Expert Reports Accreditation and Reaccreditation of several programmes at College AAB-Riinvest, Pristine, Kosovo

1. Expert Report/ Site visit: 4th June 2011

Experts Team: Ass. Prof. Mag. Dr. Ingeborg Mottl Univ. Doz. Dr. Arno Bhler Prof. Dr.-Ing. Jrg Becker University of Salzburg (Austria) University of Vienna (Austria) University of Applied Sciences and Arts Dortmund (Germany)

Content

(Re-)Accreditation Report of the Programs Faculty of Law .................................................... General Findings ............................................................................................................................ (Re-)Accreditation of the Programs of the Faculty of Law ........................................................... Accreditation Report of the program Public Administration ................................................. Recommendations .......................................................................................................................... Recommendation for Accreditation Decision:............................................................................... Accreditation Report of the program Criminal Law ............................................................... Recommendations ..........................................................................................................................

Accreditation Report of the programmes Applied Arts Architecture BA and Applied Arts Interior Design BA .......................................................................................... Preliminary remarks ....................................................................................................................... Program Accreditation Applied Arts Architecture BA ........................................................ Final remarks ................................................................................................................................. Recommendation for Accreditation Decision................................................................................ Program Accreditation Applied Arts Interior Design BA ....................................................

Recommendation for Accreditation Decision................................................................................

Accreditation Report of the program Child Care and Welfare ............................................. Recommendation for (Re-)Accreditation Decision: ...................................................................... Evidence ......................................................................................................................................... List of additional documents .......................................................................................................... General Findings Concerning the Need of such a Program ........................................................... General findings concerning the capacity of AAB-Riinvest to meet the institutional needs of the program ................................................................................................................................ Curriculum ..................................................................................................................................... Diploma-thesis ............................................................................................................................... Extra one-year-study-program ....................................................................................................... Teaching conditions ....................................................................................................................... Research conditions .......................................................................................................................

(Re-)Accreditation Report of the Programs Faculty of Law Ass. Prof. Mag. Dr. Ingeborg Mottl, University of Salzburg (A)

According to the provisions of the Law of Higher Education in Kosovo (Administrative Instructions No 2003/14 and No 2009/2) as well as normative acts of the Kosovo Accreditation Agency (hereafter referred to as KAA), the PPHE AAB-RIINVEST presented a request for (re-) accreditation of several academic programs. The KAA is requested by the Minister of Education, Science and Technology of Kosovo to evaluate all private institutions of Higher Education which operate in the Kosovo. According to this request the PPHE AABRIINVEST decided to undergo this process.

General Findings
The following findings and recommendations are results of the Site-Visit-Program (hereafter referred to as SVP) of the external expert Ass.Prof. Mag.Dr. Ingeborg Mottl, University of Salzburg, evaluating the (re)accreditation of an existing and a new program of the Faculty of Law and the meeting with representatives of the faculty, students and staff members on 4h June 2011 to discuss the application. In advance the expert received the Self-Evaluation-Report 2011 (hereafter referred to as SER). There is no doubt of the quality of the SER which reflects the improvements in the quality of the programs offered by PPHE AAB-RIINVEST since the last evaluation of external experts in 2010. The expert thanks gratefully PPHE AAB-RIINVEST for the hospitality during the SVP. In

addition the expert wants to express thanks to the KAA and its representatives, Prof. Dr. Ferdije Zhushi-Etemi (NQC/KAA) and Mag. Basri Muja (Expert for Evaluation and Accreditation, Acting Director/KAA), for their remarkable hospitality, support and cooperation during this accreditation procedure. Mag. Basri Muja accompanied the expert throughout the SVP. In addition to the meeting with the management during the SVP the expert has asked to deliver the following documents after the meeting: Written test for the application of students for the Master Program in Criminal Law During the meeting on the 4th June 2011 the expert received a hardcopy of the written exam for the application of students for the Bachelor Program in Public Administration already. A few syllabi of the single courses according to the Bachelor Program in Public Administration and the Master Program in Criminal Law Complete Staff-List of all members of the Law Faculty with specific information about: male female fulltime part-time which person is teaching in which of the two mentioned programs Example for the selection process according to the students applying for the Master Program in Criminal Law. All these additional documents the expert received on the 9th June 2011.

(Re-)Accreditation of the Programs of the Faculty of Law

The following findings of the external expert relate to the following at the Department of Public Administration): Program in Public Administration BSc-Degree Program in Penal Law MSc-Degree

Accreditation Report of the program Public Administration

The SER states that this program which started for the first time in the academic year 2010/2011 has a total amount of 248 students (fulltime: 50 students, part-time: 198 students). The part-time students attend the courses only on Saturday. PPHE AABRIINVEST offers for all students of the Bachelor program in Public Administration three classrooms with a surface of 300 m2. During the meeting the members of the management informed the expert that PPHE AAB-RIINVEST does not plan to increase the total number of students and therefore also only 250 students will be able to apply to the academic year 2011/2012. The reason for the same amount of students is a quality issue. This means, that the institution wants to ensure the quality of the higher education before the increase of the number of students should take place. The expert appreciates this position very much.

The program is organized by the Department of Public Administration within the Faculty of Law (responsible therefore: Fatmir Qollaku; SER p. 49). As recommended in the Report 2010 the Faculty is divided into departments in 2011. To ensure the quality based recommendations the study program has been analyzed and the ratio between theoretic and the needed practical hours for students have been harmonized. As a specific issue of the last report the language skills of the academic staff was improves and the students were offered more possibilities to attend more language courses (which are offered free of charge for the students). The students informed the expert that they find sufficient possibilities; enough books in the library are available for them. The program aims to improve the communications and research skills of the students and therefore will offer them the possibility to gain experience in management, policy, analysis, economics an quantitative methods (SER p. 48) to prepare them to render their contribution to policy formation, human resources management in pubic organisations and private and non-profitable institutions. The program is aware of the recent changes in labour market in the Kosovo and the region. The program wants to enable the students to be able to gain knowledge in management, advisory services, political, analytic and legal fields as well as skills and competences to increasing their employability (see an overview over skills, knowledge and competences in the SER p.49). Additional courses are offered to the students also to improve their scientific knowledge of research work at the Centre for Scientific Research, responsible for the Centre is Prof. Dr. Vesel Latifii (SER p.50). The admission for the program is open for all students who have completed high school and have passed the National Matura Exam. At students admission procedure the passing of the entrance examination is requested. The workload of this three-year program for one year within two semesters is in total 60 ECTS (30 ECTS each semester). After three years the students gain the academic title of a Bachelor of Science (BSc; SER p. 5). In the last year (5th and 6th semester) the students can select between two modules, the module of Public Administration and the module of Political Sciences and Diplomacy (SER p. 48). In both cases the offered academic degree is the Bachelor of Science (BSc). Although this information was given during the SVP the expert was informed by the received additional documents, that there should be three different streams offered to the students in the last year of their studies: General Law, Political Sciences and Diplomacy. This different information confuses the expert. Therefore it is recommended to point out this issue of the offered curriculum.

Recommendations
During the SVP the management the expert received an example of this written examination. In the opinion of the expert the questions of the entrance examination are

much too easy to improve the basic knowledge of the further students. Beside this the examination is also much too shortly, normally should be possible to fill in the answers in about ten minutes. This means that the expert recommends PPHE AAB-RIINVEST to redesign the entrance examination immediately to insure the proposed quality of their further students. According to the standards of the KAA the offered academic degree for the Bachelor program in Public Administration should be a Bachelor of Arts (BA) instead of the proposed Bachelor of Science (BSc). In the first semester the mandatory course The management in public administration (No 2, SER p.51) must be named as Public Administration Management according to the description in the SER (p. 54). In the first semester there is offered a mandatory course Introduction to the public administration (No 3) and in the 2nd semester a mandatory course Administrative Law (No 2, SER p. 51). The course description for both courses is very similar (SER p. 54, 57). Therefore the expert suggests only one course in the first semester with an Introduction to Public Administration. In the 2nd semester the curriculum offers a course Administrative Law and Theory of Public Administration (No 2, SER p. 51). In the opinion of the expert this course should be offer this issues as Administrative Law I and the course in the 3rd semester Law on Administration (No 1, SER p. 52) as Administrative Law II. In the 3rd semester the course Managing human resources must be named as Human Resource Management (SER p.59). The course in the 4th semester Informatics in Public Administration (No 4, SER p.52) could be offered as a selective course in this semester. Therefore the course Administration Procedure Law (No 1, SER p.53 after renaming it!) should be moved to the 3rd semester therefore. The course Public Administration (No 1 for students choice, SER p. 52) could be deleted as this subject is already offered in the 1st semester. The course No 3 in the 5th semester should be named International Relations instead of International Relationship. The course No 3 in the 5th semester should be named Criminal Law instead of Penal Law. The course Methodology of scientific research (No 2, SER p.53) in the 6th semester should be moved into the 1st semester because the students there are offered basic knowledge. Therefore a course in Academic Writing should be integrated to offer knowledge for the preparation of the final thesis for the students. This recommendation the expert also suggest for the course Methodology of political sciences (No 1 in the 6th semester of the Diplomacy-Module). Therefore also in this module instead of this course there should be offered a course Academic Writing. The expert suggests the integration of more recent and innovative subjects e.g. eGovernment or Public-Private Partnership in the current curriculum For the achievement of the European academic standard it is also necessary to increase the number of female staff as soon as possible. According to the detailed information in the received additional documents there are among the 32 staff-members of the Law Faculty only 3 woman at all. From these 3 women there is only 1 of them defined as a regular staffmember.

Recommendation for Accreditation Decision:

Accreditation of the Bachelor program in Public Administration with the academic degree Bachelor of Science (BSc) Accreditation of the Bachelor program in Public Administration with the academic degree Bachelor of Arts (BA) is recommended.

Accreditation Report of the program Criminal Law

Master program in Criminal Law The Master Program of Criminal Law aims to equip students with knowledge and make them understand criminal law areas (e.g. basics of Criminal Law, International Criminal Law, Criminal Procedure Law, Criminology, Criminal Sanctions, see SER p. 75) and provide solid knowledge and systematic understanding of institutional structures of Criminal Law. The program wants to enable students to attain valuable skills in combating crime and particularly modern forms of organized crime and corruption. Responsible for the program is the Dean of the Department, Dr. Vesel Latifi (SER p. 76). All students who have received their Bachelor Degree (after four years) can admit for the program (SER p. 75). In this context it is important that students who prove to have completed the first level studies with an average grade (GPA) 7.5 or higher, are entitled to directly continue their master studies. Whereas students with the average grade (GPA) less than 7.5 shall be subject to a qualifying exam. The workload for one year within two semesters is in total 60 ECTS (30 ECTS each semester) and offers the academic degree Master of Science.

Recommendations
Recommendation for Accreditation Decision: Accreditation of the Bachelor program in Public Administrationis recommended with the academic degree Bachelor of Arts (BA) . Recommendations In the first semester mandatory courses should be offered in Law methodology (SER p. 76). This course offers basic knowledge which is a standard course in most of the Bachelor programs in the field of law. Therefore this course should be offered as a course Academic Writing.

Recommendation for Accreditation Decision: Accreditation of the Master program in Crimial Law is recommended with the academic degree Master of Laws (LLM).

Accreditation Report of the programmes Applied Arts Architecture BA and Applied Arts Interior Design BA Prof. Dr.-Ing. Jrg Becker, University of Applied Sciences and Arts Dortmund (G)

Preliminary remarks
The college AAB Riinvest (AAB) presents a program of architecture with the degree Bachelor of Arts, which was already evaluated positive in 2009, but they do not get the permission to run the program. The refusal of that program in 2009 was - in my opinion correct. The actual Self Evaluation Report is based on the report from 2009 and shows a mixture of all fields of architecture education, so by all something, but not really well and suitable. In addition the program did not fit to the strategy of ABB neither to some departments.

That situation was discussed at the site visit with the responsible staff of AAB Riinvest for the program Applied Architecture and Applied Interior Design. The additional documents present a changed curriculum for Applied Architecture. The curriculum has changed to a profiling design according the discussions at the site visit and is now specialized and in context to the college strategy. But the additional documents are still named the program Applied Arts. Applied Architecture and Applied Interior design were still mentioned as study courses. I will evaluate only the program Applied Architecture (mentioned as study course). I will not evaluate a program of Applied Arts. Thats too general and further more a faculty or a department of the college than a program. The program Applied Interior Design will evaluate separately.

Program Accreditation Applied Arts Architecture BA

The following evaluation will focus on the program Applied Architecture depend on the changed curriculum delivered with the additional documents and the comments on draft report given by AAB Riinvest. The evaluation will follow the guideline for experts and concentrate in some special areas to guaranty employability and future development. Because the program hasnt start, some aspects cant be evaluated.

P1 Academic Programmes and Student Management P1.1: Does the academic program correspond to the institutions mission statement and principles of employability? The program Applied Architecture corresponds to the institutions mission statement and principles of employability in Kosovo. P1.2: Are the programs quality, range and academic aims appropriate according to the academic degree? Yes, but like discussed more oblige courses should be in lower semesters (first year), elective courses at higher semesters, starting at second year. Elective Subjects of several higher semesters could be joined in one big cluster, so that students can specialize in one field. That was explained at the site visit. P1.4: Does the academic degree correspond to international standards? Yes P1.5: Does the structure of the program give sufficient opportunity for independent study, reflection and analysis? (e.g., what is the proportion of independent study time compared to online/distance teaching and classroom units) Yes, in general it is okay. The proportion between classroom units and workload is correct. The structure of the program / curriculum shows some misunderstandings: ECTS must be higher than teaching hours (see Architectural Constructions 1, first semester). Each study course should finish in a single semester. Study courses with duration of two semesters are bad for international relations and not acceptable for student development (see courses Architectural Design and Architectural Construction). According to the specialization of the program the courses Architectural Constructions in the first year is okay, from second year on the courses should be cancelled. Instead of the workload of Architectural Construction for example English language should add in higher semester as well as some more courses of interior design fields as oblige courses. P1.6: Is the allocation of ECTS appropriate and comprehensible? Yes, but there are some mistakes (see hints P1.5) P1.7: Is the workload required for the academic program manageable for students? Yes (see hint P 1.5) P1.8: Are the teaching methods and content of teaching units sufficient for the successful achievement of the programs goals and outcomes (competences and qualifications, knowledge and skills)?

English as a foreign language is necessary as a compulsory subject in curriculum (see hint P1.5). P1.10: How do the admission criteria and admission procedures measure up to international standards? See hint P1.5 P1.11: Is the ratio of the academic/artistic staff and the students appropriate? For the program Applied Architecture the capacity should be fixed at 40 students for the first years. After reaccreditation the capacity can be increase to employability in Kosovo.

P2 Staff P2.1: Does the institution have an adequate proportion of permanent staff and appropriate proportions of permanent and external staff? Not proved exactly. For the program of Applied Sciences or Arts, like Applied Architecture about 70% of staff should be resident, less than 30% from abroad. The relation between full time contracts and staff with on part time basis is okay. P2. 2: Do the academic staffs demonstrate proven ability at a high academic and didactic level and are their qualifications appropriate to the positions they hold within the institution according to the basic criteria 1? Yes, the high academic level is proved, whereas the didactic level cant be evaluated.

P3 Research and International Co-operation P3.1: Is the teaching staffs involved in research activities inside or outside the institution, and do these research activities have a knock-on effect on teaching/course contents? Cant be evaluated P3.2: Are the extent and the quality of international cooperation in research and teaching adequate? Cant be evaluated, but the staff show a good international experience.

P4 Finances and Infrastructure / Space and Equipment P4.1: Does the institution have an adequate budget plan? No, not proved

P4.2: Does the institution have adequate buildings and specialized infrastructure for the requirements of the program? Yes, but because the program is not running, I can only recommend (as I have done at site visit): Teaching methods at higher semesters in Architecture should be in form of project work not in head-on situation. Desk in classrooms should arrange for that teaching method. The work atmosphere should correspond to the work situation in offices and companies. There is enough infrastructure, they can manage this recommendation.

Final remarks
The program should go on in processing the curriculum as mentioned to the profile of design architecture combined with courses of interior design as oblige courses. Foreign languages as English should added in more semesters. The CVs of authoritative staff like Esat Valla, Jovan Stefanowski, Teuta Jashari-Kajtazi and Sai Musilu are still missing.

Recommendation for Accreditation Decision

The program Applied Arts-Architecture-BA should be named as Applied Architecture, Bachelor of Arts (BA) .The program is now linked to the statements and strategy to the institution. The program focuses on fields of Design and Arts which fits to the history of AAB and to some other departments they are running. I will recommend to start the program with 40 students and to do a reaccreditation after one year.

Program Accreditation Applied Arts Interior Design BA

The following evaluation will focus on the program Applied Interior Design depend on the changed curriculum delivered with the additional documents and the comments on draft report given by AAB Riinvest.

The program is concerning the contents closely connected to the program Applied Architecture. In the SER nearly 70% of courses are equal to Applied Architecture, staff is nearly the same. Additional documents show more courses related to departments of Fine Arts and Painting. The curriculum has changed according the discussions at the site visit and shows now more fields of design not only a specialization of Architecture. That could be the basis for a new program Applied Design and a new accreditation. The comments on draft report indicate that a new program Applied Design could be developed.

Up to now the program Applied Arts-Interior Design-BA has no independence, it is not an own program. There is not enough specialized staff for Interior Design, only one lecture (Hana Nixha) has enough competence for that program.

The program conveys rather the impression of a specialization in a field of architecture. Such a program could be a master program based on architecture.

Recommendation for Accreditation Decision

I cant give today the recommendation to start the program Applied Interior Design neither as a single program with Bachelor degree nor as a study course with specialization of the program Applied Architecture.

AAB Riinvest should go on the way they have done with the additional documents and the comments on draft report to create a new independent program Applied Design which fits to some other departments / programmes at AAB Riinvest. They need specialized staff for this.

Accreditation Report of the program Child Care and Welfare

Univ. Doz. Dr. Arno Bhler, University of Vienna (A)

Recommendation for (Re-)Accreditation Decision:

Re-accreditation of the BA-program Child Care and Welfare for another two years

Evidence
The following findings and recommendations are the results of the on-site-visit at PPoHE AAB-Riinvest on 4th of June, the evaluating of the description of the program in the SER (mainly p. 8-25) and the additional documents that have been delivered by AAB-Riinvest according to the request of the EE:

List of additional documents

A copy of the inter-institutional agreements mentioned in the SER on p. 9. A list of the academic staff engaged in the program with the following specifications (all academic staff according to the study-plan!): name + professional specialization + gender (male/female) + hour of appointments at other departments/institutions + contract/precontract + full time/part time + workload (hrs. to teach/week/semester according to the studyplan!) List of research programs in which the program of Childcare and Welfare is included. All documents have been handed over to the EE in time and contributed significantly to the

decision of the EE.

The responsible representatives of AAB-Riinvest for the re-accreditation of the Childcare and Welfare program during the on-site-visit were: Prof.Dr. Fahrush Rexhepi (Head of the Program) Prof. Dr. Riza Brada Professor Prof.Dr. Imri Badallaj Professor Mr.sc. Bardha Qirezi Quality Assurance Office

The representatives of AAB-Riinvest during the meeting with the management were: Dr. Sc. Lulzim Tafa, acting rector Prof. Ass. Dr. Rrahman Paarizi, vice-rector for academic issues Prof. Ass. Dr. Muhamet Sadiku, vice-rector for international affairs and research Zija Rexhepi, vice-rector for administration Prof. Ass. Dr. Shemsedin Vehapi, Head of Quality Assurance Office Bardha Qirezi, MA, Quality Assurance Office Coordinator Granit Curri, secretary of AAB-Riinvest Argjenta Plakolli, Administrative Assitant to the Rectors Office

Mag. Basri Muja from KAA accompanied the entire on-site-visit.

General Findings Concerning the Need of such a Program

The start of the program for Child Care and Welfare at AAB-Riinivest in 2010/11 has shown strikingly that there exists a high demand for this program in the region. 208 students are already participating in the program, according to the information of representatives of the department during the on-site-visit. About half of them are part time students, while the others are full time engaged into their studies. In addition to the desire of a large number of students to gain a professional education in this field, the special post-war situation in Kosova is another, cultural reason why such a program is highly needed. The whole society is currently undergoing major cultural transitions concerning their major values and social structure: like traditional family-values, family-

structure, gender-roles, etc. There exists a high demand that these processes of transition and social changes are scientifically reflected and professionally re-structured. Therefore a cultural demand for this program exists beyond any doubt.

General findings concerning the capacity of AAB-Riinvest to meet the institutional needs of the program
The representatives of AAB-Riinvest were well prepared for the meeting with the EE during their on-site-visit. The EE found evidence that the infrastructure like lecture-rooms, library and so on as well as the organizational capacities like the administrative units, the quality management and so on are available to run such a program within the given infra- and organizational structure of AAB-Riinvest. Also the financial situation appears to be stable. The fundamental working conditions for the academic staff concerning their teaching conditions are good. The EE have been told that the institute supports them quite well in order to improve their teaching conditions. There were only minor complaints that the financial-budget to do research at the institute should be improved by the management. There too have been no serious complaints at the meetings about the amount of workflow the academic staff has to cope with. The same is true concerning the relations of the students to the institute. There exists a consensus between them that they face very good conditions both in respect to the institute and the teachers in the program. AAB-Riinvest renders them administrative help to accomplish their programs. Criticism by the students did not refer to the institute of AABRiinvest, but much more to the political conditions under which they are currently studying in Kosova: The difficulty to gain a visa in order to attend conferences, student exchange programs and so on.

Recommendation: It would be very important that the IoHE and KAA will work together to improve this visa and international exchange situation on a political level in the interest of the students. Only the enhancement of student exchange programs will solve major problems in the academic field in Kosova, like the improvement of their English skills, the improvement of their professional qualification by international exchange and so on.

Though the general impression of the institutional setting in which the program of Childcare and Welfare takes place is satisfying, this degree of satisfaction cannot be shared in respect to the ratio of men and women who were present during the meeting with the management: 12 out of 13 persons were men. The ratio is better in respect of the academic staff which is teaching in the program, 4 women / 9 men (AD, p.8).

Recommendation: AAB-Riinvest must increase its efforts to balance this gender-ratio of its management in the near future if it wants to reach international standards in this field also.

One must say that still there exists a lack of critical thinking skills and training in critical methods by almost all agents of this institution: Starting with the students the EET was able to meet, the management and even the academic staff. It will therefore be important for the whole structure of AAB-Riinvest that cultural issues are considered to play a significant part in the fields of economy and law matters too. Interdisciplinary research projects on cultural aspects are thus highly recommended by the EE to balance the dominance of the most advanced department of economy, not only in respect to the numbers of staff and students, but as well in respect of the research activities of AAB-Riinvest. To make the work accomplished at this department visible, not only within the academic world, but also to public life in Prishtina and the Kosova region, the department should think of a close cooperation with the department of mass-communication: For example, in communicating the work it has done via radio or other mass communication media to non-academic cultures in Kosova, given the public relevance of its program. (For example: Organizing public lectures, interviews, expertise in mass media etc.)

Curriculum
The EE gained the impression that the department is aware of the great responsibility it assumes by approaching a program on such sensible matters like Childcare and Welfare. Given the numerous traumatic experiences a great number of people are still confronted with in Kosovos post-war situation, the program has become more ambitious in the meantime and has been designed more to meet the special needs of this extraordinary social situation. In order to implement this task in the program, the department has signed several interinstitutional agreements with regional institutions engaged in the field of Child Care and Welfare like

Primary school Selman Riza Fush Kosov Primary school Gjona Serei Ferizaj Directory for Health and Social Welfare in Prishtin. HANDIKOS, Prishtin Municipality Departmet for education, Ramiz salihu ( in process ) Primary school Hasan Prishtina Prishtine (in process ) Primary school Thimi Mitko Gjilan (in process ) Primary school Rexhep Elmazi Gjilan (in process ) Municipality Departmet for education , Bujar Nevzadi (in process )

 Primary school Njazi Rexhepi Viti (in process)

The curriculum obliges every student to do a one-month-period of practical work at the very end of the program (10 ECTS) at one of these institutions and thus fulfills the requirement to offer a practice oriented study-program in this field. These agreements and the emphasis on the practical orientation of the institute should improve the employability rate of its students.

Recommendation: It would be advisable if the students attending their BA-period of practical work and maybe even an extra year-job-specialization after their BA were given certain jobguaranties by the institution where they do practical work during the program.

Diploma-thesis
The regulations for the diploma thesis are not yet fully clarified. It is a good idea to connect it closely with the practical experience of the students. The EE has been told by the office for quality assurance that the representatives of the program are already in contact with them to discuss and decide this matter. Right now there is the idea that every student has to compose two reports: one in form of a diary-report where the students mediate and tell about their experiences during their period of practical work, and a second one in a more academic, essayistic format.

Recommendation: The number of words of this second academic report should be at least 15.000 and not only 3.000, as the representatives of the program suggested during the onsite-visit. Since there exists a course in academic writing in the study-plan, some theoretical skills have to be trained in the program, despite its practical orientation.

Extra one-year-study-program
The idea of an extra one-year-study-program to achieve a narrow specialization of ones job profile is necessary and important, but has to be specified immediately after the accreditation of this BA-program. It should be considered a chance to consolidate the practical skills the students have acquired during their period of practical work in the BA program. It still remained an open question during the meeting whether the students attending an extra year job specialization will gain a second diploma for their extra studies.

Recommendation: Prof. Dr. Ferdije Zhushi-Etemi from KAA informed the representatives of AAB-Riinvest during the on-site visit of the last EET that there was a legal possibility to offer

them an extra diploma (something like an advanced study certificate), which would obviously be desirable for the students.

Teaching conditions
The recourses of academic staff for the program are sufficient to run the program, but still it will be a big task to acquire more academic teachers, especially due to the large number of students willing to study this program, as one could see in the first year of its existence. According to several mistakes and a confusing way to list the academic staff at the SER (p. 10-11), initially it was difficult for the EE to gain a clear picture of the current academic staff situation at the department. On p. 10 the SER mentions, for example, contracts with three professors (Dr. Resmije Kryeziu, Dr. Vehbi Ramaj, Dr. Riza Brada), but Dr. Vehbi Ramaj is not part of the list on the following page 11. In addition, some of the teachers mentioned in the list on p. 11 do not teach even one course in the study-plan (SER, p.12-14), for example Dr.sc Prof. Fadil Raka. It is also confusing that on p. 11 the list of academic staff does only list the names of those with whom AAB-Riinvest has already established a part or full time contract. It does not list those with whom AAB-Riinvest must have a pre-contract, since their names are already mentioned in the study-plan, but not on the academic list on p. 11. The AD finally did much to clarify this confusing situation but still lists, for example, Fadil Raka as a major teacher in the program, although the EE could not find his name in the study-plan (SER, p. 12-14). If the pre-contracts will be realized once these teachers are needed, the current staff-situation matches the basic needs to run the program.

Recommendation: The staff-list that has been provided in the additional documents on p. 8 should be treated as a model for further self-evaluation-reports. It says much more than the list in the original SER.

Research conditions
Right now, 4-6% of the revenues of the institute are used for research-activities. The academic staff of this program stated clearly that the budget provided for their research is not sufficient for realizing the ambitious research-vision of the program like 1. ,,Mental education and childrens ethics, Scientific research project, Riza Brada 2. ,,Changing Identities of Ethnic Minority Groups, Project of ASO group (Austria, Slovenia, Croatia, Serbia and Kosovo), Rrahman Pacarizi, Ibrahim Berisha 3. ,,The Development of Preschool Institutions in Kosova draft

Recommendation: The management should reconsider whether the research-budget for

programs coping with social issues should not be enlarged in order to support especially that part of the academic staff that is willing to invest more in research activities, beyond their teaching obligations. As a side effect, such an action would enhance the effort of the institute to regain the degree of a university as one of its institutional visions.

Finally, I would like to thank the representatives of AAB-Riinvest and KAA for their readiness to support the necessary information and thus helping us make a responsible decision concerning the accreditation of this program.

On behalf of the Experts Team

Dortmund 20th June 2011

2. Expert Report/ Site visit: 7th June 2011

Final report on program entitled Bachelor of English Language (Direction of Translation) Dr Philip Coleman (Trinity College Dublin, Ireland) This report is based on information gathered as part of a site visit to AAB-Riinvest College organised by the Kosovo Acreditation Agency (KAA) on Tuesday the 7th of June 2011, coordinated by Prof Dr Ferdije Zhushi-Etemi and Mag Basri Muja. It relates to the program entitled Direction of Translation which was accredited for one year in 2010. Before the site visit took place a comprehensive Self-Evaluation Report was provided by AAB-Riinvest, together with other documents, which included an overview of the Colleges Mission and Strategic Planning, as well as information about changes made since the last site visit took

place in 2010. The site visit and review included meetings with members of the Colleges management team, individuals responsible for designing this particular study program, teaching staff and students, as well as a brief tour of some facilities. This report has been compiled in response to all of the information presented before and during this particular visit, especially with regard to pages 26-43 of the Self-Evaluation Report. No additional information was requested after the site visit, although some corrected documents were provided at the site visit. These have not been consulted here because they have not been deemed essential for the evaluation. i. Academic Programmes and Student Management The program is to be taught within the Faculty of Philosophy-Philology by members of the Department of Foreign Languages and the Department of English, and valuable contributions are also to be made by colleagues in the Faculties of Economics, Computer Science, Public Administration, and Law. It is designed with clear reference to the programs Mission Statement, and the allocation of ECTS and the arrangement of modules are appropriate and sound. Over the past year the programs focus as a degree in translation studies has now been clarified, and professors and teachers have a much stronger sense of its purpose as a programme of study, as indeed do the students. The teaching methods proposed are innovative and involve a useful degree of inter-disciplinarity, and the members of staff are both conscientious and creative in their approaches to teaching and learning. IT resources are being used sensibly, and the program now has the input from at least one native English speaker, which is a very welcome development. The proposed staff/student ratio is appropriate though demanding, and members of staff met during the site visit have shown a real commitment to the program both in terms of the reinforcement of existing structures and with a view to developing electives in new areas such as a Creative Writing in the future. The program is now at a very exciting stage of its development and re-accreditation for a further 3 years is recommended. Recommendation Consider expansion of elective modules in the second and third years to include Creative Writing, and also explore possibilities for more interaction with public speakers / lecturers / writers. Otherwise the progam is developing in a very satisfactory way and re-accreditation for a further 3 years is recommended. ii. Staff The institution as a whole appears to have an adequate proportion of permanent staff, but it is still worrying that a large number of staff members assigned to the teaching of Optional modules are on temporary contracts. The staff members demonstrate a proven ability at a

high academic and didactic level, and it is very positive to note that a native English speaker has now been hired, with the possibility of one more colleague joining from Canada in the next year. On the whole, though, members of the teaching staff are excellent and they all demonstrated real commitment and expertise during the site visit.

Recommendation Explore possibilities for further involvement of native English speakers in the program, and also think about staff development programs such as international trips/visits which could be used to develop language skills. This would also be of great benefit to the students. Also encourage Creative Writing projects of colleagues who are practicing authors and incorporate these interests into program in second/third year electives. iii. Research and International Cooperation During the site visit an important collaborative research project with the Ministry of Justice was described and discussed, and this represents a valuable development for AAB-Riinvest and the Faculty in terms of collaboration with governmental agencies and as an opportunity for staff and students of the college to apply their academic interests. Individual staff research interests and projects could still be clarified and strengthened, however, particularly in relation to international contacts and contexts, but there is a good deal of inter-departmental discussion and collaboration among colleagues, especially in the departments of Economics, Public Administration, Computer Science and Law. This is all very positive, but in the next few years it would be good to see more colleagues publishing work in international journals and participating in conferences in the region and further afield, possibly in Canada. The organisation of a major conference on applied translation in AAB-Riinvest would be a welcome development. Recommendation Establish further connections with English-speaking third level institutions with a view to developing student exchanges or web-based exchanges between students (in webinars, online chat, etc). A great deal has been achieved since 2010 and the Faculty has shown real potential for development, however, so re-accreditation for a further 3 years is recommended. iv. Finances and Infrastructure / Space and Equipment

In general terms the infrastructure at AAB-Riinvest is excellent, and the student have many good rooms to study and work in. The library holdings in the areas of English language, literature, and translation studies remain in need of improvement, however, and staff and students of English should have access to a designated, special room for English which would provide hard copies of relevant international magazines, newspapers, and journals in English. Staff members might do more to assist in the development of the librarys collection by requesting desk copies of key texts in the relevant areas from publishers such as Norton, Routledge, Macmillan, Oxford University Press (in their Worlds Classics series), and Penguin Classics, but they should also be asked for recommendations for weekly or monthly texts that the college could subscribe to for their benefit. Many of these may be available online also, but a designated space for conversation in English in the college would be a very important and valuable development for staff and students on this and other programs.

Recommendation More investment is still needed in the library, particularly in the areas relevant to this program. Students on the program might also be given a dedicated space with the institution where they can share texts and converse in English in an informal setting. An English Room was suggested on the last occasion but this has still not been established. (This is less formal than a language lab and would be a place where students and staff could meet for informal conversation in English.) It is clear, however, that the college is in the process of improving its facilities in a number of areas so this is something that should be considered as part of those plans. v. Quality Management The institutions programs are assessed regularly and within the context of international standards and processes, and there is a clear commitment to Quality Assurance in the college. More might be done, however, to develop student support systems, and it is suggested that a Student Support Service should be considered in terms of the colleges future plans. This would also be in line with the prerequisites for the Bologna process. Recommendation Maintain commitment to Quality Assurance in all areas of the colleges activities, and consider development of (non-academic) student support services in particular. Summary

It is clear that AAB-Riinvest is an institution with great potential in terms of its ability to design and provide third level education for students in Kosovo. It is obvious, too, that this program is of real interest and value to students in the region, and the students articulated very positive feedback about their first two semesters on the program. The staff and management of the college are highly professional and committed to their institution, and on its tenth anniversary they are to be congratulated on their success, which was recently recognised when AAB-Riinvest became a signatory to Magna Carta Universitatum. This program is of real value to the students and the broader society of Kosovo and the region, and given the vision and commitment of all involved re-accreditation is recommended for a further 3 years. Dr Philip Coleman Director of Undergraduate Teaching and Learning School of English Trinity College Dublin Dublin 2 Ireland 14th June 2011

3. Evaluation Report (Without Site Visit) Program accreditation: Fine Arts Graphic Design (BA) Painting (BA) Musical Arts (BA)
Experts: Mag. Doris Carstensen University of Music and Performing Arts, Graz, Austria (Kunstuniversitt Graz) Doz.in Mag.a Bettina Henkel Academy of Fine Arts Vienna, Austria June 20st 2011

Table of Content
1. 2. Introduction................................................................................................................................................ 22 FINE ARTS.................................................................................................................................................. 24 2.1. 2.2. 2.3. 2.4. 2.5. 3. 3.1. 3.2. 3.3. 3.4. 3.5. 4. 5 Academic Programmes and Student Management ........................................................................... 24 Staff.................................................................................................................................................... 12 Research and International Cooperation ........................................................................................... 30 Finance and Infrastructure / Space and Equipment........................................................................... 14 Quality Management .......................................................................................................................... 32 Academic Programmes and Student Management ........................................................................... 16 Staff.................................................................................................................................................... 37 Research and International Cooperation ........................................................................................... 22 Finance and Infrastructure / Space and Equipment ........................................................................... 38 Quality Management.......................................................................................................................... 24

MUSICAL ART............................................................................................................................................ 16

Recommendation..........................................................................................................................................2

Introduction
AAB-Riinvest is an institution that faces the challenging situation of cultural and political transition in Kosovo. AAB-Riinvest contributes with a wide range of learning opportunities as shown on their website. We appreciate their efforts to grow. Their responsibility to provide postsecondary education of high quality is obvious and should be taken seriously. It is primarily through its graduates that AAB-Riinvest takes part in the future economic and societal development of Kosovo. The review process based on the KAA Standads for Accreditation and Guidelines for Experts (Academic Programme). The first AAB-Riinvest self-report (SR) was delivered to the experts on 22 May 2011, it consists of several study programmes reports. Additional parts of a self-report were provided later on 10 June 2011. They concern AAB-Riinvest institutional mission, budget and finances, organisational structure and management, key processes like quality management and academic HR-management, research activities, internationalisation and cooperation, supportive and administrative staff, and facilities. In this document AAB Riinvest comments about the draft evaluation report, which the experts delivered on 1 June 2011, as well. Due to experts time limitations and the deadline of the Kosovo Accreditation Agency a site visit by the external review team could not be organised. This report bases on

the AAB-Riinvest written self-report part one and two (mentioned above). One of the experts gained local impressions of the AAB-Riinvest buildings dedicated to the artistic branch (Graphic Design, Painting, Architecture) last year in a different institutional accreditation (s.b.). Actually the floor plan in the self-report at hand (SR 105 and 138) is the same as one year before by Art Design (AD Institute). In 2010 the experts attended different external reviews in Kosovo (Prishtina). Locally we achieved insights about several institutions, and general knowledge about the higher education system and the challenging task of accreditation in Kosovo. The institutions we visited and reviewed are: The Faculty of Art, University of Prishtina (Carstensen/Kannonier/Henkel), Akademia e Arteve (Henkel/Carstensen), Art Design (AD Institute) (Richter/Carstensen). The experts make mention of this, because this year the study programmes at hand are related to some members of the academic staff which we already met in 2010 in different contexts. Furthermore in Musical Arts parts of the self-report on the study programme are copied from a former self-report of Akademia e Arteve. We think that the purpose of accreditation is twofold. On the one hand experts should evaluate whether study programmes and their institutional background meet the standards. On the other hand the purpose of any evaluation is to highlight perspectives for possible advancement. In general our hope is that a self-report will prove its worth not only for evaluation purposes, but may help form a good basis for the further advancement of study programmes and institutions. In our evaluation we take into account whether minimum standards have been met, and especially with regard to Bologna conformity of curricula, coherence of study programmes and accordance with international standards for university studies and research. The efforts of meeting international standards and correspondence with the framework of the European Higher Education Area (Bologna Process) potentially vary within the institution AAB-Riinvest. Due to the second part of the self-report the experts can estimate how AAB-Riinvest is organised in terms of structure and processes, how the institution implemented quality assurance, how it is managed by academic staff and the management team. We came to know the strategy, mission statement, institutional aims, and the financial plan of AAB-Riinvest. We are impressed by the strategic mixture of an entrepreneurial university and academic ambitions to become one of the best universities in the region that offers studies of high international standards in the fields of humanistic and information sciences, [] (SR part 2, 6). The description of the quality management approach is clear and points out how things are done mainly by assessments, and what general higher education standards are terms of reference at AAB Riinvest. With regard to the different quality levels of study programme descriptions in the self-report

(part 1) we would recommend putting more effort on systematic curricula development to ensure quality, and on formal aspects of programme accreditation in general. We are indebted to all members of AAB-Riinvest who have dedicated time and effort in order to provide the self-report (part one and two). We want to thank the Kosovo Accreditation Agency and its office for support, for engaging us as experts and their expressed trust.

FINE ARTS
Academic Programmes and Student Management
Do the academic programmes correspond to the institutions mission statement and principles of operation? The study programmes correspond to the institutions mission in terms of contributing to the societal and educational needs of Kosova. The field of Artistic Higher Education is not mentioned in the general Mission of AAB-Riinvest. We would like to recommend adapting the enumeration of disciplinary fields according to the development of AAB-Riinvest.

Are the programmes quality, range and academic aims appropriate to the academic degree? In the preface of the SR the Fine Arts programmes occur contemporary and interesting. The experts were curios about the purpose that the programmes are for the needs of the Kosovo society (SR, 118), since this is a very important momentum. The programmes formally quote European standard like training the students in conceptualization and monitoring, implementation of given professional activities, the mixture of practical and theoretical knowledge, and professional critique. This ambitious self-given mission hardly corresponds with the curriculum and course description at hand. The programme description is partly inconsistent concerning the degree. On pages 118, 119, and 120 SR a Master level is mentioned also, which is not described anywhere else nor object of accreditation. 1 The self-report does not provide a clear picture of the main qualification aim of the curricula. We still question whether it is fine arts or applied arts. E.g. subjects like Make Up and Industrial Design in Painting as well as Poetic of Arts and Elements of Methodic in Graphic Design refer to occupational
1

Degrees and university level (BA, MA) (p. 118), the program of Fine Arts aims to organize study programs in the first

cycle studies completion of which leads to a Bachelor Degree (BA), second level or Master studies (MA). The professional staff of AAB-Riinvest is qualified and competent to carry out instruction in all tree study cycles (p. 118/119/120).

fields. As welcome as the reflection of practice may be, it is equally regrettable to see that this approach is done with a small amount of teaching hours and elective courses. We would like to point out that besides an independent but economical precarious artistic career, there are only a few professional fields open to artists, especially because they concur with graduates from the applied arts like Design, Multimedia etc. The AAB-Riinvest comment declares the qualification aim teaching art in primary and secondary school and in universities (SR part 2, 45). Based on the information by KAA teacher training/education for public schools is an exclusive right of the state funded and public universities. If teaching it self and the dissemination of art in general is a qualification aim of the study programmes, there is a severe need of additional pedagogic, didactic, psychological and communicative subjects in both curricula. In Europe Art schools often prefer a four-year BA and a one-year master, because they want their students to become an autonomous artistically personalities. Because of this it is critically discussed whether it makes sense and is realistic to study only six semesters in art. The courses are described in a general manner and refer to a traditional understanding of mastery and master teaching. The given references and literature stress old masters, a contemporary approach is missing. None of the courses describe its characteristic teaching method. It does not become obvious, whether it is a lecture, exercise or seminar, practical or theoretical. The experts doubt, that some aspired course aims are realistic, eg. During the semester, students will be able to recognize and cultivate the elementary and sophisticated knowledge (SR Graphics 127, 130) A Bachelor assignment, which is normally an artistic work in the end of the studies, is not intended in SR 1 and 2. The comment reflects on this need positively and acquiescently. Simple formal topics like bibliographical reference (e.g. year of publication, complete titles), or artists names: Cezani = Paul Czanne, Matisi = Henry Matisse, Munki = Edvard Munch should be given more attention to. Excursions and international relations are necessary for artistic experiences. Students need different contacts, contexts and external review and exchange to become an autonomous artist. However, even their actual exhibiting opportunities are not mentioned in the programmes. Additional detailed course-review: In both programmes there is an elective course called Elements of Methodic (SR, p. 125) and Methodology Elements (SR, p. 132, 133) in the third year. The purpose of these courses is teaching. The experts would like to recommend giving more attention to the important topic of outreach and art education. In both programmes the subject Poetic of Arts remains vague. Usually every concept and discourse mentioned in the course description is single subjects in a Curricula in Fine Arts. We doubt whether it is

usefully to summarize them all under the irritating umbrella named Poetic of Arts. AAB-Riinvest proclaims in their comment that this subject is already changed as well as they offer mutual exchange and excursions. and exhibitions. The experts have no evidence for this, but appreciate a change into several subjects or a new subject description in future. An English course is missing, but would make sense (see recommendation at the end). In general the different styles of course descriptions, heterogeneity and inconsistence are suggestive of a compilation of subjects more than a coherent designed study programme.

Are the programmes based on an overarching didactic concept that has been adequately communicated to and adopted by the teaching staff? The SR gives no detailed information about didactic concepts in Graphic Design and Painting.

Do the academic degrees correspond to international standards? See above.

Does the structure of the programmes give sufficient opportunity for independent study, reflection and analysis? (e.g., what is the proportion of independent study time compared to online/distance teaching or classroom units?) The teaching approach of the Fine Arts reflects on independent artistic work eg. Conceptualization, and monitoring, but also in the phase of implementation of given professional activities. (SR, 118). Therefore students need sufficient time, and individual space for independent studies. But the extent of self studies and the requirements mentioned in the course descriptions to be studied in the absence of guidance is too high. Students are in general able to learn independently but they need to be assisted with professional feedback by teachers and the option for guidance. In general we observe that the teaching input increases per year. This could be related to the high entrance exam requirements and prior qualifications students already obtain. On the other hand in Austria, the teaching input slightly decreases per year, because students should be able to work more and more autonomous during their study process. In the last semester the students need to concentrate on the Bachelor assignment primarily. The experts are glad, that ABB-Riinvest agree on that in there comment also.

Is the allocation of ECTS appropriate and comprehensible? Generally speaking, in both programmes the courses cover a considerably smaller number of teaching hours than Austrian curricula. Based on the SR we seriously question whether it makes sense to give many ECTS credits to subjects where artistic instruction predominates. As a result students will have a small number of weekly contact hours (lessons + units) per semester and rely on self-study to a very great extent. For Example at the Academy of Fine Arts Vienna it is a common standard to have up to 17 lessons per semester in the major artistic course (e.g. painting) and this course owes the same amount of ETCS. This is a specialized view on the appropriate adoption of the ECTS System to artistic or applied arts higher education. In most of the higher artistic education institutions several contact hours are regular. The curricula are composed of major classes and a wide range of additional subjects to cover a high educational standard. The AAB-Riinvest comment on this topic signalizes changes of the curriculum. A promising future intent!

Is the workload required for the academic programme manageable for students? The workload for artistic students can be unusually high, owing to the amount of independent practice that is required and expected in order to reach the higher levels of the profession. In Fine Arts the workload according to the course description is not manageable. Students have to compile their historical and artistic background information by reading for the most part. In the second and third year they have only one course in art history and none (even elective) in art theory (except optional course Poetic of Arts, s.a.). Other academic institutions organise constantly several lectures on special periods of art history, art theory and contemporary discourse.

Are the teaching methods and the content of teaching units sufficient for the successful achievement of each programme goals and outcomes (competences and qualifications, knowledge and skills)? See above.

Are the examination regulations appropriate? There are no clear and reliable examination regulations given in the curricula or programme

descriptions of the self report part one and two. According to the comment of AAB-Riinvest regulations exist, but they were not provided to the experts.

Is the overlap of the academic content between the various curricula comprehensible and transparent? In Fine Arts there are overlapping elective courses in all semesters. The overlap is more or less transparent and useful for the students with regard to a future wider range of courses and subjects.

How do the admission criteria and admission processes measure up to international standards? The admission test and the required portfolio are mentioned in the Fine Arts. Procedures and standards for attendance are described vaguely. The portfolio is very craft oriented, and even in painting only drawings is required this will limit the attention for characteristics of painting like space, gesture and colour. The experts regret, that the entrance examinations and examination in general are not specified in both study programmes in detail. The procedures and standards of examinations indicate the quality a student can expect from the study programme. In other words: A serious examination attracts serious students, with high artistic potential and future options as a graduate of AAB-Riinvest. According to the comment of AAB-Riinvest there are regulations for all entrance exams. Unfortunately lacking information or descriptions give no evidence to the experts.

Is the ratio of the academic/artistic staff and the students appropriate? The total number of students in Fine Arts is not pointed out clearly in the self report or amongst the additional material of AAB-Riinvest. Because of this a ratio of academic/artistic staff can not be calculated by the review team. AAB -Riinvest calculates a ratio 1:3 and 1:4, a scrutiny by the experts is not possible.

Staff
Does the institution have an adequate proportion of permanent staff and appropriate proportions of permanent and external staff? In Fine Arts there is a list of fulltime and part-time members of the artistic/academic staff. Qualifications, level of engagement, courses and subjects are not clearly pointed out in the table (SR part 1, 121 and part 2, 49). The experts recommend formalizing the staff-records in a way, that in general the teaching staff with subjects, status and the amount of teaching hours can be listed easily. Short biographical and artistic CVs (Albanian and English) should illustrate the staff on the website of AAB-Riinvest with links to there individual homepages. Especially in artistic education the administrative, technical and supportive staff is very important and of interest for a review. Again we would like to recommend to AAB-Riinvest to produce a record with there working time and qualifications.

Does the academic staff demonstrate proven ability at a high academic and didactic level and are their qualifications appropriate to the positions they hold within the institution according to the basic criteria? In general Curricula Vitae and WWW are additional sources of information about artistic/academic qualifications. In Fine Arts CVs of the academic staff were provided on experts demand. The experts are impressed to see the manifold and ongoing activities by which the teaching staff of Fine Arts contributes to Kosovos cultural life and educational system. This seems to be a good base to develop curricula. Also the variety of artistic fields, and the different involved generations of artists, is a good mixture for the heterogeneous field of art to be taught. Most of the staff was educated at the University of Pristina (UP) in Fine Arts and some of the staff is even employed at the UP. Not only by this but mainly most of the teaching staff obtain teaching experience. The given teaching experiences are valuable for new founded programmes. Some members of the have work experience in different occupational fields related to fine arts and some are academic artists as well. Their formal qualifications seem to be appropriate to academic teachers. Due to the situation in Kosovo the international experience in exhibiting and research activities is rare.

Male teachers are dominant, and the gender balance between women and men is not given within the staff.

Research and International Cooperation

Is the teaching staff involved in research activities inside or outside the institution, and do these research activities feed back into teaching/course contents? Research linked to the study programmes to be accredited is not a topic for the authors of the programme descriptions in Fine Arts. AAB-Riinvest comments that the academic staff is involved in research activities. Since a list of projects and thematic core areas was not provided, the experts regret they can not review this issue in particular for the academic staff in fine arts. Nevertheless we appreciate the approach of AAB-Riinvest to foster research activities and publications in general. The concept of artistic research is a developing field and increasing topic in several leading European higher artistic education institutions. Because of that the experts would like to point out, that in the field of art, the development of art and artistic research plays the same role that research plays in science. The very act of artistic performance contributes to the advancement of art. However, any insight gained and experience made in this context should also be processed, demonstrated and documented for the purpose of inter-subjective exchange in order to permit artistic research.

Are the extent and the quality of international cooperation in research and teaching adequate? International cooperation in the study programmes at hand is not mentioned in the SR. ABB-Riinvest mentioned in the SR part 2 international cooperation in a general and named cooperating institutions. Because it is an impressive list, it would have been interesting to read more about cooperation details, programmes, issues and how the Fine Arts are involved.

Are students involved in research and in cooperation projects? Since research is not a clear topic in the self-description of the programmes (s.a.), the involvement of

students is not mentioned there and can not be reviewed by the experts.

Finance and Infrastructure / Space and Equipment

Does the institution have an adequate budget plan? AAB-Riinvest provided further information about the financial situation. The balance sheets and the income statement give an impressive insight to growth and financial sustainability in past and future. The financial situation enables AAB-Riinvest to invest in future development of cooperation, new curricula, enlarge facilities and the university infrastructure to provide teaching and learning conditions of high standard. Apart from the given information, budget plans for study programmes would have helped the experts to review of the financial planning and its adequacy on this level.

Does the institution have adequate buildings and specialized infrastructure for the requirements of the programmes? In Fine Arts there is a difference between the given infrastructure, which is described in a vague manner (more computers (SR, 122)), and specific requirements mentioned in the course descriptions. The experts apprehend that wishes and reality do not meet. Compared to Austrian standards in the fine arts every student has a permanent working space on its own especially in painting. With regard to this, the space given for the Fine Arts (SR, 138) is enough for group of permanent students in total up to 12. Alternatively, in extreme situation, students are able to share one permanent working space with another student but not more and not during all semester. In view of the increasing number of study programmes to be accredited in the field of Design, Architecture etc. which are supposed to work in the rooms and on the floor at AAB-Riinvest too, the expert doubt whether the facilities for these branches at AAB-Riinvest are still adequate to meet academic study standards. In general we would like to recommend to obtain and provide detailed information about teaching facilities, classrooms, technological equipment, library, online services and ICT in use for study administration or E-learning to the customers (=potential students), external stakeholders, and partners.

Quality Management
Are the institutions programmes assessed regularly within the context of internal evaluation processes? The self-report at hand provides a very small insight into quality management in the Fine Arts. The AAB-RIINVEST office of quality assurance is mentioned and a general responsibility by the head of the study programme. We assume regular assessments according to the general rules of AAB-Riinvest are in place. Especially for the Arts the experts recommend specific course evaluations procedures and questionnaires.

MUSICAL ART
Academic Programmes and Student Management
Do the academic programmes correspond to the institutions mission statement and principles of operation? The study programme corresponds to the institutions mission in terms of contributing to the societal and educational needs of Kosova. The field of Artistic Higher Education is not mentioned in the general Mission of AAB-Riinvest. We would like to recommend adapting the enumeration disciplinary fields according to the development of AAB-Riinvest.

Are the programmes quality, range and academic aims appropriate to the academic degree? The name of the study programme varies. It is named General Theory of Musical or Musical Arts 2 program or Music Art program or Program of Art and Music and thereby confusing.

Musical Arts is a study programme in the US-higher music education and some higher music education institutions in

Europe. It follows an interdisciplinary approach combining musicology, music education, music performance and

By the comment of AAB Riinvest we finally learned, that the study programme is meant to be Music Pedagogy on the basis of a four-year bachelor-curriculum. Additionally the comment informs that the study programme is comparable to the study programme of the Akademija za glasbo v Ljubljani, University of Ljubljana, which is a three-year bachelor programme. In the description of the academic bachelor degree future employments as an artist (piano, choir, conducting) or a teacher (preschool, primary and secondary school or university) are mentioned. Based on the information by KAA teacher training/education is an exclusive right of the state funded and public universities. It consists of a four-year Bachelor programme (minimum 240 ECTS) for primary and secondary schools. A following one-year Master programme leads to recognition as a high school teacher. Because of this we recommend to state more precisely the qualification for teaching at music schools only. On the level of subjects/courses the content and what should be taught are enumerated, but learning outcomes and consistent qualification aims are missing. A comprehensive view on competences and qualifications according to the Dublin Descriptors worked out by the AEC Polifonia Network (http://www.bologna-and-music.org/home.asp?id=1769&lang=en) is missing too. A formal Bachelor assignment is intended and mentioned (Duration and Volume SR, 151) but not formally represented in the table of the study programme. Besides this irritating formal incongruence in the study programme itself, there are thematic inconsistencies also. The composition of the given study programme gives small extensions towards pedagogy, didactic of music and psychology. They do not address or differentiate between the different educational stages like early childhood and preschool, primary and secondary school. This seems to be one of the severest desiderata in order to achieve the general qualification aim of teaching and educating music on different educational levels. This a challenging task of social responsibility: We all know that badly skilled teachers produce more problems on the long run (demotivation of students, lack of professionals in the areas of knowledge and art, weakening of national development etc.), than a few more years with staffing bottleneck at schools. The self-report mentions modules (SR, 151) like general studies, basic studies in professional subjects, subjects of studies professional, professional studies with practical work and the diploma thesis (SR 151). Further descriptions like subjects and lessons related to the modules, examination rules, and the positioning in the study process are not provided in the SR. The experts regret this, because the idea to develop and design a study programme on the basis of modules is up to date and
composition, and offers secondary disciplines like music management, marketing, journalism or therapy. First the experts assumed by some termini mentioned in the purpose of the programme that the author of this part of the self-report intended to describe something next to Musical Arts four year Bachelor programme. The study approach of Musical Arts (us-model and European adoptions) is very broad and provides interesting perspectives for occupational fields in particular in Kosovo.

challenging. In terms of modules the curriculum music pedagogy at the Akademija za glasbo v Ljubljani offers an interesting model: Module special didactic issues (I preschool/ II primary school/ III secondary school), module choir (choir conducting, vocal techniques, scores), module pedagogy (psychology, pedagogic and adult education, didactics of music), module music theory (harmony, descant, solfeggio, musical forms), module practice (piano, Orff instruments). Music history and pedagogic practice are single subjects. The study programme and its purpose to serve obviously need projects that can only be carried out in cooperation with external third parties and schools. Internationalisation is needed as well. The English language course is a first step into it.

Are the programmes based on an overarching didactic concept that has been adequately communicated to and adopted by the teaching staff? The SR gives no detailed information about didactic concepts.

Do the academic degrees correspond to international standards? The range of subjects presented in the study programme shows out a good basis to be completed and with more didactic and pedagogic issues. In total the programme obtains nearly two-thirds of a four-year study programme in instrumental or general music education (teaching at music schools) or music pedagogy (teaching at schools and preschool education). The relevance of Orff-Instruments and its didactic approach should be reviewed by the team of the study programme. We would recommend rearranging the major subjects like Solfeggio (ear training, notes, solmisation), harmony, piano, choir, conducting, history of music (World and Albanian), didactic, vocal techniques and pedagogy more comparably to the curriculum of Ljubljana. The elective courses offer some subjects which are comparable to Ljubljana like sociology of art, music and technology, aesthetics of music. We appreciate this completion. Additional practical thematic issues should be considered. Again the Ljubljana curriculum gives some inspirations: publishing music, teaching strategies, teachings handicapped children, historical instruments, movie soundtracks e.g. A higher number of contact hours in instrumental and musical exercises, more major courses concerning practical pedagogic and didactic issues, and electives will make it possible that this programme covers a high educational standard. The subject description in some cases accords the study programme in the table, in some cases not. We recommend putting more emphasis on coherence in form and content of the curriculum and the study programme.

Does the structure of the programmes give sufficient opportunity for independent study, reflection and analysis? (e.g., what is the proportion of independent study time compared to online/distance teaching or classroom units?) The teaching approach in Musical Art is individual or in groups. The amount of teaching units gives sufficient opportunities for independent studies, instrumental exercise and practice. Generally speaking, it is necessary to define the balance between self-studies in absence of guidance and guided selfstudies. We observe that the teaching input increases per year. The number of lessons per semester varies between 12 and 13 the first and second year, in the third and fourth year between 18 and 19. This could be related to high entrance exam requirements and prior qualifications students already should obtain to start at AAB-Riinvest. On the other hand in Austria, the teaching input slightly decreases per year, because students should be able to work more and more autonomous during their study process. In the end they should be able to realize their Bachelor assignment self-directed. The experts are glad, that ABB-Riinvest agree on that in there comment also.

Is the allocation of ECTS appropriate and comprehensible? The ECTS quantification of the modules is irritating: Depending on the way to interpret the given information there are 210 ECTS or 270 ECTS plus approximately 30 ECTS Credits in elective courses (SR part 1, 151). Thereby the ECTS quantification differs between the table and the modules description. The ECTS quantification in the table is almost comparable to the study programme of Music pedagogy in Ljubljana.

Is the workload required for the academic programme manageable for students? The workload for music students can be unusually high, owing to the amount of independent practice that is required and expected in order to reach the high levels of the profession. But in the programme description at hand the workload can not be estimated on the bases of the subject or course descriptions.

Are the teaching methods and the content of teaching units sufficient for the successful achievement of each programme goals and outcomes (competences and qualifications,

knowledge and skills)? See above.

Are the examination regulations appropriate? We regret there are no clear and reliable examination regulations in the programme description.

Is the overlap of the academic content between the various curricula comprehensible and transparent? --------How do the admission criteria and admission processes measure up to international standards? The admission test (audition) is mentioned, but standards and necessary prior qualifications are missing. Procedures and commissions are not specified. Again we would like to advert to the practice in Ljubljana, where the four stage admission test and the audition requirements are transparently publicised on the website (http://www.ag.unilj.si/e_files/vsebina/Glasbena%20pedagogika%20ang.pdf). The experts regret, that the entrance examinations and examination in general are not specified in the study fields in detail. The procedures and standards of examinations indicate the quality a student can expect from the study programme. In other words: A serious examination attracts serious students, with high artistic potential and future options as a graduate of AAB-Riinvest.

Is the ratio of the academic/artistic staff and the students appropriate? Nor a number of students neither the number of academic staff and their volume of teaching are pointed out clearly in the SR. Because of that a ratio of academic/artistic staff can not be calculated.

Staff
Does the institution have an adequate proportion of permanent staff and appropriate proportions of permanent and external staff? We received an overview of the artistic/academic staff in AAB-Riinvest comment (second part of the self report). According to this the number lecturers seems to be sufficient to cover the programme at hand. Considering the fact that more pedagogic and didactic expertise and representatives for special issues in elective courses are necessary the staff should be upgraded in future. Especially in artistic education the administrative, technical and supportive staff is very important and of interest for a review. With regard to the programme description at hand we regret, that supportive staff is untouched and assume it is not projected. The experts recommend formalizing the staff-records in a way, that in general the teaching staff with subjects, status and the amount of teaching hours can be listed easily. Short biographical and artistic CVs (Albanian and English) should illustrate the staff on the website of AAB-Riinvest with links to there individual homepages. In general Curricula Vitae and WWW are sources of information about artistic/academic qualifications.

Do the academic staffs demonstrate proven ability at a high academic and didactic level and are their qualifications appropriate to the positions they hold within the institution according to the basic criteria? The experts refer to the present CVs, provided in the second part of the self-report. The CVs give an impressive overview towards the substantial musical and artistic experience of leading the staff members. Examples for international experience are given. Most of the staff members are qualified to exercise the functions of a teacher in general. Their former or ongoing positions in music education refer to universities (professorship or lecturer) or music schools (teacher). The way of putting together a team of women and man as well as older and younger staff members promise a good basis for future development.

Research and International Cooperation

Is the teaching staff involved in research activities inside or outside the institution, and do these research activities feed back into teaching/course contents? Research linked to the study programmes to be accredited is not a topic in the SR. The concept of artistic research is a developing field and increasing topic in several leading European higher artistic education institutions. Because of that the experts would like to point out, that in the field of art, the development of art and artistic research plays the same role that research plays in science. The very act of artistic performance contributes to the advancement of art. However, any insight gained and experience made in this context should also be processed, demonstrated and documented for the purpose of inter-subjective exchange in order to permit artistic research.

Are the extent and the quality of international cooperation in research and teaching adequate? International cooperation in the study programmes at hand is not mentioned in the SR part 1. With regard to the CVs of the staff members a network of different occupational and professional relationships can be assumed to be a major resource for international teaching and project cooperation. AAB-Riinvest informs in their comment about a formal cooperation with the University of Ljubljana.

Are students involved in research and in cooperation projects? Since research is not a topic the involvement of students cannot be an option.

Finance and Infrastructure / Space and Equipment

Does the institution have an adequate budget plan? AAB-Riinvest provided further information about the financial situation. The balance sheets and the income statement give an impressive insight to growth and financial sustainability in past and future. The financial situation enables AAB-Riinvest to invest in future development of cooperation, new curricula, enlarge facilities and the university infrastructure to provide teaching and learning conditions of high standard.

Apart from the given information, budget plans for study programmes would have helped the experts to review of the financial planning and its adequacy on this level.

Does the institution have adequate buildings and specialized infrastructure for the requirements of the programmes? First the specific infrastructure, classrooms and instruments were not mentioned directly in the selfreport. AAB-Riinvest than gives further information towards the classrooms. Numbers of rooms seem to be the very bottom line to meet the educational necessities. With regard to the instruments we would like to recommend considering to invest in additional pianos, Orff-Instruments and typical Albanian instruments. In general we would like to recommend to obtain and provide detailed information about teaching facilities, classrooms, technological equipment, library, online services and ICT in use for study administration or E-learning to the customers (=potential students), external stakeholders, and partners.

Quality Management
Are the institutions programmes assessed regularly within the context of internal evaluation processes? The self-report on Musical Art does not mention academic procedures of quality assessments and assurance. Nor a general responsibility for the quality of the study programme is noted. We assume that the institutional quality approach of AAB-Riinvest does not have reached this study programme in terms of information and procedures yet. Especially for the Arts the experts recommend for any future development specific course evaluations procedures and questionnaires.

 Recommendation
The AAB-RIINVEST study programmes Painting and General Theory of Musical do not have the potential to achieve an appropriate closeness to the international models at the moment. The experts do not recommend accrediting this study programmes. This is very unfortunate because the academic staff seems to assemble various motivated and skilled experts and teachers in Fine Arts and Musical Art, who are willing to contribute to the educational development in Kosovo and in particular at AABRiinvest. But the curricula at hand are not consistent in terms of qualification aims they oscillate between a general artistic development and various but arbitrary professional occupational fields. The study programme Graphic Design (BA) can be accredited on a college level and should be renamed into Applied Arts Graphic Design (BA). The experts postulate following conditions for the start of the programme: Focussing the qualification aim in graphic design practice with more reference to occupational fields, subject relevant internship to gain practical experience outside the college. Additional subjects like didactics and pedagogy, dissemination of art, management of exhibitions etc. The revised curriculum should be formally presented before starting the study programme to KAA. With regard to a future perspective it is worth thinking and redesigning the study programme of General Theory of Musical within the next year. We recommend: Focussing the qualification aim of dissemination of music or teaching at music schools instead of a general artistic development; therefore broadening the reference to pedagogy and didactic issues by additional obligatory subjects, and various additional professional areas of knowledge and practice (obligatory or elective courses), foster the collaboration with the University of Ljubljana. Design a single and distinctive title for the study programme. In general we would recommend putting more effort on internationalisation at home. Since mobility, recognition of degrees and academic qualifications are the central aims of the curricula reform according to the Bologna Process we would recommend to integrate obligatory foreign language competencies (eg. English B2 according to the Common European Framework of Reference for Languages CEFR) in all three programmes in future.

Mag. Doris Carstensen, Vice Rector; Quality Management, Human Resource Development, Gender Mainstreaming, University of Music and Performing Arts Graz, Austria

Doz. Mag. Bettina Henkel Institute for fine art, media lab Academy of Fine Arts Vienna