The Quality Approach
The Faculty of Sciences has made quality improvement a central focus of its mission. This initiative, which will be implemented gradually, reflects the Faculty’s commitment to a process of continuous improvement and to providing services that fully meet recognized standards.
Why implement a quality management system?
The Faculty of Science has launched a quality initiative to help:
- In addition to the appeal of its 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 a strong political commitment from management to implement a set of actions aimed at enhancing 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 members.
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 members.
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 Standards are designed 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 external user or professional’s experience (access, guidance, processing of requests, complaints, and feedback).
It adheres to five core principles to which the Faculty of Science is committed:
- More accessible services,
- A more attentive welcome,
- Faster processing of requests,
- Suggestions and complaints are taken more seriously,
- Better listening.
The five core principles are broken down into 12 commitments:
You want services that are more accessible:information that meets your needs, effective guidance:
1- We provide you with the information you need to complete your administrative 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 administrative procedures online,3- We direct you to the right department or agency and help you complete your administrative procedures.
A warm and attentive welcome :
4- We welcome you with courtesy and mutual respect, inform you of your estimated 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 succeed :
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 staff and provide them with the tools they need to guide and assist users with their requests,12- We evaluate our practices, involve our staff, and take their feedback into account to improve the quality of service
Student Evaluation of Courses and Instructional Units
Student evaluations of courses and course units consist of two distinct parts:
- A general questionnaire regarding the (mandatory) evaluation of courses and academic departments (covering aspects such as the organization of the course, physical facilities, digital services for students, and connections with industry), the results of which are used by the University and the academic department for management purposes.
The results of the general evaluations are available to students, faculty, and administrative staff at the University of Montpellier (link:
https://survey.umontpellier.fr/index.php?action=elements&page=public)
Policy on the Evaluation of Training Programs and Instruction
- An optional evaluation questionnaire used by instructors to solicit feedback from their students on the courses they teach, focusing on factors that contribute to the quality of instruction, such as: course objectives and structure, course content, the relationship with the instructor, assessment methods, and overall evaluation of the course. Three standard questionnaires are provided, each in two versions (with or without open-ended comments):
- A questionnaire focusing solely on the CM,
- A questionnaire regarding lectures and tutorials,
- A questionnaire covering lectures, tutorials, and lab sessions.
These evaluations are conducted with the support of a project coordinator from the Faculty of Sciences, as well as 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 services teams.
Issues in Assessment
- Establish a constructive dialogue between students and teachers,
- Enhance students' perception of their program,
- Enable teachers to enhance their teaching in terms of curriculum, logistics, and pedagogy,
- To enable the Faculty of Science to promote its academic programs.
Objectives
- Strengthen the Faculty of Sciences as a center of excellence in education and enhance its reputation and the appeal of its academic programs,
- Ensure genuine visibility, a constant commitment to improvement, and the positive and controlled evolution of training programs,
- Foster a genuine and constructive dialogue among the various stakeholders (staff and users) based on the needs expressed by each group,
- To foster pedagogical innovation in response to the need for continuous updating of content and materials, and to promote the sharing of best practices, as well as the development of new courses,
- Support the teaching and administrative staff and ensure the continuous improvement of their operations,