2013, took effect 1.4.2014).
University agreements (2010–2013, 2014–2017, 2018–2022) and “Performance-based university financing” in the state of Berlin
TU Berlin Mission Statement (AS resolution 2011)
Guidelines for degree program development (AS resolution 2000)

All of the above documents were analyzed for aspects that are relevant to the QMS for studying and teaching. This resulted in the following target hierarchy of quality objectives at TU Berlin level.

Target hierarchy of quality objectives at TU Berlin level

Table 1: Categorization of quality objectives at TU Berlin level
Strategic objective	Attractive educational institution
Target system	A) Transdisciplinary academic education/academic continuing education; B) Culture of quality; C) Equal opportunities; D) Campus life
Quality objectives	1) Acquisition of technical/social skills 2) Organization of studies and examinations 3) Teaching quality/teaching 4) Internationalization of the study offer 5) Valorization of teaching 6) Further development of the QMS 7) Diversity 8) Social spaces 9) Values-based behavior
Systematic starting points	e.g. training for research tasks; learning environment; project-oriented teaching and learning; mobility window in the curricula; teaching portfolio in appointment procedures; accreditation; diversity strategy; comprehensive sports and cultural offer; appreciative and respectful treatment of all University members

“This mission statement serves as a permanent inspiration for teaching at TU Berlin, and, as a kind of ‘constitution’ for teaching, forms the basis for all regulations, guidelines and strategies governing teaching at the University. All study and examination regulations, curricula and quality management measures for studying and teaching need to reflect the content of this mission statement.” (TU Berlin Mission Statement for Teaching, preamble, 19.11.2018)

Under the strategic goal “attractive educational institution,” four aspects form the overarching system of goals (A-D), which in turn provides the framework for categorizing a total of nine quality objectives for studying and teaching. Below you’ll find a detailed description of these nine quality objectives at University level.

A) Transdisciplinary academic education/academic continuing education

1) Acquisition of technical/social skills

Providing a high-quality, professionally challenging academic education
Training for research tasks
Optimal preparation for professional work (qualification for the job market)
Ability to meet the technological shift with creative ability, a sense of responsibility and a high level of expertise
Ability to place one’s own knowledge and actions within a broader historical, social, and cultural context and to reflect on the ethical consequences of actions
Active participation in the life of the University
Preparation for an international career and life
Ability to recognize the impact of one’s actions on sustainability and thus make responsible decisions
Teaching the necessary skills to provide the best possible preparation for a digital life and workplace

2) Organization of studies and examinations

Electronic StuPO management, implementation/use of digital technologies
Internal staffing models (e.g. tutor staffing plan)
Learning environment
Increasing the success rate (high success rate)
Increasing the number of students who complete their degrees within the standard period of study (appropriate duration of studies)
Examining student dropout
Professional student selection
Mentoring program
Individual profile building during studies: broad during bachelor’s, focused during master’s; certificate programs
Orientation programs and making the best possible start

3) Teaching quality/teaching

Regular, mandatory university pedagogical continuing education offers for all instructors
Teaching includes the latest scientific findings
Project-based learning and teaching
Learning through research
Interdisciplinary issues
Wide range of different teaching and learning formats
Integration of prospects for sustainable development in courses
Face-to-face teaching supplemented with digital teaching

4) Internationalization of the study offer

Further development of English-language curriculum content
Offer study materials in English
Mobility window in the curricula
Further expand opportunities for exchange
Expectation and fostering of English language skills

B) Culture of quality

5) Valorization of teaching

Reward outstanding teaching through an incentive system
Teaching portfolio in appointment procedures

6) Further development of the QMS

Optimization and standardization of quality-relevant procedures
Targeted and efficient communication
Accreditation
Involving students in all quality assurance processes

C) Equal opportunities

7) Diversity

Diversity strategy
Increasing the percentage of women in STEM subjects

D) Campus life

8) Social spaces

Comprehensive sports and cultural offers
Numerous canteens, cafeterias, and student cafés.
Green spaces and study spaces

9) Values-based behavior

Appreciative and respectful treatment of all University members
Tolerance, respect, and a sense of responsibility as the basis for harmonious coexistence on our campus

Table 2 depicts the target hierarchy at degree program level. The quality objectives at degree program level are then listed in detail.

Hierarchy of quality objectives at degree program level

Table Categorization of quality objectives at degree program level
Strategic objective	Excellent teaching
Target system	A) Degree programs designed in accordance with accreditation requirements and other guidelines; B) Successfully completed degree programs
Quality objectives	1) Learning outcomes 2) Planning and practicality 3) Teaching quality 4) Relevance to the job market 5) Advising and support 6) Study and exam success 7) Quality development
Indicators	e.g. skills orientation; course schedule and planning; examination conditions; practical and professional components while studying; welcome culture and start of studies; study progress; dialog between teaching staff and students

A) Degree programs designed in accordance with accreditation requirements and other guidelines

1) Learning outcomes

Learning outcomes of the degree program
Skills orientation
Integration of research and teaching
Project orientation
Social responsibility, sustainability

2) Planning and practicality

Demand and occupancy rate
Course schedule and planning

B) Successfully completed degree programs

3) Teaching quality

Satisfaction
Teaching and learning conditions
Equipment and resources (currently)
Examination conditions
Intercultural exchange

4) Relevance to the job market

Suitability of skills and professional success
Practical and professional components while studying

5) Advising and support

Awareness, use and quality of program-specific offers
Welcome culture and start of studies
(International) life and studying on campus

6) Study and exam success

Workload
Study success

7) Quality development

Dialog between teaching staff and students
Degree program and personnel management

C) Cross-cutting objectives

The following cross-cutting objectives are also pursued at degree program level.

Internationalization
Gender and diversity
Sustainability
Digitalization

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