Process-oriented Quality

The Process Map

The processes of the School of Business, Economics and Society are presented in an abstract form using a process map. Detailed process descriptions can be found on the subsequent levels of specification. The process map distinguishes between management processes, core processes and support processes. The core processes are at the centre and represent the fundamental tasks of a university: ensuring a high-quality academic learning and research environment. In teaching and learning, the focus is on undergraduate education, which follows the student life cycle and provides a systematic structure for the educational process of students at the School. In addition, the School considers doctoral education and supervision to be core responsibilities. The core processes are influenced by the management processes, which therefore assume a controlling and steering function. In addition to normative processes, which include fundamental regulations, visions and institutional culture, these processes also cover strategic development activities relating to the School, its programme portfolio and organisational development. Furthermore, the core processes are supported by the support processes, which ensure that the core processes can be carried out smoothly, efficiently and with high quality. In this way, the support processes have an indirect impact on the core processes.

Management of Degree Programs – The Further Development Process

The process of further developing degree programs at the School of Business, Economics and Society is part of the strategic management of the programme portfolio and is regarded as one of its key elements.

The further development of degree programs consists of two components. It is based on the degree program matrix and the development process builds on this matrix. Further development takes place within the quality management (QM) structure of the School and integrates all levels: the School level as the cross-programme level (all Bachelor’s and Master’s degree programs), the degree program level and the module level(structural quality).

The degree program matrix (degree program matrix) serves as the foundation , as it explicitly represents the quality cycle at degree program level. Starting from the defined degree program objectives, it outlines the corresponding concepts, implementation, monitoring and follow-up. The matrix therefore serves as systematic documentation of the further development of degree programs and exists for all Bachelor’s and Master’s degree programs of the School. Responsibility for preparing and maintaining the matrix lies with the respective degree program coordinator, who submits it to the quality committees at degree program level for discussion.

The further development process builds on the degree program matrix and continues it according to the logic of the quality cycle. Further development uses Quality Enhancement Priorities (QES). Three QES areas are taken into account when defining these priorities in a discursive process:

• QES Area 1: School-specific objectives and data
  • Strategic objectives of the School
  • Data from the quality committees (e.g. quality circles)
  • Data from quality instruments (e.g. Bachelor/Master Panel)
• QES Area 2: University-wide objectives and data
  • Educational policy objectives
  • Objectives and data from university-wide quality processes (e.g. priorities agreed in the AG-Q at FAU)
• QES Area 3: Structural requirements, criteria and overarching recommendations
  • Structural requirements (= criteria for the conceptual classification of the degree program according to the Accreditation Council)
  • Further criteria for system accreditation, particularly criteria of the feature sample
  • Additional inter-university recommendations, especially those of Universität Bayern e. V.

The Bachelor and Master Commission for Teaching and Studying selects priorities from these three QES areas to be addressed within one or two semesters and defines a coordinated procedure. Selection is based on strategic relevance or problem orientation. The respective quality committees at degree program level then discuss and work on the QES along the quality cycle. This means that, for each priority, the underlying degree program objectives are reviewed or defined, and the appropriate concept is developed. This is followed by implementation and evaluation of results, which may be carried out using quality instruments or by the quality committees themselves (as instruments in a broader sense). The next step is to derive appropriate consequences from the results. Work on each priority along the quality cycle is documented in the degree program matrix.

If measures are considered meaningful that go beyond a single degree program, the degree program coordinator submits these as proposals for improvement to the Bachelor and Master Commission for Teaching and Studying. The commission then discusses which cross-program measures should be derived. Throughout the entire development process, the quality cycle is applied both at degree program level and at the level of all Bachelor’s and Master’s degree programs.

Subsidiarity

In addition to the process described for defining and addressing the Quality Enhancement Priorities (QES), the principle of subsidiarity is essential for the further development of the degree programs. Since responsibilities within quality management (QM) are clearly defined, tasks are carried out at the level responsible for them. The interconnected QM structure enables tasks and issues to be forwarded to the next higher level when necessary. Degree program-specific questions and issues are therefore addressed and resolved at degree program level within the designated quality committees, regardless of the QES selected.