5.9 Contentment of students (systematic questioning)

Questioning among students is done to at the end of academic year in order to define the contentment. Questionnaire «Evaluation of education» contains five main chapters: educational process content; educational process assurance; educational process organization; all types of practical training; professionalism of teachers. Each chapter has 4 to 15 sub-items, which cover the content of respective chapter. Results are discussed by faculty board and department. Corrective measures are taken as per questioning results. Analysis of the results of students questioning shows the high contentment degree (Annex 9). Chapter “Educational process content” is evaluated as the best. Content of education courses and methods of conducting the lectures evaluated as good and very good by 90% of students, little less (about 88%) evaluated the organization and conduction of outside courses and NIRS as good and very good. 82-85% of students evaluated the educational process assurance (access to computers, library, comfort in lecture halls, timetable, etc.) as very good and good. Educational process organization (list of disciplines, distribution of hours, forms and methods of lectures, forms of knowledge control, etc.) is evaluated as very good and good by 85-87% of the students. Practical training organization is highly evaluated by 89%. There is no doubt in professionalism of teachers among 93% of students of bachelor’s degree.

Also every midterm students are polled «Teachers: as viewed by students», in which teachers are evaluated by 5-point system: in 2011 by 4.49; in 2012 by 4.75; in 2013 by 4.81 (Annex 10). Besides, feedback polling is conducted for separate disciplines (example is given in Annex 12).

Summary analysis of strong and weak points, potential opportunities and threats as per standard 3 is shown in Table 5.6 below.

Table 5.6 - SWOT - analysis of program «Economics» as per standard 3 «Students»

S (Strength) – strong points (potentially positive factors)	W (weakness) – weak points (potentially negative internal factors)
- implementation and development of informational and technical support for educational activity ; - modern methods of education and knowledge control; - implementation and development of remote education system; - availability of education portal; - availability of methodical, informational, material and financial bases; - opportunity to conduct professional practical trainings in leading companies of town and oblast, including branches of department in the production training; - realization of external academic mobility for abroad training in foreign universities; - active participation of students in research works, scientific-technical conferences, subject olympiads; - increased level of contentment by the employers.	- insufficient coverage of students within academic mobility, internally and externally; - low percentage of students studying under trilateral agreement with companies-employers.
O (opportunity) – opportunities (potentially positive external factors)	T (threat) – threats (potentially negative external factors)
- being in demand and prestige value of higher education; - demand of employers in qualified specialists; - expand the opportunities to integrate in world education space; - attract modern (including remote) education techniques.	- demographic decline in 90’s and reduced enlisting; - increased competition in education market provided by secondary-skills institutions; - decrease in basic training level of graduates.