University of Lisbon

Quality Assurance Policy

Approved through Decision no. 58/2008 of the Scientific

Committee of the Senate on 13 October

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 University of Lisbon Quality Assurance Policy

Contents

Preamble….......................................................................................................................... 2
I. Quality Assurance Policy…………................................................................................ 2
1.1. Aims and guiding principles…………............................................................................. 2
II. Quality Assurance system………….............................................................................. 3
2.1. Self-evaluation............................................................................................................ 3
2.2. External Evaluation..................................................................................................... 4
2.3. Evaluation moments…................................................................................................ 4
2.4. Frequency of evaluation moments…………................................................................ 4
2.5. Evaluation benchmarks…........................................................................................... 5
III. Reliable and autonomous piloting…............................................................................ 5
3.1. Formulation of guidelines and codes of good practice…............................................... 6
3.2. Common procedures for collection and processing of information…............................ 6
3.3. Disclosure of the evaluation results............................................................................ 6
3.4. Use of evaluation the results....................................................................................... 7
IV. Review of the quality assurance policy....................................................................... 7
V. Evaluation benchmarks of the educational policies……………………................... 7
5.1. Benchmarks with regard to educational offer………….................................................. 7
5.2. Benchmarks with regard to the management of education…........................................ 8
5.3. Benchmarks with regard to evaluation of the students.................................................. 8
5.4. Benchmarks with regard to evaluation of the education................................................ 8
VI. Evaluation benchmarks of the research policies………............................................ 8
VII. Evaluation benchmarks of the student and social welfare services....................... 8
VIII. Evaluation benchmarks of the technical-administrative management policy….. 9
8.1. Benchmarks with regard to description of the staff…………………………..…………… 9
8.2. Benchmarks with regard to the organisational system…………………………………… 9
8.3. Benchmarks with regard to ties established with the outside world…………..………… 9
8.4. Benchmarks with regard to the communication system…………………………..……… 9
List of abbreviations:.......................................................................................................... 10
Glossary:............................................................................................................................. 10

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Preamble

The ongoing changes in Portuguese Higher Education, resulting from the

national legislative changes, political commitments in the European context and the
OECD directives, make it indispensable to implement a quality assurance policy (QA).
Aimed at establishing the document describing the QA policy, the Rectory
Dispatch no. R/6/2006 created the Task Force for Quality Assurance of the University
of Lisbon (UL), which was charged with the mission of defining the principles and
purposes of the quality assurance policy, the evaluation procedures and the regulations
that would be common to the different organic units (OU), institutes and other bodies,
and which would lead to the construction of standardised information gathering tools.
This document is the result of the work carried out from 2006 to 2008 by the
Task Force for Quality Assurance and is the first step towards the definition and
adoption by the UL of a quality assurance policy. Its content was publicly presented in
meetings of teachers and students and was discussed and enriched through
contributions from a host of different individuals and bodies. Approved by the UL
Senate on 13 October 2008, it outlines the institutional guidelines of the quality
assurance policy to be followed by the UL, after ratification from the Rector.

I. Quality Assurance Policy

1.1. Aims and guiding principles

The Rector of the University of Lisbon coordinates and guarantees the

application of strategies that ensure compliance with the institutional aims established,
among which are the quality assurance policy. Implementing a culture of quality,
together with the demands deriving from the permanent need to update the institutional
mission of the UL, makes it indispensable to periodically evaluate and revise the QA
system and the respective guidelines.
The QA system is made up of a set of goals, devices, activities, processes and
tools that allow one to check to what extent the UL fulfils its mission consecrated in the
respective statutes and strategic documents, in line with the established benchmark
standards.
The QA system represents a commitment towards permanent improvement at
the UL of its performance, contributing to strengthening the common reality of the UL
by its OU, institutes and other bodies by means of involving all parties that work for and
in it in the definition and compliance of its quality culture aims.
The QA policy assumes the active participation of all the members of the
academic community and strategic social partners in the processes of analysis,
reflection and debate on the reality and the future perspectives of the University of
Lisbon, based on identification of the challenges that the Institution faces.
The QA policy of the UL has the following general goals: (i) to make sure there
is a continuous process of institutional improvement, so as to reach and reinforce the
levels of excellence established for the performance of its mission, (ii) to make sure
accountability is exercised to guarantee quality, (iii) to define modes of functioning
characterised by efficiency, efficacy, transparency and visibility of the results achieved,
(iv) to make sure the conditions are appropriate for the active participation of the
members of the academic community and society in the processes of analysis,
reflection and debate about the reality and future outlook of the UL, (v) to articulate and
support the activities of the evaluation offices of the respective OU, institutes and other
bodies.
The QA policy of the UL has the following specific goals: (i) to prevent the
fragmentation of accountability and the quality assurance structure; (ii) to enable the
acquisition of knowledge about the process to implement the QA policy; (iii) to schedule
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the self-evaluation processes and the external evaluation; (iv) to establish norms
governing the creation and maintenance of databases, making sure the schedule is
complied with for the application and collection of the evaluation tools and the
respective analysis; (v) to monitor compliance with the processes; (vi) to make sure the
recommendations are disclosed that result from the evaluation processes as well as to
encourage the respective application; (vii) to encourage and support the creation of a
QA office in each OU, institute and body.
The regular review and updating of the evaluation system of the UL in the light
of the internationally recognised norms and criteria is an integral part of the QA policy.
In order to guarantee the effective implementation of the QA policy it is
recommended that in the UL Rectory a structure is set up called the QA Office, the
manager of which shall be designated by the Rector. The manager shall be under the
Rector’s supervision and shall answer directly to him. The QA Office must have human
resources with suitable technical training and experience to carry out their respective
functions.
The QA Office will carry out its activity in articulation with the evaluation offices
of the OU, institutes and other bodies, in order to fulfil the general goal number (v)
regularly holding meetings with a view to making sure the respective activity is in
accordance with the strategic plan of the UL. Temporary task forces shall be set up,
comprising multi-skilled members, which are needed to intervene in processes that can
be crucial to fulfil the strategic guidelines of the QA in the UL.
The QA Office must be furnished with devices that guarantee confidentiality,
innovation and procedures that enable the continuity of the QA processes.
The UL will carry out permanent self-evaluation processes, bringing together all
the requirements needed for external evaluation. The QA Office must gauge, in an
effective manner, the performance of the scientific, pedagogical, cultural and social
functions which are part of the plural mission of the UL. This encompasses university
higher education, research, dissemination of knowledge, provision of services to the
community, scientific and cultural exchange and other forms of national and
international cooperation.
The QA Office is responsible for the creation, logistical backup, functioning and
continuous perfecting of its self-evaluation system and compliance with the external
evaluation requirements.

II. Quality Assurance System

2.1. Self-evaluation

A) Responsibility of the UL in defining and implementing the evaluation process

Within the framework of the QA system of the UL, self-evaluation is

viewed as an ongoing cycle of moments of examination of the university, as a
whole, and each OU, service, teacher and staff member in particular, to make
sure the required standard of competence and excellence in the institutional
performance is achieved. This system also comprises the definition of
improvements and the dates on which they will be implemented. The self-
evaluation processes are part of the normal management procedures of
collective institutions, at different levels.
The results of the evaluation processes constitute essential data to be
used to overcome weak points detected and to strengthen the areas of
excellence, aimed at bringing about overall improvement. These results will be
disclosed publicly in a suitable manner, contributing towards a better external
understanding of the Institution, its needs, its potential and its achievements.

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 B) Participation

The evaluation process shall include all those who are directly involved
in the activities of the UL: students, teachers, researchers and staff members.
Participation by these actors in the definition and implementation of the QA
policy is acknowledged as a right and duty. An opinion shall be requested,
whenever considered appropriate, and in accordance with the nature of the
situation in question, from the Student Ombudsman, the Management Board
and the University Council. The Rector will also consult the Senate whenever
he deems it necessary to do so.
The self-evaluation process also encompasses the consultation of
people outside the UL: professionals, the scientific community, alumni,
employers, users of services and institutional partners. As such, an attempt is
made to ascertain the public image of the UL, the social impact of its action, the
external efficacy of its policies and the social pertinence of its education.

2.2. External evaluation

The external evaluation complements the self-evaluation process, adding

credibility to it by encompassing the judgement of the national and international
academic community. Notwithstanding other forms of external evaluation, the UL
endeavours to implement the international evaluation technique proposed by the
European University Association (EUA).

2.3. Evaluation moments

The QA system, as an institutional self-regulatory device, presupposes periodic

moments of quality evaluation. The self-evaluation and external evaluation processes
lead to the cyclical analysis of the devices, the processes, the results and the
respective coherence with the institutional aims.
These moments of analysis will necessarily lead to decisions that bring about
the improved performance of people, collective groups and institutions. In turn, the
implementation of such decisions will be assessed, in a continuous process of
evaluation/decision/implementation/evaluation.
The bedrock for the evaluation will be the essential reference value of a culture
of quality and the fundamental goals of the UL and of each of its OU, institutes and
other bodies that comprise the university. As such, each one of them must endeavour
to draw up clear goals in the fields of education, research and national and
international inter-institutional ties.

2.4. Periodicity of the evaluation moments

The QA system caters for periodic moments of self-evaluation and external

evaluation that are organised by the QA Office through permanent quality management
procedures.
All parties in the self-evaluation processes have the duty to comply with the deadlines
and schedules established for the evaluations.
The periodicity of the formal evaluation processes is as follows:

1. Evaluation of the curricular modules is carried out in line with their duration
(usually, every six months), as soon as they have finished.

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 2. The evaluation of the OU, institutes, rectory and other bodies, including the
respective departments, courses, services, teaching and non-teaching staff is
carried out on an annual basis, in line with the legal stipulations in force.

3. The evaluation of the research centres is carried out annually, notwithstanding

the other evaluation methods determined by law.

4. The evaluation of the UL, as a whole, is carried out cyclically, every four years.

2.5. Evaluation Benchmarks

The benchmarks define the standards, based on which the code of good
practices is drawn up, institutionalising the rules of conduct in force in the UL, in
accordance with law, with internationally accepted standards, and with professional
ethics and deontology.

III. Reliable and autonomous piloting

The application of the QA policy is based on an integrated information system,

which, based on a systematic, coherent and all-encompassing information collection
system enables knowledge to be gleaned regarding the expectations, realities,
specificities, satisfaction and needs of the UL members or related entities. The good
functioning of this system results in the use of compatible, updated and reliable
databases, which are compiled in line with standardised data input procedures. The
confidentiality and rigour in the data processing is ensured by strict compliance with the
legal stipulations in force and by respecting the main deontological principles
applicable.
The QA piloting system is governed by internationally recognised standards and
focuses on the following areas:

1. Educational activities (undergraduate, post-graduate and others);

2. Research activities;
3. Scientific and cultural dissemination activities;
4. Student and social welfare services;
5. Services to the community;
6. Management and logistical support.

The collection and processing of the data is carried out in accordance with Law
no. 67/98, of 26 October, which is transposed into Portuguese law from the Directive
no. 95/46/CE, of the European Parliament and Council, of 24 October 1995, relative to
the protection of singular people with respect to the processing of personal data and
the free circulation of these data. The evaluation results shall be transmitted to the
Rector who will pass them on to the management of the OU, institutes and other
bodies.

3.1. Formulation of guidelines and codes of good practice

The evaluation and collection of information, as bedrocks of the QA system,

enable the identification of the areas that require intervention, both in order to make
improvements and to reinforce excellence.
The definition, as part of the QA system, of guidelines, codes of good practices
or procedures to be implemented by all the OU, institutes, Rectory and other bodies, is
a mechanism to ensure harmonisation and a coherent application of the quality
standards that the UL aspires to achieve through the QA Office.
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3.2. Common procedures of collection and processing of information

The procedures and tools used for the collection and processing of data are
uniform and lead to results that guarantee a common nucleus of information. The
uniformity is patent at several levels:
1. Standard benchmarks;
2. List of indicators;
3. Information collection tools;
4. Coding of the information;
5. Criteria for interpretation and disclosure of the results.
Compliance with the goals of the QA system lead to the generation of reliable
data and trustworthy results that make it viable to disclose them and use them in the
decision-making processes of the UL.

3.3. Disclosure of the evaluation results

A requirement inherent to the QA System of the UL is to define the conditions

regarding the disclosure of relevant information, in an objective, impartial, wide-ranging
and all-encompassing manner so that the QA Office can ensure that the disclosure is
effective. A guarantee is given with regard to the transparency of the principles
governing this task, and the methods used to study the activities and analyse the
results obtained by the QA Office of the UL. The relevant information comprises the
regular evaluations and studies on specific aspects of the way the institution functions.
The disclosure of the evaluation results comply with the internal norms of the
UL and the following general guidelines:
1. The results of the different evaluations of CM, courses, centres and services
shall be disclosed internally on an annual basis; the conclusions and results of
the evaluations of the courses, research centres and services that interact with
the public shall be disclosed externally.
2. The conclusions of the institutional evaluation of the UL (every four years) shall
be disclosed and debated internally.
3. Upon completion of the process, the UL shall draw up a final report for
publication.

3.4. Use of the evaluation results

The evaluation results are analysed by the respective statutory bodies and are
debated by all interested parties.
The evaluation conclusions shall be used, systematically, to improve the
institutional action as a whole, as well as the individual performances, the results of
each course, each research centre and each service, and should guide the action of
the relevant institutional entities, which are responsible for planning and making sure
the changes are brought about.
To do so, the following procedures must be complied with:
1- The coordinators of each course, education area, research centre or
service shall draw up and present an improvement plan for approval
from the relevant bodies of the UL or the OU, depending on the case,
within a maximum deadline of two months after disclosure of the
evaluation results.
2- The improvement plans must include a schedule for implementation of
the measures proposed, and the decision-making bodies that approve
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 them must monitor the implementation to ensure the schedule is stuck
to. The aforementioned bodies must also, when this is the case, define
the accountability measures for non-compliance with the planned
actions.

The subsequent evaluations shall aim to ascertain whether the measures taken
have led to the expected effects, gauging any possible need to opt for alternative
intervention strategies.

IV. Review of quality assurance policy

The QA policy aims to constantly perfect and add value to the UL. The QA
Office shall carry out, periodically, the respective review of the QA policy.
The procedures of the QA Office must be reviewed at the time of the
institutional evaluation of the UL and the conclusions of this examination shall be
translated into functioning proposals to be submitted to the Rector.
The delineated QA policy thus aims to be an open and evolutionary process, in
order to contribute to the excellence and national and international recognition of the
UL.

V. Evaluation benchmarks of the educational policies

5.1. Benchmarks with regard to the educational offer

a) Is the educational offer pertinent to the mission of the UL, its medium-term
goals and the social context?
b) Is the educational offer coherent in relation to the human and financial and
logistical resources at the disposal of the institution?
c) Is the educational offer understood by the public and are the educational goals
clearly defined?
d) Is ongoing education an integral part of the educational offer?
e) Is the undergraduate educational offer designed to prepare the students for life
and integrate them into university life?
f) Is the post-graduate educational offer based on research and collaboration with
relevant social organisations?
g) Is the educational offer designed from the perspective of the mobility of the
students and professionals?

5.2. Benchmarks with regard to the educational management

a) Is the education delivered in good working conditions?

5.3. Benchmarks with regard to the evaluation of the students

a) Is the student evaluation carried out in order to guarantee that the titles and
degrees are attributed in an undisputable manner?
b) Does the OU validate that its evaluation regulations are being complied with?

5.4. Benchmarks with regard to the evaluation of the education

a) Is the education evaluation carried out in a systematic and participatory

manner?
b) Is a policy in place for the pedagogical enhancement of the teaching staff?
c) Are the evaluation results used systematically to improve the education?

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VI. Evaluation benchmarks of the research policies

a) Does the institution define its research priorities, know its strong and weak
points and carry out suitable planning?
b) Does the institution encourage dynamic research that is undertaken in a
transnational context?
c) Does the institution have a policy for the enhancement and diffusion of the
research results and the synergy between the research and the education?

VII. Evaluation benchmarks of the student and social welfare services

a) Does the OU have a policy in place to welcome new students?

b) Does the OU have a policy in place to welcome foreign students?
c) Do all students have an e-mail address and access to PCs?
d) Do all students have a personal dossier on-line which they have access to?
e) Are the students provided with an information and advisory service?
f) Does the institution provide for students that are interested in a module to
help them build their study and professional career project?
g) Does the institution supply information and monitor specific sections of the
public: employees/students, the handicapped, competition athletes, and
others?
h) Are the opening hours of the services compatible with the different timetables
of the students?
i) Do the libraries have long opening hours?
j) Does the institution provide for the students who are interested in an
education module on documental search?
k) Does the institution supply specific modules for students with difficulties,
namely a module on learning methods?
l) Is there a transversal language learning device?
m) Is there a transversal device for learning IT packages?
n) Does the institution encourage the students to take part in the institutional
life?
o) Are the cultural and sporting aspects of the institution specifically catered for
and recognised?
p) Does the institution offer all the students the chance to play sport and develop
a culture of caring for their body?
q) Does the institution have a preventive medicine policy in place?
r) Does the institution have its own social welfare policy, adapted to the different
sections of the public and does it aim to enhance the quality of student life?

VIII. Evaluation benchmark of the technical-administrative management policy

8.1. Benchmarks relative to personal characterisation

a) Does the institution identify the needs as regards the number of qualifications
of the staff for technical-administrative functions?
b) Is the institution concerned with the degree of satisfaction of the technical-
administrative staff?

8.2. Benchmarks with regard to the organisational system

a) Does the institution define goals for the functioning of the technical-
administrative services?

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8.3. Benchmarks with regard to the ties established with the outside world

a) Does the institution encourage the establishment of national and

transnational conventions?
b) Does the institution encourage the business fabric to pronounce on the utility,
quality and pertinence of the educational courses?

8.4. Benchmarks with regard to the communication system

a) Does the institution encourage the establishment of a wide array of

communication systems?

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List of Abbreviations:

QA – Quality Assurance
UL – University of Lisbon
OU – Organic Unit
CM – Curricular Module
ECTS – European Credit Transfer System

Glossary:

Self-evaluation: “Ongoing and concerted process among the interested actors, to

analyse and assess, as a whole or in part, the way the institution carries out its
educational mission, in order to adapt to a changing world, to ground the decisions
made and to be accountable to society” Conseil Supérieur d’Éducation (1999)
L’Évaluation Institutionnelle en Education. Canada, Québec: CSE.

Criterion: “Characteristic or property of an object according to which it is an object of a

judgement” De Landsheere (ibidem).

Quality assurance: Set of predefined and systematic activities carried out within the
framework of a quality system and demonstrative as regards the need to confer the
recognition that an entity satisfies the quality demands.

Quality management: Set of general management activities that determine the quality
policy, the goals and the responsibilities and which are carried out through means such
as quality planning, quality guarantee and quality improvement, within the framework of
the quality system.

Indicator: “Variable perfectly identifiable, used to describe (qualify or quantify) the

goals, targets or results.”

Benchmark: Series of characteristics taken as the model or backup.

Standard: “Degree of level of requirement, excellence or knowledge established with a

view to making a decision (admission, success, etc.)”
De Landsheere, G. (1979). Dictionnaire de l’Évaluation et de la Recherche en
Éducation avec lexique anglais-français. Paris : P.U.F.

Translation of “Quality Assurance”: In France, the official translation by the National

Education Council of the European document “Standards and guidelines for Quality
Assurance in the European Higher Education Area” decided to adopt the expression
“management de la qualité” instead of “assurance de la qualité”, because it considered
the former more all-encompassing than the latter given the scope of the processes
proposed in the European report. The translation adopted the definition of the two
expressions that was established by the “Office québécois de la langue française”, in
2003:

Validate: “To supply proof that the test procedure used enables the correct evaluation
of what is intended to be measured or predicted” De Landsheere (ibidem).

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