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Teaching Quality

Teaching-Learning Quality monitoring – academic year 2018/2019

Until the academic year 2017/2018, NOVA had the Internal Teaching Quality Assurance System (SGQE), unique and transversal to all University Units (UU), covering the Teaching-Learning domain. NOVA's new Internal Quality Monitoring and Evaluation System (NOVA SIMAQ) also comprises the remaining domains: Research and Development, Value Creation, Internationalization and Interinstitutional and Community Collaboration. Thus, the academic year 2018/2019 was a transition year, both in terms of the review of various Quality instruments and in terms of their implementation in the UUs, including the questionnaire on students' perceptions about the functioning of the curricular units (CU). The resulting NOVA's global annual report - academic year 2018 / 2019 presents the summary of the main results of the student survey.

In 2018/2019, the total number of 2 576 CUs was surveyed. Figure 1 shows the distribution of the surveyed CUs, by level of studies (Bachelors, Masters and Integrated Masters).

Figure 1. Number of CU surveyed by level of studies

Regarding the response rate (number of responses to survey questions / total number of students enrolled in the CU), there was a decrease, compared to the previous academic year, in all levels of studies, with a more evident decrease with Bachelors. With regard to the response rate of Master’s and Integrated Master’s students, despite the slight increase that had occurred in the academic year 2017/2018, it also decreased slightly in the academic year under analysis, as shown in Figure 2.

Figure 2. Response rate evolution by level of studies

The focus of analysis of the CUs was on the screening, on the one hand, of those that presented inadequate functioning and, on the other hand, of those that showed high overall satisfaction.

The percentage of CUs that showed inadequate functioning in 2018/2019 (Figure 3), decreased, in the last academic year, in the total of the three levels of studies, from 6.6% to 5.6%, that is 115 inadequate CUs in 2041 qualified CUs (CUs whose characterization of the response was above a minimum threshold of representativeness), and it was in the question regarding perceived global satisfaction that more evaluations were considered low. In the previous academic year, 146 inadequate CUs were found among 2210 qualified CUs (6.6%).

The percentage of CUs with recurrent inadequate functioning (CUs with inadequate functioning in the last academic year and also in at least one of the previous two academic years) is higher in the Integrated Masters, followed by the Bachelors and the Masters, as shown in figure 3.

Figure 3. Percentage of CUs with inadequate functioning / qualified CUs, by level of studies

Regarding the overall satisfaction perceived with the functioning of the CUs, in 2018/2019, there was a very positive evolution of the assessments that were considered high (Figure 4), going from 30% (662/2210) to 42.6% (869/2041). The percentage of CUs with recurring high global functioning satisfaction (CUs with high global functioning satisfaction in the last academic year and also in at least one of the two previous academic years) was substantially the same in the Bachelors’ and Masters’ degrees, and came to approximately half of this value in the Integrated Masters, as shown in figure 4.

Figure 4. Percentage of CUs with high overall satisfaction / qualified CUs by level of studies

From NOVA's global point of view in 2018/2019, as shown in figure 5, in view of the number of operating CUs, it is worth highlighting the very positive general evolution in relation to the previous academic year, with the percentage of CUs with high overall satisfaction, growing from 21.9% to 30.7%, and that of CUs with inadequate functioning, decreasing from 4.8% to 4.1%. It can also be seen that 94.4% of the qualified CUs were not perceived as having inadequate functioning.

Figure 5. Percentage distribution of UCs in operation in the academic year 2018/2019


Reports from previous years

Global annual report for the academic year 2015-2016

Global annual report for the academic year 2016-2017

Global annual report for the academic year 2017-2018