Faculty of Science

The Quality Approach

The Faculty of Sciences has made quality improvement a central part of its mission. This approach, which will be implemented gradually, reflects the Faculty’s commitment to progressively engage in a process of continuous improvement and to provide services that fully meet recognized standards.

 

Why implement a quality management system?

The Faculty of Sciences has launched a quality initiative to help:

  • In addition to the appeal of its training programs,
  • With a high level of professionalism,
  • To improving the services provided to students and the university community,
  • To enhance the image and visibility of the Faculty of Sciences
Definitions and Objectives

Definition:
Quality is defined as the ability to meet the explicit or implicit needs of service users.
The quality initiative is an organizational, participatory, and progressive approach driven by strong political commitment from management, aimed at implementing a set of actions to enhance overall user satisfaction.

Objectives:
– User satisfaction: students and faculty,
– The well-being and recognition of staff members’ work,
– The modernization and continuous improvement of services for everyone and by everyone.

This initiative involves all faculty staff. Each individual contributes their skills and expertise to serve the users: students and faculty.

The Faculty of Sciences has chosen to focus its quality initiative on two areas: the Marianne framework and teaching methods.

Who is affected by this process?

This initiative involves all faculty staff. Each individual contributes their skills and expertise to serve the users: students and faculty.

The Faculty of Sciences has chosen to focus its quality initiative on two areas: the Marianne framework and teaching methods.

The Marianne Charter

The Marianne Framework aims to improve the reception and service provided to users. This quality initiative covers all channels of customer service (in-person, telephone, mail, and email) and all stages of the journey for external users and professionals (access, guidance, processing of requests, complaints, and feedback).

It adheres to five key principles to which the Faculty of Sciences is committed:

  • More accessible services,
  • A more attentive welcome,
  • Faster processing of requests,
  • Suggestions and complaints are taken more seriously,
  • Better listening.

The five guiding principles are broken down into 12 commitments:

You want services that are more accessible:information that meets your expectations, and effective guidance:

1- We provide you with the information you need to complete your procedures and ensure that it is kept up to date across all platforms; 2- We make it easier for you to use our online services and complete your procedures online; 3- We direct you to the right department or agency and help you complete your procedures.

A warm and attentive welcome :

4- We welcome you courteously and with mutual respect, inform you of your wait time, and ensure your comfort; 5- We make it easier for people with disabilities to access our services; 6- We provide appropriate assistance to people in need.

Clear responses within the stated timeframes:

7- We respond clearly and precisely to your requests and complaints, 8- We answer all your calls while keeping your wait time to a minimum,

We're here to help you grow :

9- We use your feedback and suggestions to improve our services; 10- We regularly assess your satisfaction and share the results of these assessments.

The public service is committed to its employees:

11- We train our employees and provide them with the tools they need to guide and assist users with their procedures, 12- We evaluate our practices, involve our employees, and take their feedback into account to improve the quality of service

Student Evaluation of Courses and Course Units

Student evaluations of courses and course units consist of two distinct parts:

  • A general questionnaire regarding the (mandatory) evaluation of courses and the academic unit (evaluation of course organization, physical conditions, digital services for students, and links with industry, for example), the results of which are used by the University and the academic unit for management purposes.
    The results of the general evaluations are available to students, faculty, and administrative staff at the University of Montpellier.

Policy on the Evaluation of Training Programs and Instruction

  • An optional evaluation questionnaire used by instructors to solicit their students’ feedback on the courses they teach, based on factors that contribute to the quality of instruction, such as: course objectives and structure, course content, the relationship with the instructor, assessment, and overall evaluation of the course. Three sample questionnaires are provided, each in two versions (with or without open-ended comments):
    • A questionnaire focusing solely on the CM,
    • A questionnaire on lectures and tutorials,
    • A questionnaire covering lectures, tutorials, and lab sessions.

These evaluations are supported by a project coordinator from the Faculty of Sciences, as well as by the undergraduate program advisors and senior advisors and the master’s program coordinators. These individuals serve as key liaisons between students and the academic, administrative, and career counseling teams.

Issues in Assessment

  • Establish a constructive dialogue between students and teachers,
  • Enhance students' perception of their educational program,
  • To enable teachers to enhance their teaching in terms of curriculum, logistics, and pedagogy,
  • To enable the Faculty of Sciences to promote its academic programs.

Objectives

  • To reinforce the Faculty of Sciences as a center of excellence in education and to enhance its image and the appeal of the programs it offers,
  • Ensure genuine visibility, a constant pursuit of improvement, and positive, controlled evolution of training programs,
  • Foster a genuine and critical dialogue among the various stakeholders (staff and users) based on the needs expressed by each,
  • To foster pedagogical innovation in light of the need to continually update content and materials, and to promote the sharing of best practices and even the development of new courses,
  • Support the teaching and administrative teams and ensure the continuous improvement of their operations,