Within the study programme agenda, two interrelated and complementary evaluation processes can be distinguished, both of which fall within the framework of quality assurance. The first process concerns the evaluation of intentions and proposals to implement study programmes (i.e. the granting of authorisation to implement a programme of study), and the second concerns evaluation during the actual implementation of individual study programmes. For entirely new study programmes, Charles University (CU) has established a process for assessing the intention to submit a proposal for a new programme of study. This assessment takes place within the Internal Evaluation Board (IEB), the Rector’s Board (RB), and the Extended Rector’s Board (ERB). Within this process, it is assessed, among other things, whether the establishment of the study programme would lead to duplication with an existing programme across the University and whether the overall concept of the study programme aligns with CU’s strategic direction. Historically, this process was conducted in batches within a yearly outlook; however, at the end of 2024 the practice was revised so that intentions are now evaluated individually in order to ensure more thorough scrutiny.

The proposals for study programmes themselves are subsequently evaluated. This evaluation concerns both proposals for entirely new study programmes, for which faculties apply either for the granting of authorisation to implement a programme of study within the framework of institutional accreditation, or for the granting of accreditation by the National Accreditation Bureau for Higher Education (NAB). At the same time, it also applies to proposals for study programmes for which faculties apply for the renewal, extension or modification of the authorisation to implement a programme of study within the framework of institutional accreditation, or, as applicable, for accreditation by the NAB. In these cases, the primary subject of assessment is the study programme proposal prepared in accordance with Charles University’s internal regulations, which is supplemented by the administrative apparatus with additional supporting documents (for example, an overview of staffing arrangements or of the unit’s creative and scholarly activities). Within this process, the IEB may issue inspection reports and impose remedial measures.

Intention to submit a proposal for a new study programme: 1. The faculty prepares the intention to submit a proposal for a new study programme. 2. The intention is approved by the faculty bodies (the Academic Senate and the Scientific Board). 3. The Dean of the faculty submits the intention to the Rector of Charles University; the Department of Quality of Education and Accreditations (DQEA) carries out a formal check. 4. The intention is assessed by an IEB panel, and the IEB expresses its position in the form of a resolution. 5. The intention, together with the IEB resolution, is assessed by the RB. The ERB approves or does not approve the intention. Study programme proposal (application for the granting/extension/substantial modification of the authorisation to implement a study programme): 1. The faculty prepares a study programme proposal for which it applies for the (re)granting, extension or substantial modification of the authorisation to implement a study programme. 2. The study programme proposal is approved by the faculty bodies (the Academic Senate and the Scientific Board). 3. The Dean of the faculty submits the study programme proposal together with the application for the (re)granting, extension or substantial modification to the Rector of Charles University; the DQEA carries out a formal check and forwards the materials to the IEB for assessment. 4. An IEB panel, or a designated rapporteur, conducts the assessment of the study programme proposal. 5. If necessary, the panel may request the involvement of an external consultant. 6. The IEB approves or does not approve the application for the granting, extension or modification of the authorisation to implement the study programme, or suspends the proceedings. The same procedure is applied in the case of an intention to submit an application for the granting, extension, expansion or substantial modification of accreditation by the NAB.

These processes are designed in such a way that student representatives can participate in their decision-making stages. In the case of intentions and study programme proposals, this takes place first at the level of faculty academic senates, through which the intentions and proposals are approved, further at the level of the IEB, where students are represented in each of its four panels, and finally through student representation in the RB.

The evaluation of intentions and study programme proposals is complemented by the evaluation of their implementation, which is designed so that each study programme undergoes this evaluation at least once during the validity of its authorisation to be implemented or its accreditation. During the reference period, Charles University devoted considerable attention to the development of this process, including the establishment of the necessary IT infrastructure. This covers the entire workflow, from the preparation of the self-evaluation report by the guarantor of the study programme, through the provision of analytical data by the Rectorate of Charles University, to the statements of the relevant stakeholders. Thanks to this, the evaluation of study programmes was gradually piloted and subsequently introduced into regular practice in both undergraduate and postgraduate study programmes. The starting point for the evaluation is the definition of the key aspects of study programmes, which are then consistently monitored and assessed in individual cases. These include in particular: staffing arrangements, creative and scholarly activities, internationalisation, applicant demand, completion rates, student satisfaction, the structure and setting of the curriculum, work with graduates, and external conditions affecting the functioning of the study programme. Selected aspects of study programmes are supported by data sets illustrating how the programme was implemented in the previous period. The evaluation of a study programme therefore always takes place on the basis of information concerning its actual implementation. The data sources also include, among other things, feedback from students and graduates, which is regularly collected through University-wide surveys.

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