GOVERNANCE

The Council of Representatives, composed of representatives of Universities affiliated with the ELGS, discusses issues of cooperation with the participating Universities.

PRESIDENT | Professor Bertrand Mathieu, Paris I (Panthéon-Sorbonne) University, France & Extraordinary Member of the French Council of State

FIRST VICE PRESIDENT | Professor Eivind Smith, University of Oslo, Norway

SECOND VICE PRESIDENT | Professor Thomas Gross, University of Osnabrück, Germany

Paris I (Panthéon Sorbonne) University, France	Odessa Law Academy, Ukraine
Bahçeşehir University, Turkey	“L’Orientale” University of Naples, Italy
Caucasus University, Georgia	National School of Political Studies and Public Administration, Romania
Comenius University in Bratislava, Slovakia	Queen’s University Belfast, Northern Ireland
University of East Sarajevo, Republic of Srpska, Bosnia and Herzegovina	“La Sapienza” University of Rome, Italy
European University Cyprus, Cyprus	University of Trento, Italy
University of Graz, Austria	Union University of Belgrade, School of Law (UUSL), Serbia
Jagiellonian University, Poland	University of Barcelona, Spain
University of Friedrich-Schiller of Jena, Germany	Temple University, Beasley School of Law, USA
University of Bordeaux, France	China University of Political Science and Law
University of Lisbon, Portugal	University of Florence, Italy
University of European Political and Economic Studies “Constantin Stere,” Moldova	World Bank, USA

The Faculty Board, composed of distinguished academic personalities from Europe and the entire world, is responsible for the educational development of the ELGS, its program of studies and allocation of academic teaching. The Faculty Board is composed of the Dean, the Provosts, the Director General for Education of the EPLO and Heads of Departments when appropriate.
The Dean of the ELGS for Law and Governance is the President of the Faculty Board. There is one one Provost for the undergraduate and one Provost for the postgraduate studies.

EPLO/ELGS  Quality Assurance System (EPLO/ELGS-QAS)

The EPLO/ELGS Quality Assurance System (EPLO-QAS) has been introduced according to “Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)” as adopted by the Ministers responsible for higher education in 2005 following a proposal prepared by the European Association for Quality Assurance in Higher Education (ENQA) in co- operation with the European Students’ Union (ESU), the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA).

The major aims of EPLO/ELGS-QAS are:

• to assure that the institution and its units, institutes and academies operating in different national contexts uniformly provide an appropriate quality of their services;
• to support the exercise of responsible and reliable autonomy in the use of resources and in collective and individual behavior related to education, research and knowledge and technological transfer activities;
• to improve the quality of education and research.

EPLO/ELGS-QAS sets standards for the self-assessment by programs and units, institutes and academies, concerning their internal procedures and the outcomes of their activities, and for the external assessment of the quality assurance system. External evaluation is based on peer review, is carried out by independent experts appointed by the Board of Directors through on-site visits and document analysis.

The key structures in the EPLO/ELGS-QAS are:

• External Evaluation Board – EEB
• Internal Unit for Quality Assurance – IQA
• Joint Teaching-Student Committees

 External Evaluation Board – EEB

Main objectives and competences

The External Evaluation Board (EEB) plays a pivotal role in ensuring that EPLO adhere to the European Standards and Guidelines (ESG) for quality assurance and enhancement. Activities and competencies of EEB are the following:

• Comprehensive Assessment: The primary function of an EEB is to conduct a comprehensive assessment of the EPLO’s quality assurance processes and academic programs. This involves a thorough evaluation of various aspects, such as teaching and learning, research, governance, and support services.
• External Perspective: EEB members bring an external perspective to the evaluation process. They are typically experts in higher education from different countries, ensuring a diverse and unbiased assessment.
• ESG Alignment: EEB ensures that the EPLO’s quality assurance systems align with the ESG, which encompasses the core values, criteria, and guidelines for quality assurance in higher education. They assess whether the organization meets these standards.
• Recommendations for Improvement: EEB provides constructive feedback and recommendations for improvement. These recommendations may address areas where EPLO can enhance its quality assurance mechanisms, academic programs, or academic governance.
• Peer Review: EEB engages in a peer-review process, which means they assess the EPLO’s performance against comparable institutions in Europe. This benchmarking helps identify areas where the organization excels and where it can improve.
• Transparency and Accountability: EEB promotes transparency and accountability within the organization. They ensure that the institution’s quality assurance procedures are clear, well-documented, and accessible to stakeholders.
• Stakeholder Engagement: EEB may engages with various stakeholders, including students, faculty, and administrative staff, to gather input and perspectives on the EPLO’s performance. This fosters a collaborative approach to quality assurance.
• Continuous Improvement: EEB encourages a culture of continuous improvement within the organization. They assess whether the institution has mechanisms in place to act on recommendations and enhance its overall quality.
• Reporting: After the evaluation, EEB produces an annual Evaluation Report summarizing their findings and recommendations. The Report serves as valuable resource for EPLO to guide its quality enhancement efforts.
• Follow-Up Evaluation: In some cases, EEB may conducts follow-up evaluations to monitor the implementation of recommendations and track the EPLO’s progress in addressing identified areas for improvement.

 Composition of the EEB

The External Evaluation Board (EEB) is composed by 6 members and one Chairperson. Only one member selected is part of the organization to ensure contacts and to enhance exchange of data and details with other QA structures.

The key details about the composition of the EEB are the following:

• External Experts: EEB is predominantly composed of external experts who have no direct affiliation with the organization under evaluation. These experts are chosen based on their expertise in higher education and the specific areas being assessed (e.g., teaching and learning, research, governance). They should have a thorough understanding of the European Standards and Guidelines (ESG) for quality assurance.

 

• Diverse Backgrounds: EEB members should come from diverse backgrounds and institutions, both within and outside the EHEA. This diversity ensures a broader perspective and helps prevent bias in the evaluation process. Members may include academics, administrators, quality assurance professionals, and industry experts.
• Chairperson: The EEB has a Chairperson who leads the evaluation process. The Chairperson is responsible for facilitating discussions, ensuring the evaluation stays on track, and coordinating the writing of the evaluation Report.
• Gender and Diversity Balance: Efforts are made to ensure gender balance and diversity within the EEB to promote fairness and equity in the evaluation process.
• Conflict of Interest: EEB members are expected to declare any potential conflicts of interest related to the institution under assessment. Transparency in this regard is essential to maintain the integrity of the evaluation.

Internal Unit for Quality Assurance – IQA

 Main objectives and competences

The Internal Unit for Quality Assurance (IQA) Unit within EPLO plays a crucial role in ensuring and enhancing the quality of education and related academic services offered by the organization. Below are details about the activities and competences of an IUQA:

• Quality Assurance Framework Development: The IQA Unit is responsible for developing and maintaining a comprehensive quality assurance framework that aligns with national and international quality standards, including the European Standards and Guidelines (ESG). This framework serves as the foundation for the institution’s quality assurance activities.
• Policy Development: The unit formulates quality assurance policies, procedures, and guidelines that guide all aspects of the institution’s operations, including teaching and learning, research, governance, and support services.
• Program and Course Evaluation: IQA Unit oversees the evaluation of academic programs and courses. This includes monitoring curriculum development, assessing learning outcomes, and ensuring that programs align with academic and professional standards.
• Assessment and Accreditation: IQA Unit is responsible for coordinating the organization’s accreditation processes. They prepare documentation, facilitate site visits, and ensure compliance with accreditation requirements.
• Data Collection and Analysis: The unit collects data on various aspects of the organization’s performance, such as student satisfaction, graduation rates, and research productivity. They analyze this data to identify areas for improvement.
• Self-Assessment: IQA Unit guides the organization in conducting periodic self-assessment exercises. This involves engaging stakeholders, including faculty, students, and staff, in assessing the institution’s strengths and weaknesses.
• Quality Improvement Planning: Based on assessment results and stakeholder feedback, the IQA Unit collaborates with relevant departments and units to develop quality improvement plans. These plans outline specific actions to enhance the organization’s overall quality.
• Compliance Monitoring: IQA Unit ensures that the organization adheres to relevant regulations, standards, and guidelines. They monitor compliance with internal policies and external accreditation requirements.
• Reporting: IQA Unit prepares regular reports on the organization’s quality assurance activities and findings. These reports are often used for internal decision-making and may be shared with the EEB and external stakeholders as required.
• Stakeholder Engagement: The unit engages with various stakeholders, including students, faculty, and administrative staff, to gather input and perspectives on the organization’s quality. This feedback informs the quality improvement process.
• External Collaboration: IQA Unit may collaborates with external quality assurance agencies, accrediting bodies, and other institutions to benchmark their practices and stay informed about evolving quality standards.

Composition of the IQA

The Internal Quality Assurance (IQA) Unit is composed by 3 internal members with the role of Head of IQA Unit, Quality Assurance Coordinator and Quality Assurance Analyst, as well as academic experts and student representatives. Academic experts and student representatives participating within the Unit make up the “Joint Teaching-Student Committees”, sub-units of the IQA. The key details about different roles and responsibilities of IQA members are the following:

• Head of IQA Unit: The unit is led by a Head who oversees all quality assurance activities. This individual is responsible for setting the strategic direction of the unit, coordinating its operations, and reporting to senior leadership.
• Quality Assurance Coordinator: This role involves managing the day-to-day operations of the IQA Unit. The Coordinator may supervise staff, oversee data collection and analysis, and ensure that quality assurance processes are implemented effectively.
• Quality Assurance Analyst: This staff member is responsible for specific aspects of quality assurance, such as program assessment, accreditation, data collection, and analysis. He/she works closely with faculty and staff across the organization to gather and evaluate data.
• Academic Experts: Subject matter experts from various academic disciplines may be involved in the IQA Unit to assess curriculum, learning outcomes, and program effectiveness. Their expertise contributes to the evaluation of academic quality.
• Student Representatives: Including student representatives is essential for gathering student feedback and perspectives on the quality of education and services. Students provide valuable input on their learning experiences.