New University

A team of experts appointed by NAKVIS Council Decision No.6034-15/2022/5 of 21.4.2022 visited the institution (Faculty of Government and European Studies of the New University - Doctoral Programme: International and Diplomatic Studies) intensively on 30 and 31.5.2022 via Zoom and formulated the key findings of the sample evaluation of the Doctoral Programme International and Diplomatic Studies as follows: ● The attached documents refer mainly to the self-evaluation of the institution (Faculty of Government and European Studies, New University) and to a lesser extent to the self-evaluation of the study programme; ● no distinction is made between the self-evaluation of individual study programmes by level and by doctoral programme area. The same observation also applies to the Action Plan for the realisation of the vision and mission of the Faculty in the academic year 2021/2022; ● Self-evaluation is carried out annually at the Faculty (attached to the Self Evaluation Report - SER for the last 4 years), but there is no evidence of any substantive shift or update of the International and Diplomatic Studies curriculum, which has been the same for many years. The only change in the curriculum has been the change to a modular way of organising and delivering the programme; ● The Higher Education Institution (HEI) (statistically) monitors and analyses enrolment, progression and completion, which is not sufficient to provide adequate data for a comprehensive assessment of the status and development of the study programme; ● there has been progress in the adequacy of examination and assessment, as the needs of BAC accreditation have led to the implementation of double assessment of examinations and peer review and assessment of teaching by the HEI; ● the study environment and conditions are satisfactory; ● HEI cooperates with the environment and potential employers; ● the scientific, professional and research work at the Faculty is adequate and rich, but there is insufficient involvement of PhD students in the field of work itself; ● the collection of information and suggestions is based on a suggestion form (Annex), questionnaires, discussions at faculty and university bodies, individual interviews with the dean, staff appraisals, etc.; ● the implementation of the tasks, results and findings of the SER are duly communicated to the stakeholders (individually, through the bodies and on the website); ● The SER does not provide a sufficient basis for self-evaluation of the International and Diplomatic Studies doctoral programme (institutional view only), but the participation of stakeholders in the implementation and development of the SER is (in general) satisfactorily regulated through the individual bodies and their composition, as well as through cooperation with external stakeholders (New University Quality Regulations); ● the quality cycle is not fully closed due to the lack of self-evaluation of the International and Diplomatic Studies doctoral programme; ● with regard to the internationalisation of the doctoral studies, only the international activity of the professors, reflected through their experience in diplomacy or other international projects, is of primary importance; ● the very concept of the doctoral programme and the selection of doctoral subjects is shown to be isolated in the faculty and the university; 20 ● the profile of the courses is more related to law and security than to the field of international and diplomatic studies; ● the individual study programmes at the HEI (undergraduate, postgraduate and doctoral) are not sufficiently integrated and complementary, so that the content of the doctoral programme is not directly integrated (upgraded) with other existing programmes; ● the research funding obtained is not linked to the research carried out by doctoral students; ● partial inconsistency in the review of the curricula and their implementation and delivery; ● the International and Diplomatic Studies programme is adequately organised and is also largely delivered on an individual basis; ● in the selection of thesis topics, some of the topics chosen are more appropriate for a doctoral programme in law, economics or security than for international studies; ● students' motivation to enrol has more to do with the choice of professors - future supervisors - than with the coherence of the study programme; ● students perceive doctoral studies as useful for career progression; ● the scientific basis of the study is not sufficiently emphasized and is not primarily correlated to the implementation of the doctoral programme; ● the curricula of some subjects (e.g. Foreign Affairs and International Law, International Human Rights Law, Economic Diplomacy and Global Diplomacy, European Law) are deficient for doctoral studies as they do not contain updated literature and topics; ● the programme does not foresee the direct involvement of doctoral students in teaching (soft skills); ● the study programmes are adequately adapted to different student groups, needs and modes of study. The HEI adapts teaching methods and formats to the needs of individuals; ● teachers, staff and students are satisfied with the ways and forms of work; they can give their suggestions and criticisms in surveys or in individual discussions; ● the Faculty organises regular additional training for staff. Additional education and training are adapted to the needs of the environment and the studies; ● flexibility and an individual approach according to the needs of the individual (student) are emphasised; ● disproportionate amount of ECTS per subject, correlated with contact hours and individual work of students; ● study materials are accessible. The library covers an adequate amount and range of materials. The programme uses printed literature and electronic resources, all of which are available in the New University Library; ● teachers add content at their discretion on an ongoing basis, and distance learning is enhanced by the eUniverza digital platform; ● third-level students have the opportunity to publish papers in the conference proceedings of the Academic Forum, and the best papers are also published in the human rights journal Dignitas; ● teachers and staff (professional services) are accessible and available to students throughout their studies; ● the competences of the staff are mainly in the fields of law and business; 21 ● the material conditions are adequate for the implementation of the doctoral programme; ● students are able to progress regularly and smoothly by fulfilling their obligations; ● Higher education teachers and staff are autonomous in their teaching and research, and are encouraged by the HEI through various calls and measures; ● The HEI informs stakeholders and the public about its activities, curricula and activities in a timely manner, both individually and generally (via the website).

A group of experts has prepared a joint report by areas of assessment according to Article 6 of the Criteria for Accreditation and External Evaluation of Higher Education Institutions and Study Programs, specifically the quality standards from Articles 17 and 18 of the Criteria for Accreditation. In Standard 4, we identified one strength, namely the commendable interdisciplinary collaboration among course lecturers. In Standards 1, 2, 3, 4, and 5, we identified opportunities for improvement.