Q³UoC
Emergence of the Q³UoC system
On the way to a comprehensive QM system for studying, teaching and learning, the UoC was able to draw on established processes and structures. Between 2013 and 2015, it set the first course for quality management across all Faculties with model accreditation. The model accreditation was the direct result of the changeover to the Bachelor's and Master's structure and the successful attempt starting from scratch. Thus, bringing forward and postponing all re-accreditations to a common point in order to establish structural features that are the same across all Faculties. The model ‘Studying in Cologne’ forms the basis for the study programme concepts and structures at the UoC and is a preliminary stage of today's Q³UoC system.
On 5 November 2019, the application for the system accreditation was initiated. Since 2020, the UoC's stakeholders in the Quality Development and System Accreditation Arena have dedicated themselves to the design of the UoC's QM system for the area of study, teaching and learning. In the process, it has been possible to establish the basic pillars of the system, the quality criteria teaching and learning as well as the processes, structures and relevant player functions and to test these in the pilot phase. In this way, it has already been possible to establish an understanding for and a culture of quality in studying, teaching and learning. The result is the Q³UoC system presented here, which also includes the how of designing these processes and structures.
Principles
Q³UoC is a central instrument for implementing the vision and goals of the UoC. The quality goals and quality criteria teaching and learning on the basis of the mission statement form the basis. They are constantly being developed further, as is the quality culture. The following ambitious principles characterize the Q³UoC system and its functionality, preserve it and develop it further. These principles are the inspiration for advancing quality development, the continuous improvement of the system, the quality culture and the quality of studying, teaching and learning in practice and for achieving sustainability in a comprehensive sense.
1. Principle of freedom of research and teaching
All members of the UoC as well as (external) cooperation and innovation partners are committed to this principle. The principle guarantees individual autonomy as well as an appropriate institutional independence of the UoC. Thus, with its comprehensive local, national and global cooperations, it makes a decisive and evidence-based contribution in research and teaching for a sustainable future. It also empowers and educates the next generation with the knowledge, skills, competencies and a research-based attitude to responsibly shape a peaceful, democratic and sustainable future.
2. Principle of science and research
Research and teaching motivated ethically and according to the rules of good scientific practice are an equally decisive value for the responsible, curiosity-promoting effectiveness of a QM system. The further development of Q³UoC is therefore as much science-based as research-based and is supported and meta-evaluated by accompanying research, among other things.
3. Principle of continuous and sustainable renewal and orientation
Quality in studying, teaching and learning is, like research, teaching and learning itself, a continuous development process that interacts with scientific-strategic components. In addition to the selective analysis of quality processes and characteristics, dynamic development also plays a decisive role. Learning together and from each other by the members of the university as well as a future-oriented and forward-looking development of the system are thus an expression of continuous and sustainable quality improvement and its research-based nature.
4. Principle of information, communication and transparency
Comprehensive, regular and transparent communication and information are an indispensable prerequisite for the implementation and further development of quality processes and for the support and promotion of a quality culture. This takes place in diverse, accessible and specially designed communication, information and exchange formats on a central and decentral level. Only in open discourse can all members of the UoC contribute responsibly and with commitment to the quality processes. A common understanding of quality goals for teaching and learning, quality criteria for teaching and learning, structures, instruments, processes as well as roles and functions in the system are essential for a common understanding of quality and the quality culture. Results should be communicated transparently; figures, data and facts of the quality processes in teaching and learning should be made available to those involved in a digital, innovative, science-based and accessible way and be contextualised.
5. Principle of co-creation, participation and responsibility
The basis for identification with the system and its implementation as well as for a living quality culture is the involvement of all members and status groups of the UoC as well as the various committees according to their responsibilities. Only through the participation of these participants can the system be further developed. This also requires the assumption of responsibility for specific tasks at central and decentralized levels. For this purpose, special co-creative structures and formats of cooperation are created centrally, decentrally and also with external players.
6. Principle of discourse, dialogue orientation and resonance between subject cultures and actors
Q³UoC provides the space for respectful, dialogue-based exchange on an equal footing as well as for constructive-critical disciplinary and interdisciplinary reflection of the individual and the group. This includes the different status groups and subject cultures as well as ensuring the balance between the central vision, mission and goals of the expert organization and knowledge institution UoC and decentralized research and teaching/learning profiles as well as the structures of the subjects, Faculties, central institutions and research facilities. External critical friends also offer specific dialogue-oriented formats or, for example, the inclusion of benchmarking analyses. Diversity and the perspectives of the critical mass of key players at the UoC as well as the cooperation partners are understood as an innovation incubator. This also means that the concept of quality is defined, derived, developed and adjusted both quantitatively and qualitatively in the context of subjects and disciplines, research and teaching/learning profiles and paths, equipment and national and global academic standards. Quality development is thus resonant monitoring in context and discourse.
7. Principle of equal opportunities, diversity and inclusion
Equality of opportunity, e.g. in gender equality, the various diversity dimensions and inclusion are realized and upheld at all levels of the system and in the processes of quality development and quality assurance of teaching and learning.
8. Principle of ensuring solution-oriented and goal-oriented monitoring and enabling
Q³UoC focuses on the players and the subject and Faculty cultures and avoids bureaucratic and centralized control. This principle is implemented through excellent service at all levels and through clear governance, transparent processes, structures and functions, as well as through the future provision of adequate resources at all levels.
9. Principle of the timely, sustainable and people-centred use of digital transformation
Q³UoC is characterized by the continuous, modern and up-to-date digitalization and optimization of workflows as well as the provision and use of meaningful quantitative and qualitative data at different actor levels. In particular, the use of machine learning, artificial intelligence and learning analytics methods is reflective, human-centred and with a clear focus on ethical principles.
10. Principle of cooperation in a global context
The UoC is a member of numerous research and teaching networks. These not only enable a science- and research-based exchange on quality processes and quality development in teaching and learning, but also make the UoC an important player in international quality development.
Qualität in Lehre und Studium richtet sich damit auf das kontinuierliche und zukunftsgerichtete Streben zur Erreichung der Qualitätskriterien Lehre und Studium und der Qualitätsziele Lehre und Studium sowie der Umsetzung der Prinzipien des Systems in der gelebten Praxis aus.