Activity Plan for 2018

1. Introduction

2. The external assessment of A3ES and the ESG

3. Prior accreditation of new study cycles

4. The renewal of the accreditation for programmes in operation

5. The revalidation of accreditation – Alignment with the regular accreditation cycle

6. The follow-up of conditional accreditations

7. Certification of internal quality assurance systems

8. Student participation in accreditation

9. Institutional assessment

10. The second regular assessment cycle of the system

11. Assessment of distance education

12. The internal quality assurance at A3ES

13. Internal Publications

14. Internationalization

15. Scientific Council

16. Visibility of the Agency and analyses of the higher education system
17. Chronology of events

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1. Introduction

As this first assessment/accreditation complete regular cycle came to a conclusion, A3ES has initiated in 2017 a complete cycle of institutional accreditation/assessments, which will be completed in 2018. The institutional evaluation must take into account the results of the accreditation of all study programmes, the evaluation of research activities and the institutional governance,
the level of aggregation being the university or the polytechnic, as discussed with the institutions.
The revision of the assessment/accreditation guidelines will continue in 2018, as well as their integration in the electronic platform. The objective is to simplify the guidelines without lessening their rigour. Priority will be given to the integration of the follow-up processes in the Agency’s platform, which will allow for their simplification and for narrowing the information to the bare essentials.
It will be also necessary to integrate in the platform of the Agency the guidelines for the new cycle of assessment/accreditation of study programmes, which will be substantially simplified in relation to the previous cycle. The reconstruction of the data base for the teaching staff will allow also for the comparison of the higher education system in 2009, when the Agency initiated its activities, with the situation in 2017, after completing the first assessment/accreditation cycle, in order to asses the progress made.
The Agency needs to resume, with the new government, the passing of legislation for regulating distance education, which was not completed in the previous legislature.

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2. The external assessment of A3ES and the ESG

As referred in previous reports, the A3ES went through an international assessment promoted by ENQA. This result has allowed A3ES to become a full member of ENQA and later to become registered in EQAR, the European Quality Assurance Register for Higher Education. A3ES has prepared an answer to the three recommendations made in the assessment report relative to the necessary additional efforts of the Agency in three specific areas:
a) In the use of internal quality assurance systems which have not yet been
generalised to every institution.
b) In increasing student participation in external review teams.
c) In improving the external assessment reports by making them more clear and
accessible to the general public.
In response to those recommendations A3ES has prepared a “follow-up” document describing the actions taken. Following the A3ES document ENQA has recognised the improvements made and expressed its satisfaction with the progress made. Moreover, ENQA calls the attention to the changes to the ESG already endorsed by the Yerevan Council of Ministers and hopes that these changes have been incorporated by all ENQA members in their procedures, and adds that the Agency must analyse these changes carefully.
As determined by the ESG, quality assurance agencies must go through an international evaluation every five years, which means that A3ES must be evaluated again in 2019. Therefore, A3ES needs to initiate in 2018 the process of preparing a new self-evaluation report.
Meanwhile, A3ES has continued to prepare and publish new synthetic thematic reports, and will continue to do so throughout 2018.

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3. Prior accreditation of new study cycles

The prior accreditation procedure is now well stabilised and the 9th annual accreditation cycle is underway. There has been a slight reduction in the number of applications for new study programmes relative to the previous year. There were 394 applications in 2014/15, 225 in 2015/16, 187 in 2016/17 and 184 in this year. Table 1 presents the results for 2017/18.

Table 1 – Accreditation proposals of new study cycles
  Public University Private university Public Polytechnic Private Polytechnic TOTAL
  15/16 16/17  17/18  15/16 16/17  17/18  15/16 16/17  17/18  15/16 16/17  17/18  15/16 16/17  17/18 
Licenciatura 11 7 14 11 17 10
28 18 15
29 15 16
79 57
55
Master 33 35 46 32 11  18 35 31  26 8 12  3 108  89 93
Integrated Master 4 2 4 2 3  5 - -  -
 - -  - 6  5 9
PhD 20 26 16 12 10  11 - -  - - -  - 32  36 27
Total 68
 70 80 57 41  44 63 49  41 37 27  19 225  187 184*

*Includes two assessments in Macau

There was a small increase of applications in the case of universities (from 111 to 124) and a decrease of applications in the polytechnic sector (from 76 to 60). There was an increase of 10 in the number of applications of public universities and of only 3 for private universities. In the case of the polytechnic sector there was a decrease of 8 in the number of applications for public institutions as well as for the private ones. By type of study cycle there was a decrease of 2 in the applications for new first cycles and of 9 for new PhD programmes and an increase of 4 in the number of applications for new masters and integrated masters.

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4. The renewal of the accreditation for programmes in operation

As referred under § 10, a new regular cycle of evaluations of the system will be initiated in 2017/18. The timing for the assessment/accreditation of study programmes in operation is organised by scientific areas in order to ensure a fairly uniform distribution of the number of assessments in each year of the cycle.

It is important to notice that all the study programmes in operation to be evaluated in the second regular cycle were already accredited by the Agency in the first cycle. Therefore it is in reality a renewal of the accreditation of study porgrammes that the institutions have decided to continue offering. This has allowed for a major simplification of the respective accreditation guidelines (Guidelines ACEF 2017-2022). Its updated version is available from the Agency’s electronic platform.

In the first year of the new regular assessment/accreditation cycle it is foreseen that 471 study programmes in operation will be accredited after a visit in loco. They are distributed by the areas to be accredited in 2017/18, as indicated in Table 2. Comparing with the training areas accredited in the previous regular cycle, it can be seen that two areas were transferred to the second year of the cycle (“Psychology” and “Marketing and Publicity”, University education) and one to the third year (Social Work) due to the dates of most of the accreditation decisions in those areas.

Compared with the previous assessment/accreditation process of the 471 study programmes, 323 were accredited by ACEF 2011/12 (1st year of the regular cycle), 69 by ACEF 2009/10 (assessment of study cycles which did not receive preliminary accreditation) and the remaining 79 were accredited as new study cycles (21 by NCE 2009, 21 by NCE 2010, 19 by NCE 2011 and 18 by NCE 2012).

 

Table 2 - Scientific areas covered in the 1st year of the second regular assessment/accreditation cycle (ACEF 2017/2018)
Scientific Area 1st cycle Integrated masters 2nd cycle 3rd cycle Total
Training of Childhood Educators and Basic Education Teachers (1st and 2nd Cycles)
14   1
71
Marketing and Publicity, Polytechnics 23
   16
50
Accounting and Taxation 33
27 1
 45
Management and Administration, polytechnics 33   18
25
Management and Administration, universities 31
32 6
 40
Civil Engineering, polytechnics
 18   15
66
Civil Engineering, universities
 6 7
 14 11
 69
Hospitality, Tourism and Recreation, Polytechnics
 45   14
69
Hospitality, Tourism and Recreation, universities
 13
9 3
 19
Sports
 18
9
34
Sports Sciences
 15   28
 7
 15
Transdisciplinar
  1
2
Others (re-appreciation of accreditation)
 2  
1
 15






Total 251 7
 184 29 471

* - Data relative to November 22nd 2017

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The self-assessment reports must be submitted in the Agency’s electronic platform between 2 January and 2 March 2018. The institutions were given notice in due time on the study programmes included in the first year of this new regular cycle of assessment/accreditation for study cycles in operation (ACEF 2017/2018).

 

5. The revalidation of accreditation – Alignment with the regular accreditation cycle

 

Regulation no. 392/2013 of A3ES approves the assessment and accreditation procedures for higher education institutions and their study programmes. Article 40 of the regulation determines that “the institution willing to maintain the operation of the accredited study programmes must apply for accreditation renewal before the end of the academic year preceding the year when the prior accreditation prescribes”.
To maintain the operability of the assessment/accreditation process it is necessary to ensure that in the case of new study programmes which received previous accreditation, and in the case of study programmes which were assessed/accredited outside the regular cycle (both will be referred to as “non-aligned study programmes”) the year of assessment for renewal of accreditation purposes will be, as much as possible, aligned with the year for assessment of their education area in the regular assessment/accreditation cycle. The Management Board has approved a special procedure defining the mechanisms and deadlines to apply for the renewal of accreditation.
In 2018 the procedure “Special applications for renewal of accreditation” (process PERA 2017/2018) will be used for 246 study programmes accredited in 2012 out of the regular assessment/accreditation cycle (134 study cycles NCE 2011, 105 study programmes ACEF 0910 and 7 other accidental ones) which in 2018 complete the regular accreditation period of six years. It is an assessment/accreditation process without visit aiming at extending the accreditation period (from 2 to 4 years) until the year where the new regular cycle of assessment/accreditation of the relevant education and training area will take place.
The self-evaluation guidelines were simplified to follow the model of the Guidelines ACEF 2017-2022 and should be submitted in the Agency’s electronic platform between 2 January and 2 March 2018. The institutions were previously informed of the study programmes included in the process PERA 2017/2018.

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6. The follow-up of conditional accreditations

 

In the case of conditional accreditation of study programmes the institution is asked to submit a follow-up report demonstrating the fulfilment of the conditions set in the accreditation decision. In 2018 ends the period of conditional accreditation of some 340 study programmes in these circumstances. In agreement with the defined procedures the Agency will make the institution aware two months in advance that it must submit the follow-up reports until the end of the month prior to the end of the accreditation period.
A simplified version of the follow-up guidelines was drafted and will be integrated in the Agency´s electronic platform.

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7. Certification of internal quality assurance systems

 

Following an experimental exercise of certification on internal quality assurance systems in 2012, the Agency opens an early call for declarations of interest of institutions in participating in the audit process of the following year. This is a voluntary process, which aims at the certification of the internal quality assurance system of the institution being audited.
So far 21 institutions were audited and 14 internals systems were certified while 5 others are in the final stage of certification.
In 2018 a new exercise will take place for institutions applying in the new call of late 2017. 
An annual workshop will continue be organised with participating institutions, as a preparatory phase of this process. The Agency will continue to be available to collaborate in initiatives of HEIs, which aim to encourage academic communities to take an active part in quality assurance and enhancement activities.

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8. Student participation in accreditation

 

The recruitment and training process of students as evaluators has been repeated every year. It is foreseen to have a number of newly recruited students for the 2018 assessments, allowing that most External Review Teams will integrate a student. For this purpose a new tender was opened for students enrolled in the areas under assessment. Training sessions with the students will be organised in the first trimester of 2018.
The teams for audits of the Internal Quality Assurance Systems have always integrated a student.

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9. Institutional assessment

 

To comply with the prescriptions of Law no. 38/2007, of 16 August, A3ES will promote the design of an institutional assessment system that takes in consideration the internal quality assurance systems and scientific employment. The institutional assessment must clearly differentiate between the missions of university institutions and the missions of polytechnic institutions. The first accreditation cycle of all study programmes is about to be completed. Therefore the A3ES, as it is foreseen under regulation no. 392/2013, has initiated the institutional assessment/accreditation processes, which should be completed in 2018. This process will allow namely to check if institutions comply with the conditions set for their operation (e.g. the minimum number of doctoral degrees in universities and university institutes) as defined by Law 62/2007 of 10 September (RJIES – Juridical Regime of Higher Education Institutions) and if the assumptions for awarding the status of public interest are still valid (following an analyses promoted by DGES).

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10. The second regular assessment cycle of the system

The first complete cycle of assessment/accreditation was focused on the assessment and accreditation of all the study programmes in operation and is about to be completed and had a positive effect on the system. On the one hand it has allowed for the elimination of the worst situations of lack of quality and has encouraged institutions to develop and to certify their Internal Quality Assurance systems and to discontinue those study programmes that they considered not to hold conditions for their accreditation.

On the other hand the standards relating to the quality of the teaching staff have allowed for its improvement, which is visible in the progressive increase in the number of staff holding a Ph.D. and with relevant international publications. This last outcome will be validated using the renewed A3ES database. In any case the evident problems resulting from the concept of “specialist” must be acknowledged.

Quality assurance systems need to be periodically renewed to avoid their progressive transformation in mere routines. The initial cycle, which is about to be completed, was a very demanding and exhaustive exercise, both at financial level and in the use of human resources. Therefore, it will be desirable to design a more flexible and simplified system for the second assessment cycle to be initiated in 2017. However, international examples show that quality systems tend to oscillate between two extremes, from a system of exhaustive programme accreditations to a system of quality audits at institutional level. Changing to a softer and less intrusive system is the result of institutional fatigue with a very detailed and demanding system. However, this change may be reversed by a movement in the opposite direction whenever there is the public perception that the system has become less rigorous and effective.

Therefore, A3ES will try to implement an intermediate level system where a sampling methodology will replace the exhaustive assessment of all study programmes in those cases of verified quality.

The new system intends to use a more flexible methodology in those cases where a combination of factors is present:

1)    A good accreditation record in the 1st assessment cycle completed in 2016.
2)    Qualification level of teaching staff above the national average level.
3)    Good research level certified by the assessment results of research units (at least very good).
4)    Availability of an internal quality assurance system certified by the Agency.

When there is the simultaneous presence of all those conditions a simplified and more flexible system will be applied eventually relying on a sampling process associated to a panel of performance indicators, which will be chosen from the report entitled “Indicadores de Desempenho para Apoiar os Processos de Avaliação e Acreditação de Ciclos de Estudos” [Performance Indicators for Supporting the Assessment and Accreditation Processes of Study Cycles], which was promoted by the Agency.

It is also necessary to define the conditions differentiating between the institutions of university type from those of polytechnic type. The report “Indicadores de Desempenho para as Instituições de Ensino Superior Politécnico nos domínios das atividades de investigação aplicada e de criação cultural e o seu impacto para as regiões em que estão inseridas” [Performance Indicators for institutions of Polytechnic Higher Education in the realm of their applied research and cultural development activities and their impact in the surrounding regions] will be helpful.

The new system will also include an updating of the data basis that was created with the preliminary accreditation of the study programmes. This updating will imply that every institution will provide data on its complete educational offer, which will allow for a better appraisal of the adequacy of the available resources to the total educational offer.

At last, as already referred, there will be substantial changes in the electronic platform aiming at its simplification for the assessment/accreditation of study programmes.

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11. Assessment of distance education

 

There was no progress in this area. The assessment of this mode of delivery has not yet been regulated by a special law as foreseen in Law 62/2007 of 10 September. The passing of Decree-Law 115/2013 of 7 August has made that regulation more pressing as its number 4 of article 59 prescribes that study programmes only can be delivered in a distance mode if that is explicitly stated in the accreditation decision, or in case of tacit deferment, if it is included in the application. As the criteria for the accreditation of distance education were not yet legally defined the A3ES cannot include the distance mode of delivery in the accreditation of study programmes, which creates a legal vacuum.

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12. Internal quality assurance at A3ES

 

Within the scope of its policies of internal quality assurance, A3ES will give furtherance to quality procedures implemented in previous years; the following initiatives are foreseen for 2018:
  • External feedback will be collected using mechanisms which promoting the direct contact with different stakeholders, will promote the systematic collection of comments and suggestions from higher education institutions and members of the External Assessment Teams by using questionnaires following the assessments.
  • In 2016, the change to a new assessment cycle and the consequent change of guidelines makes rather irrelevant the use of questionnaires on the assessment/accreditation process of study programmes in operation. However, the Agency will use questionnaires on the institutional assessment/accreditation process and the audit process of internal quality assurance systems.
  • The Advisory Council will be consulted within the terms foreseen in the Statutes of the Agency.
  • The Scientific Council (whose members include foreign experts) will be consulted.
  • Formal and informal internal feedback will be obtained, namely through means of a survey and from the annual meeting of the Management Board with the case officers.
  • Information obtained will be processed for each survey and a report will be published on the conclusions and on improvement measures to be adopted.
  • Further training for Agency workers and for members of the External Assessment Teams will be provided, including students applying to become evaluators.

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13. Internal Publications

 

A new volume of the series A3ES Readings is about to be published. It includes the characterization of the teaching staff teaching in both higher education subsystems (university and polytechnic) and in both higher education sectors (public and private), in all Portuguese higher Education Institutions (HEIs). The indicators used include the analysis profile of the teaching staff, researchers and professional staff. In order to provide a more specific knowledge of the different areas of education and training the Classificação Nacional das Áreas de Educação e Formação (CNAEF) [National Classification of Education and Training Areas] (DGES - Ministério das Actividades Económicas e do Trabalho, 2005) was used. The present study provides not only a global characterization of the teaching staff but it is also organized by two digits CNAEF areas, meaning the 22 available areas, being identified by the highest academic qualification of the professor. The data used refers to the initial phase of the assessment/accreditation process in 2010/11, which will allow for a comparison against the new data base for the academic year 2017/18, thus allowing for an assessment of the progress made in the qualification of the teaching staff after the first complete cycle of assessment/accreditation of study cycles.
The study on “Mobility patterns of higher education studies” was completed. The project intends to determine the characteristics of the networks which can be obtained by analysing the mobility patterns of students in the national territory (for example, the network of the flow of applicants between administrative regions – districts – and the network obtained by discriminating the candidates to each academic programme); which are the determinants of the mobility of higher education students (for example, institutional qualities, characteristics of the local labour market) ; which is the impact of recent changes to legislation (for instance the mandatory nature of some access examinations to specific areas such as Engineering or Economics) over the identified student mobility patterns; which is the impact of structural changes to the higher education network (for instance, merger or closure of institutions) in the geographical distribution of students; and, at last, how changes in the allocation of vacancies, namely by changing the numeri clausi /or the placing system by application marks may change the identified patterns and how  demographic changes may promote the reconfiguration of the network or the change (or not) of the identified patterns. The report will be published in 2018.
In 2018 two new studies will be completed:

a) “Access, success and failure. Student routes in Higher Education”. This project aims to analyse the data for 1st cycle students, enrolled for the first time in the participating universities: Universidade de Évora, Universidade de Lisboa, Universidade do Minho and Universidade do Porto.

b) “Learning Outcomes. From implementation to assessment from a treble vision of learning outcomes: HEIs, students and employers”. This research aims to contribute to the assessment and reflection over the level of implementation, materialisation and assessment of learning outcomes by Portuguese HEIs.
The reports will be published in 2018.

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14. Internationalization

 

The Agency will continue the activities promoting its internationalisation, namely by means of papers published in international reference journals and by participation in activities developed by ENQA. For 2018 there are already participations foreseen in some conferences:

1) Participation in the 2018 ENQA General Assembly, in Astana, Kazakhstan, 18-19 October.
2) Participation in the 8th ENQA Forum, in Zaragoza, 19-20 April.
3) Participation in the 31st CHER Annual Conference at the Higher School of Economics, National Research University, Moscow (30 August to 1 de September) on “Differentiation and Integration in Higher Education: Patterns and Dynamics”.
4) Participation in the 40th EAIR (European Association for International Education) Annual Conference, at Central European University, Budapest, (26 to 29 August), on “Competition, collaboration and complementarity in Higher Education”.
5) Participation in the Annual European Quality Assurance Forum, organized by EUA, ENQA, EURASHE e ESU, date and venue to be defined.
6) Participation in the ECA Summer Workshop – European Consortium for Accreditation, date and venue to be defined.
7) Participation in the ECA Winter Seminar 2018 – European Consortium for Accreditation, promoted by NVAO, date and venue to be defined.

Following the 2016 international seminar the manuscript of a book with the proposed title “The visible hand of the internal market: tensions between European competence and national sovereignty in higher education” was competed and the book will be available in 2018, published by Palgrave MacMillan.

A3ES is organising a new seminar in 2018 dedicated to the analysis of doctoral programmes and their recent changes. The programme of the seminar is presented in Annex 1. Invited participants are:

•    Rosemary Deem, Royal Holloway, Universidade de Londres
•    Barbara Khem, Universidade de Glasgow
•    Maresi Nerad, Universidade de Washington
•    Lyn McAlpine, Oxford Learning Institute e McGill University (Canada)
•    Svein Kyvik, NIFU - Noruega
•    Lukas Baschung – Universidade de Lausanne
•    Hugo Horta, Universidade de Hong-Kong
•    Corina Balaban, Universidade de Manchester

A3ES has successfully completed the guidelines for the review of study cycles in Macau, according to a contract signed with the Gabinete de Apoio ao Ensino Superior – GAES (Tertiary Education Services Office) of the Government of Macau. A3ES continues to be requested to perform assessments in Macau, namely in the area of Health Technologies, which will allow for testing the guidelines prepared by A3ES.

A3ES will perform assessments of study cycles given by Portuguese higher education institutions in PALOP countries, namely in S. Tomé e Príncipe and Angola.

A3ES will continue the regularization of the offer of study cycles by Portuguese institutions in Brazil.

The Agency will continue its participation in research projects financed by the European Commission, in collaboration ENQA, ECA and other European Quality Agencies, which includes:

  • Participation in the project Erasmus+ (KA 3 Database of External Quality Assurance Reports (DEQAR)), coordinated by EQAR. The database will allow for the identification of a very large number of higher education institutions, which were quality assessed by an agency registered at EQAR (either at institutional level or of one or more of its study programmes) and to have easy access to the review reports. Funding provided by Erasmus+ will cover the initial implementation phase of the data bases and support the QA Agencies in aligning their informatic systems, whenever necessary.
  • Participation in the project Erasmus+ (KA 2 Strategic Partnerships for Higher Education), “MEHR – Modernity, Education and Human Rights”, coordinated by the Swedish Agency UKÄ, to be developed between 2016 and 2018. The project will focus on the assessment of Learning Outcomes. The aim of the project is to reinforce the higher education of human rights in areas such as medicine, social work, professor training, geography and engineering, thus allowing professional working in those areas to be better trained to promote the human rights in their daily practice. Portugal will lead the project in those areas focusing on migrations and capacities and intercultural competencies in geography and law.

 

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15.  Scientific Council

The Agency will continue to continue to have the support and advice of a group of international experts in higher education, including its quality, which integrate its Scientific Council. The composition of the Council was recently changed with Professor Guy Neave being replaced by Professor Murray Saunders (U. Lancaster) and Professor Mary Henkel being replaced by Dr.ª Marja Beerkens (U. Leiden).

The last report of the Scientific Council is presented as an annex (Annex 2). As the Agency did not agree with some of the recommendations, namely because of a wrong evaluation of the context in which A3ES operates, the Management Board has formulated a response (Annex 3) which received the Scientific Council’s agreement:

Thank you very much for your detailed and thoughtful reaction to our Scientific Council report. We apologise for some misunderstandings on our side that may have led to some comments and recommendations in our report not being right on target. Evidently, we sorely miss the insight of Guy Neave, who could fill in background knowledge about many issues being discussed in the Scientific Council. Maybe we could discuss a procedure for A3ES to review our Council's draft report for errors of fact or understanding before we finally submit it, from next year onwards?

The Management Board agrees with the Scientific Council’s proposal which will be implemented in its next intervention.

 

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16. Visibility of the Agency and analyses of the higher education system

The Management Board proposes for 2018 the following activities:

a) Carrying on with the publication of a Thematic Report document for each of the assessed scientific areas. This document will be disclosed to the higher education institutions and the media. These documents will provide a panorama of each area and of its evolution over the last years.

b) Carrying on with the publication of books in the series “A3ES Readings” as referred in § 13.

c) The publication with Palgrave McMillan of a book with the proposed title “The visible hand of the internal market: tensions between European competence and national sovereignty in higher education” with a special reference to the role of the European Court of Justice in building the European Higher Education Space.

d) Analysing the possibility of publishing a Newsletter with the most relevant of the Agency’s activities.


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17. Chronology of events


The following pages present the chronology of activities planned for 2018. During this period, the priorities of the Agency will be centred on completing institutional assessments, analysing the renewed data bases, which will allow to determine the effectiveness of the system since its initial implementation and launching the new regular assessment/accreditation cycle.

 

The Management Board,
Alberto Manuel Sampaio Castro Amaral      Jacinto Jorge Carvalhal
João Alexandre Botelho Duarte Silva         Sérgio Machado dos Santos
José António Sarsfield Pereira Cabral        Maria Teresa da Silva Duarte
Armando José Pinheiro Marques Pires

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Chronogram
  1 2 3 4 5 6 7 8 9 10 11 12
Prior accreditation
 Assessment of proposals for new study cycles X X X X                
Decisions on proposals for new study cycles     X X X              
New cycle of proposals for new study cycles                 X X    
Appointment of reviewers                     X X
Preliminary analysis of proposals of new study cycles                     X X
Audit of internal systems
 Workshop for participating institutions ASIGQ 2018   X                    
Submission of self-assessment reports in the platform     X X                
Selection of Assessment Teams         X X            
Training of reviewers           X
            
Audit visits                 X
 X X X
Start of accreditation decisions                       X
Conditions and deadlines for participation in 2019                 X
      
Declaration of interest in participation in 2019                   X X  
Selection of institutions to be audited in 2019                       X

 

Chronogram
  1 2 3 4 5 6 7 8 9 10 11 12
Regular acreditation cycle
 Submission of self-assessment reports in the platform X X                    
Appointment of reviewers for 2018   X X                  
Training of reviewers for 2018     X X                
Visits of external assessment teams           X X   X X X X
Accreditation decisions                   X X X
Timing for the 2018/19 assessment of the system         X X            
Institutional Accreditation
 Appointment of reviewers   X X                  
Submission of self-assessment reports in the platform X X X                  
Training of reviewers for 2018     X X X              
Visits of review teams         X X     X X X  
Accreditation decisions                 X
 X X X
Timing for the 2017/18 assessment of the system X X X X                
Diverse actions
 Activity report and accounts for the Board of Trustees     X X                
Activity report for the Advisory Council       X X              
2018 activity plan and budget for Board of Trustees                   X X  
2018 activity plan for the Advisory Council                   X X X
Meeting of the Scientific Council                   X    
Recruitment and training of students                 X X X X
New cycle
 Definition of performance indicators X X                    
New guidelines X X X X                
Changes of the electronic platform       X X X X X X      
Updating of the data basis                 X X    
Timing of the new cycle activities                   X X X



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