The quality approach
The Faculty of Science is committed to quality development. This approach, which will be implemented progressively, reflects the Faculty's commitment to a process of continuous improvement, and to providing services that fully comply with recognized standards.
Why a quality approach?
The Faculty of Science has embarked on a quality initiative to contribute to :
- The attractiveness of its training courses,
- To a high level of professionalism,
- Improving service to students and the university community,
- Enhancing the image and visibility of the Faculty of Science
Definitions and objectives
Definition :
Quality is the ability to satisfy the explicit or implicit needs of users of a service.
The quality approach is an organizational, participative and progressive approach driven by a strong political will on the part of management, with a view to proposing a set of actions to develop overall user satisfaction.
Objectives :
- User satisfaction: students and teachers,
- Staff well-being and job satisfaction,
- Modernization and continuous improvement of services for all and by all.
This approach involves all the faculty's staff. Each individual puts his or her skills and know-how at the service of users: students and teachers alike.
The Faculty of Science has decided to focus its quality approach on two key areas: the Marianne standard and pedagogy.
Who is concerned by this approach?
This approach involves all the faculty's staff. Each individual puts his or her skills and know-how at the service of users: students and teachers alike.
The Faculty of Science has decided to focus its quality approach on two key areas: the Marianne standard and pedagogy.
Marianne Charter
The aim of the Marianne standard is to improve the reception and service provided to users. This quality approach covers all reception channels (physical reception, telephone, letters and e-mails) and all stages of the external or professional user's journey (access, orientation, processing of requests, complaints, listening).
It is based on five key principles to which the Faculty of Science is committed:
- More available services,
- A more attentive welcome,
- Faster processing of requests,
- Suggestions and complaints are better taken into account,
- Better listening.
The 5 main principles are broken down into 12 commitments:
You want more available services:information that meets your expectations, effective guidance :
1- We provide you with the information you need to carry out your formalities, and make sure it's up to date on all media,2- We make it easy for you to use our Internet services and carry out your formalities online,3- We direct you to the right service or administration, and help you carry out your formalities.
A friendly and attentive welcome :
4- We welcome you with courtesy and mutual respect, we inform you of your waiting time, and we ensure your comfort,5- We facilitate access to procedures for people with disabilities,6- We welcome people in difficulty in an appropriate manner.
Clear, timely answers:
7- We respond clearly and precisely to your requests and complaints,8- We answer all your calls, keeping your waiting time to a minimum,
Listening to your progress :
9- We use your comments and suggestions to improve our services,10- We regularly evaluate your satisfaction and communicate the results of these evaluations.
The public service is committed to its employees:
11- We train our staff and give them the tools they need to guide and facilitate user procedures,12- We evaluate our practices, involve our staff and take their feedback into account to improve service quality.
Student evaluation of courses and teaching units
Student evaluation of courses and teaching units consists of two distinct parts:
- A general questionnaire, covering the (mandatory) evaluation of courses and the component (evaluation of the organization of training, material conditions, digital services for students, links with the industrial world, for example), the results of which are used by the University and the component for steering purposes.
The results of the general evaluations can be consulted by students, teachers and administrative staff of the University of Montpellier (link :
https://survey.umontpellier.fr/index.php?action=elements&page=public)
Training and teaching evaluation charter
- An optional evaluation questionnaire used by lecturers to ask their students for their opinions on the teaching they provide, based on factors that contribute to the quality of teaching such as: teaching objectives and structure, teaching content, relationship with the lecturer, assessment of knowledge and overall assessment of teaching. Three standard questionnaires are proposed, each in two versions (with or without free comments):
- A questionnaire on CM alone,
- A questionnaire on CM and TD,
- A questionnaire covering CM, TD and TP.
These assessments are supported by a project manager from the Faculty of Science and by the Bachelor's degree referents and super-referents, and the Master's degree course leaders. The latter act as privileged intermediaries between students and the teaching/administration/guidance teams.
Evaluation issues
- Establish a constructive dialogue between students and teachers,
- Enhance students' image of their training,
- Enable teachers to enhance the value of their teaching in terms of programming, logistics and didactics,
- Enable the Faculty of Science to enhance its training offer.
Objectives
- Strengthen the Faculty of Science as a quality training center and enhance its image and the attractiveness of the courses it offers,
- Ensuring real visibility, a constant quest for improvement and the positive, controlled development of training courses,
- Foster real, critical dialogue between the various players (staff and users), based on the needs expressed by each,
- Stimulate pedagogical innovation by constantly updating content and materials, and encourage the sharing of best practices and even the creation of new courses,
- Strengthen teaching and administrative teams and ensure continuous improvement in their performance,