Assessment model: Guidelines

The assessment model was based on seven guidelines or dimensions that defined the most important aspects to assess during the assessment process of job placements, which are graphically structured in the diagram attached below. In it, we firstly distinguish the Training Programme, as the other guidelines (Organisation, Human Resources, Material Resources and Teaching Development) depend on it, and as product there are the Results. At the base of all of them, there is the guideline of Quality Guarantee, as it comprehends the revision and improvement processes of the rest of the model guidelines.

Guidelines or dimensions to assess in the PAPE  

Approval of the assessment model

The guidelines and sub-guidelines that we have selected, were the result of an analysis of the different quality plans developed nationally and others specifically from within the University of Valencia, and were approved by an Internal group of Experts (5 professors who participated as the companies tutors).

Stages 

1.Self-assessment stage

The Job Placements Self-assessment Committee for each assessed Degree described and assessed the situation of their job placements, being based on the assessment model. Each committee was formed by: the Centre or Degree Job Placements Commission president, 2 teachers who tutored the students in job placements of the degree and that, if possible, they were members or have been members of the Degree Academic Committee (CAT) or the Job Placements Committee of the Centre or Degree, 1 member of the Administrative and Service Staff (PAS) related with the management of the degree job placements, 1 degree job placement manager from ADEIT, 1 student of the degree who had made a job placement, 1 company professional with tutoring experience in the degree job placements and 1 assessment technician from the UQ-ADEIT. In addition, it was possible to count with the support of external advisers for specific issues.

The result of this process is the Self-Assessment Report that, once it was finished, was sent to the UQ and to ADEIT for its revision and to the External Assessment Committee.

2.External Assessment stage

A group of two external assessors to the assessed degree analysed the Self-Assessment Report and made a report, which was made through a documentary analysis of the Self-Assessment Report and a visit to the assessed unit. The external assessors were people whose experience proved their technical capacity for being job placements assessors, and they did belong neither to the assessed degree nor to the University of Valencia.
The main function of this committee was to ensure the right interpretation of the data by the Self-Assessment Committee and guarantee the credibility, viability and priority of the improvement plan. The result of this stage was the External Assessment Report, which was sent to the UQ and to ADEIT for its revision and submission to the Degree Job Placements Self-Assessment Committee.
 

3.Final Report of the Degree

The Self-Assessment Committee for job placements of the degree submitted to the UQ, ADEIT and to the Centre or Degree Job Placements Committee (CPC/T) the Final Report of the Degree Job Placements that showed a summary of the analysed guidelines assessment based on the two submitted reports (Self-Assessment Report and External Assessment Report).

4.Cross Report on the University Job Placements

The UQ and ADEIT made a report proposal that consisted of the results of all finished procedures and that was submitted to the University of Valencia Quality Committee for its approval. Once it was approved, the relevant bodies of the University of Valencia were urged to gather the educative innovation proposals that were generated and to establish the adaptation mechanisms that were necessary to implement them in the academic organisation plans.