Self-Analysis 2020

It is confirmed European University Rector: H. Bisharyan ______(Signature) . 31 of January, 2020

EUROPEAN UNIVERSITY INSTITUTIONAL CAPACITY

SELF-ANALYSIS

______“European Universiry” foundation ______(Educational Institution Name)

______RA, Yerevan 0037, David Anhaght 10______(Institution address)

Yerevan 2020

THE COMPOSITION OF THE SELF-ANALYSIS WORKING GROUP Works Coordinator: Rector Heghine Bisharyan NAME SURNAME POSITION IN THE INSTITUTION Tigran Martirosyan Vice-Rector for Academic Affairs, P.h.D, Associate Professor of Economics, Lecturer in the Chair of Management Vahram Soghomonyan Vice-Rector for External Relations and Internationalization, Ph.D., Associate Professor, Lecturer in the Chair of IT and Applied Mathematics Karine Sargsyan Head of Quality Assurance Department, Candidate of Economics, Lecturer of Management Chair Ashot Torosyan Head of Finances Ruzanna Avetisyan Head of Academic Department Tatevik Marutyan Responsible of Human Resources Management Siana Aghajanyan Head of General Department Artur Sergoyan Head of Technical Service Department Anushavan Vardanyan Chief Accountant Mariam Varderesyan Head of Library and Archive Narine Kirakosyan Head of Management Chair, Economics Candidate, Ph.D. of Economics, Associate Professor Gor Manasyan Head of Tourism and Service Chair, Ph.D., Associate Professor, Director of the Career Center, Scientific Secretary Narine Tonoyan Head of Law Chair, Ph.D., Associate Professor of Law Arevik Gevorgyan Quality Assurance Department Employee Syuzanna Mkheyan Employee of Quality Assurance Department, Master in the Faculty of Tourism, Linguistics and Psychology Gohar Petrosyan Responsible for Postgraduate Education Gohar Tavaqalyan Assistant of Academic Affairs, Master in the Faculty of Economics and Management Mariam Hayrapetyan Employee of the Library and Archive, Student in the Faculty of Tourism, Linguistics and Psychology Hayk Yeroyan President of Student Council, Student in the Faculty of Economics and Management Karen Aghamalyan President of FSC of Economics and Management Sargis Petrosyan President of FSC of Information Technologies Vahe Torosyan Lawyer, Ph.D., Lecturer of Law Chair Misak Avagyan PH.D., Associate Professor of Economic, Lecturer of Management Chair Hmayak Danielyan Ph.D., Lecturer of Tourism and Service Chair Gagik Ayvazyan Ph.D., Lecturer of IT and Applied Mathematics Chair Siranush Araqelyan Ph.D., Lecturer of Linguistics Chair Gayane Ohanyan Director of Vanadzor Branch Hasmik Eghiazaryan Director of Gyumri Branch Asya Sargsyan Ph.D., Director of Ijevan Branch Manuchar Simonyan Ph.D., Director of Martuni Branch

CONTENT

GENERAL PROVISIONS ……………………………………...... ……...……...... ………………. 3

I. MISSION AND GOALS ……………………………………...... … …………………………… 9

II. MANAGEMENT AND ADMINISTRATION …….………………...... ….…………………. 17

III. ACADEMIC PROGRAMS OF SPECIALTY……….…………………….....…………………. 26

IV. STUDENTS …………………………………………………………………………………….. 39

V. TEACHING AND ACADEMIC SUPPORT STAFF …...... 58

VI. RESEARCH AND DEVELOPMENT ………………………………………………………….. 64

VII. INFRASTRUCTURE AND RESOURCES ………………………………..…………………... 74

VIII. SOCIAL RESPONSIBILITY …………...…………………………………………………….. 83

IX. EXTERNAL RELATIONS AND INTERNATIONALIZATION ……………..……………….. 89

X. INTERNAL QUALITY ASSURANCE SYSTEM ………………………..……………………… 96

APPENDIXES ……………………………………………………………………….……………... 109

GENERAL PROVISIONS

European University (formerly "European Regional Educational Academy") was established by the agreements between the Government of the Republic of Armenia and the Government of the Republic of France on 4 November, 1995 on “Cultural, Legal and Technical Cooperation, the Government of the Republic of Armenia and the Government of the Federal Republic of Germany, July 24, 1998 on “Technical Cooperation “, between the Government of the Republic of Armenia and the Government of the Italian Republic on “Encouragement and Protection of Investments” on 23 July, 1998 and the RA Government decision 978 on the 15th of October in 2001. By the decision of EU Board of Trustees on the 26th of December, 2017, European Regional Educational Academy was renamed European University (see Appendix 1.3). European University is a non-profit-making state-owned foundation and is included in the state higher education institutions of the Republic of Armenia. The University operates by the decision of Board of Trustees session on 22th of December, 2008 (Protocol No. 08-003) according to the reaffirmed Charter, registered by the Central Body of the State Register of Legal Entities of RA on 29.10.2009 (See Appendix 1.1). The teaching process in EU is carried out in accordance with the requirements of RA Legislation and the Bologna Process. The university prepares specialists in the fields of Information Technologies, Economics, Management, Finances, Tourism, Law, International Relations, Linguistics, Psychology and Architecture. European University is currently carried out a three-tiered education system (bachelor, master, postgraduate), including 15 bachelors (see table 1), 14 masters (see table 2) and 6 post-graduates and post-graduate programs: Full-Time learning and Part-Time learning.

Table 1. EU BACHELOR SPECIALTIES, TEACHING FORM AND QUALIFICATIONS Teaching Form (Full-Time Indicator Specialty Qualification learning/Part- Time learning) 061105.00.6 Information Technologies Full-Time learning/Part- Bachelor of Informatics Time learning 061104.00.6 Information Systems Full-Time learning/Part- Bachelor of Informatics Time learning 061901.00.6 Information Security Bachelor of Information Full-Time learning Security 061101.00.6 Informatics (Computer Full-Time Science) learning/Part- Bachelor of Informatics Time learning 101801.00.6 Service Full-Time learning Bachelor of Service 031501.00.6 Culturology Part-Time Bachelor of Culturology learning 031101.00.6 Economics Full-Time learning/Part- Bachelor of Economics Time learning 041301.00.6 Management Full-Time learning/Part- Bachelor of Management Time learning 041201.00.6 Finances Full-Time learning/Part- Bachelor of Economics Time learning 042101.00.6 Law Full-Time learning/Part- Bachelor of Law Time learning 031801.00.6 Internationl Relations Full-Time Bachelor of Internationl learning/Part- Relations Time learning 031301.00.6 Psychology Full-Time learning Bachelor of Psychology 023201.00.6 Linguistics Full-Time learning Bachelor of Philology 073101.00.6 Architecture Full-Time learning Bachelor of Architecture 073201.00.6 Construction Full-Time learning Bachelor of Engineering

Table 2. EU MASTER SPECIALTIES, TEACHING FORM AND QUALIFICATIONS

Indicator Specialty, academic program Teaching Form (Full-Time Qualification learning/Part- Time learning) 061105.00.7 Information Technologies Full-Time Master of Informatics learning 061104.00.7 Information Systems Full-Time Master of Informatics learning/Part- Time learning 061901.00.7 Information Security Full-Time Master of Information learning Security 061101.00.7 Informatics (Computer Full-Time Master of Informatics Science) learning 101801.00.7 Service Full-Time Master of Service learning/Part- Time learning 031101.00.7 Economics Full-Time Master of Economics learning/Part- Time learning 042101.00.7 Law Full-Time Master of Law learning/Part- Time learning 041301.00.7 Management Full-Time Master of Management learning/Part- Time learning 031801.00.7 International Relations Full-Time Master of International learning/Part- Relations Time learning 023201.00.7 Linguistics Full-Time Master of Philology learning 071202.00.7 Life Security Full-Time Master of Engineering learning 031301.00.7 Psychology Full-Time Master of Psychology learning 073101.00.7 Architecture Full-Time Master of Architecture learning 073201.00.7 Construction Full-Time Master of Engineering learning

Highly qualified personnel in 6 specialties are conducted in the University’s Postgraduate studies. They are:

• A 00.02 " Economy, Economics and Management of its spheres", • B 00.06. International Economics, • C 13.01 " Management, Management Systems and their Elements"; • D 13.02 "Automation Systems, • E 00.02 “Public Law”; • F 02.02 "General and Comparative Linguistics" The academic process is organized by 4 Faculties and 10 Chairs. EU Faculties are: 1. Faculty of Economics and Management, 2. Faculty of Information Technologies, 3. Faculty of Tourism, Linguistics and Psychology, 4. Faculty of Law and International Relations. EU Chairs are: 1. Information Technologies and Applied Mathematics, 2. Microelectronic Circuits and Systems, 3. Management, 4. Economics and Finances, 5. Law, 6. International Relations, 7. Tourism and Service, 8. Linguistics, 9. Psychology, 10. Architecture. Since 2014, there is a 060 Professional Grants Council A.00.02.-Specialty of Economy, Economics and Management of its spheres in European University, which is currently in the process of restructuring. European University has 4 regional branches in Gyumri, Vanadzor, Ijevan and Gavar. The objectives of disproportionate territorial development and emigration of the Republic of Armenia pose serious challenges for the development of the regions, one of the important components of which is the training of locally competitive specialists, which is

6 possible due to the development of the higher education system in the regions. Due to these reasons, EU overarching goal of Strategy is to establish branch development. Since 2010, a Collection of Scientific Articles “European University” (formerly “European Academy”) has been published, which is included in the list of collections accepted by the Higher Qualification Commission of the Republic of Armenia. The modernization of professional academic programs is considered to be the key to the modernization of the labor market in line with European standards and international standards, international scientific and educational developments, implementation of multiprofile higher professional education programs aimed at improving graduates' work performance, combined with advanced education experience, access to education, transparency of organization access, student-centered, aimed at scientific-educational activities, training of personnel capable of applying the knowledge gained in the fields of applied skills in both the national economy and organization management. It should also be noted that European University implements a successful university- employer model due to the trilateral cooperation with European University, VivaCell-MTS and Synopsys Armenia CJSC, as a result of which the Chair of Microelectronic Circuits and Systems exists in EU since 2011, 110 from 123 graduates work in leading IT companies, 67 of which are at Synopsys Armenia. For the first time in 2017, the University passed State Accreditation by RA National Center for Professional Educational Quality Assurance of the Ministry of Education and Science, in the framework of which the expert group visited the University in October, whose comments included in the preliminary version of the expert report provided the basis for the development of EU’s new Strategy, as a result of extensive discussions, EU mission, vision and primary goals are defined. EU mission is: To ensure a strong combination of three peaks of EU symbol triangle (education, science, services to society), interconnected activity, equal development, for which: • To provide quality and continuous education by combining Armenian and European best experience, preparing specialists in various public fields;

• To establish strong partnerships with local and international professional educational institutions for EU internationalization, experience acquisition, exchange, joint work, including research and mobility; • To deepen relationships with the business environment on internships, graduation topics and employment issues. EU vision is: To become one of the leading HEIs until 2023 providing theoretical and applied knowledge, practical skills and capabilities in line with the evolving demands of the economy, focusing on the training of practical specialists who will be able to present themselves in the labor market by applying their knowledge, skills and abilities. In order to provide high quality education, European University is aimed at implementing a quality assurance system that meets the requirements of European standards and guidelines.

I. MISSION AND GOALS

CRITERION: The policy and activity carried out by professional education institution (hereinafter: PEI) correspond to the mission adopted by the institution, which is in line with the national qualifications framework of RA education. CRITERION a. PEI has a clearly defined mission that reflects its goals and objectives, which is in line with NQF. Appendix 1.1. EU Charter 29.10.2009 Appendix 1.2. Amendments of EU Charter 01.04.2014 Appendix 1.3. Amendments of EU Charter 16.12.2017 Bases Appendix 1.4. EU 2018-2022 Strategic Development Plan Appendix 1.5. Order to establish a working group of EU Strategic program

European University (formerly European Regional Educational Academy, hereinafter referred to as EU, University) is a non-profit making fund, operating by the decision of Board of Trustees’ session on 22.12.2008 (Protocol No. 08-003) according to the reaffirmed Charter registered by the Central Body of the State Register of Legal Entities of the Republic of Armenia on 29.10.2009 (See Appendix 1.1.). In 2017, a number of staff changes took place in EU (faculties were formed in EU, the academic support staff was almost completely replaced by staff with higher education, knowledge of a foreign language, the increase of administrative and teaching staff’s conditions and payment, etc.), resource (repair of EU 2 buildings and branches, overhaul of WCs, overhaul of library, replenishment of library fund, introduction of e-library, improvement of academic support and computer database, etc.),in addition, the University participated in the institutional accreditation process for the first time, and the preliminary report of the institutional accreditation expert group showed that the current EREA 2017- 2020 Strategy, mission, vision, goals and objectives were not customized to the current state of the University, the specifics of management and operations, the needs of all stakeholders, and their implementation was not realistic in terms of university potential, so on the 27th of November, 2017, Rector formed a new Strategic program working group (see Appendix 1.5) consisting of students, lecturers, administrative staff, who have developed and presented a new Strategy as a result of comprehensive analyzes and discussions: "EU 2018-2022 Strategic Development Plan” (see Appendix 1.4), approved in EU Board of Trustees session on

16.12.2017. New Strategy clarified the mission, vision, primary goals, action plan and timetable for their implementation. By the same decision, European Regional Educational Academy was renamed European University (see Appendix 1.3). EU 2018-2022 Strategic Development Plan defines EU mission, vision and primary goals (see Appendix 1.4).: EU mission is: To ensure a strong combination of three peaks of EU symbol triangle (education, science, services to society), interconnected action, equal development, for which: • To provide quality and continuous education by combining Armenian and European best experience, preparing specialists in various public fields; • To establish strong partnerships with local and international professional educational institutions for EU internationalization, experience acquisition, exchange, joint work, including research and mobility; • To deepen relationships with the business environment on internships, graduation topics and employment issues. EU vision is: To become one of the leading HEIs until 2023 providing theoretical and applied knowledge, practical skills and capabilities in line with the evolving demands of the economy, focusing on the training of practical specialists who will be able to present themselves in the labor market by applying their knowledge, skills and abilities. EU Strategic primary goals are:  Modernization and improvement of professional education programs;  The increase of effectiveness of management and administration;  Expansion of internationalization;  Continuous improvement of Quality Assurance System;  Development of Branches. EU 2018-2022 the action plan and timetable have been set to meet the development goals outlined in the Strategic Development Plan (see Appendix 1.4). EU 2018-2022 the Strategic Development Plan, including the action plan, is available on the official website of the University.

Based on the Strategy, goals and end results of the Strategy, the faculties, chairs, and all other subdivisions of the University have planned their annual and three-year action plans, which implementation ensures that the activities of the subdivisions are consistent with the mission of the University and directed to the implementation of strategic goals. Thus, the new Strategy is the result of extensive discussions of systematic and comprehensive analysis of the University's shortcomings, threats, strengths and weaknesses. The descriptors (knowledge, competence, and skill) set out in NQF for academic levels are reflected not only in mission and vision defined by EU 2018-2022 Strategic Development Plan, but also in the academic programs of all the specialties issued by EU, ensuring their compliance with labor market and society requirements.

CRITERION b. The mission, goals and objectives of PEI reflect the needs of internal and external stakeholders. Appendix 1.4. EU 2018-2022 Strategic Development Plan Appendix 1.6. Involvement Policy of internal and external stakeholders in EU Quality Assurance processes Appendix 1.7. Procedure for identifying students' needs Appendix 1.8. Implementation Procedure Stakeholders Accountability Policy Bases Appendix 1.9. Regulation of EU Scientific Council Appendix 1.10. Working Order of EU Rectorate Appendix 1.11. Charter of EU Student Council Appendix 1.12. Charter of EU Faculty Appendix 1.13. Staff of EU Scientific Council Appendix 1.14. Staff of EU Rectorate

As stated in EU 2018-2022 Strategic Development Plan, it is important for its stakeholders to be trustworthy, and the image of a trusted university depends largely on the rules, procedures, regulations, that are accessible, transparent, clear and understandable to all stakeholders, the implementation of which ensures academic honesty and student knowledge, competence and clear skills assessment frameworks. Through its activities, EU strives to take into account and meet the needs of all its stakeholders.

EREA 2017-2020 Strategic Development Plan, also mentioned by the Institutional Accreditation Expert Group, did not meet the needs of all HEI stakeholders, so at the end of 2017 European University Strategy working group established a new Strategy, setting goals through SWOT assessment of external and internal stakeholders needs (See Appendix 1.4, EU 2018-2022 Strategic Development Plan, Stakeholders Needs Assessment). “A Policy on Involvement of internal and external stakeholders in EU Quality Assurance processes” (see Appendix 1.6) was developed and adopted to ensure the transparency and accountability of the University's internal and external stakeholders, regulating the process of identifying and meeting their needs (see Appendix 1.6), according to which Internal stakeholders of EU are University administrative staff, academic support staff ,teaching staff and students, external stakeholders are the Government of RA, Ministry of ESSC , employers, alumni, applicants and other interested parties. EU 2018-2022 The student-centered approach has been at the core of Strategic Development Plan, professional academic programs, educational process regulating and other legal documents. EU students are involved in the University governance process, being 25% of EU Scientific Council and 25% of members of faculties’ councils, having all the powers and responsibilities entrusted to EU members of Scientific Council and faculties’ councils, the president of EU Student Council is a member of EU Rectorate. Thus, Student Council has the full opportunity to present to the University governance bodies the needs, approaches, suggestions and comments of students (see Appendices 1.9., 1.10., 1.11., 1.12., 1.13., 1.14.). The process of identifying and meeting the needs of EU students is regulated by the “Student Needs Assessment Procedure” (see Appendix 1.7), which outlines the scope of students' needs, their identifying process, and problem-solving procedures. In order to identify students' needs, staff of EU Quality Assurance and Communications Department constantly follows EUA Confessions pages run by EU students on social networks (Instagram, Facebook), which are informal platforms for student needs identification). To make it easier for students to report problems, there is an anonymous letter box in EU where students can write about problems they have noticed, as well as a feedback link on EU

12 official website www.eua.am , where both students and employees and any person can write a letter, raise a problem and make a comment, anonymously if desired. More detailed information on meeting student needs and solving problems is presented in criterion 4. EU teaching staff can make recommendations, discuss changes at the University, directions of development, and problems at professional chair sessions, during which opinions, suggestions, and comments are presented by the Head of the Chair to the Rectorate and Scientific Council. More than half of EU Scientific Council represents about 57% of EU teaching staff who was actively involved in the discussion and approval of the Strategic Plan (see Appendix 1.13.). The Directors of EU Branches are also members of the Scientific Council, who participate in the discussion and approval processes as well (see Appendix 1.13.). Detailed information of the needs and involvement of teaching staff is presented in criterion 5. EU 2018-2022 project of Strategic Development Plan, as we have already mentioned, was also discussed in EU Rectorate, whose members are heads of all EU subdivisions, who were directly able to make comments and suggestions on the project. EU 2018-2022 Strategic Development Plan, the mission and primary goals outlined in it have been established and put into action following the approval of EU Board of Trustees. 50% of EU Board of Trustees members is represented by RA Government, two RA government members and two large RA employers. Periodic surveys, focus group discussions are conducted to identify and address the needs of students, EU administrative staff, employers and all other stakeholders, as a result of which the University is constantly and continuously improving its resources and academic process. EU also takes into account the internal and external stakeholders, and this fact is regulated in accordance with EU Stakeholders Accountability Policy Implementation Procedure” (see Appendix 1.8), which outlines the provisions combined with accountability system, mechanisms, directions and feedback. It is clear from the above mentioned, that decision-making in EU, legal, conceptual and other documents before their approval are discussed by external and internal stakeholders of

EU, there are mechanisms for identifying, presenting and discussing their needs, recommendations and comments, which allows us to assume that EU's actions, as well as its Strategy, mission and primary goals reflect the needs of external and internal stakeholders as far as possible.

CRITERION c. There are established mechanisms and procedures in PEI for the evaluation and improvement of the mission results and goals. Appendix 1.4 EU 2018-2022 Strategic Development Plan Bases Appendix 1.15 EU 2019 Report

Highlighting the evaluation and continuous improvement of the implemented actions, the Planning Implementation Assessment Improvement (PIAI) principle is gradually put in EU, which will enable the HEI's mission and goals to be effectively implemented. Planning is done from top to bottom, that is based on the approved Strategic plan and action plan, EU units (Chair, Faculty, Branches, External Relations, Career Center, Quality Assurance and Communication Department, etc.) formulate their annual work plans and implement them, and their implementation assessment and improvement is based on the bottom-top accountability principle, that is, EU subdivisions make a report to Scientific Council at the end of each Academic year, where results are discussed, performance is evaluated, suggestions for improvement are made, and EU Rector makes an annual report of the university based on the above mentioned and the implementation of the Strategic plan and presents to EU Board of Trustees (see Appendix 1.15). The expected results set out in EU Development Strategy Action Plan are indicators for evaluating the results of the implementation of EU Development Strategic Plan. The evaluation of the results of the implementation of EU mission and primary goals by internal and external stakeholders is carried out by ensuring their participation in EU governance bodies. Thus, 25% of EU Board of Trustees is employers, 25% are RA government representatives, 25% of EU Scientific Council is students, 25% are EU employers and 50% are elective members, including science representatives in the fields of EU specialties. The internal and external stakeholders of EU being members of the higher governance bodies of the University not only participate in the development and approval of SDP

14 including EU mission and goals, but also in the current decision making necessary to achieve those goals. EU SDP report is an executable implementation that reflects the University's ability to implement the mentioned actions, achievements, and omissions. The annual reports assessing the results of the implementation of EU mission and the primary goals provide a mechanism for accountability through their analysis and approval. EU Rector presents them at the end of each year to EU Board of Trustees, the subdivisions of EU to EU Scientific Board (on academic actions, external relations, human resources management, branch actions, etc.). Along with the quantitative and qualitative results presented in EU Rector's Annual Report, there is also the dynamics of recent years, which is also a mechanism for evaluating results (see Appendix 1.15). The mechanism for evaluating the results is also the positive dynamics of the indicators presented in the report, which are implemented through the following key indicators: number of students, number of applicants, development of scientific potential, development of external relations and mobility, improvement of the quality of education, teaching and educational actions, improvement of resources and material -technical base. In order to show the effectiveness of the implemented activities and actions, the Rector of EU presents the dynamics of indicators related to the main activities of the University in the framework of the annual report. The dynamics of recent years have been positive in almost all key areas, which show the consistent work of EU leadership. The above mentioned actions, mechanisms and tools make it possible to carry out evaluation and planning of the results of the implementation of EU Strategic Development Plan. Analyze the strengths and weaknesses, external opportunities, and risks of the institution, described in Criterion 1.

Strengths Weaknesses

1.A clearly defined mission, primary goals 1. Low level of interest in the University's and actions in line with the NQF descriptors external stakeholder actions 2. Strategic plan and action plan based on 2. Unclear definition of the scope of the assessment of the University's responsibilities in the Strategic plan opportunities, threats, strengths and 3. Lack of a specific procedure for evaluating

15 weaknesses and needs of the stakeholders the results of the Strategy 3. Involvement of external and internal 4. Inadequate budget planning stakeholders in EU governance bodies and processes 4. There are mechanisms for accountability, transparency and feedback to internal and external stakeholders on the results of implementing the mission and primary goals 5. Evaluation Indicators application of the Implementation of the EU Strategic Development Plan Opportunities Threats 1. Expansion of stakeholder cooperation 1. Rapid change in labor market 2. Development of external relations and requirements cooperation with European HEIs 2. Legislative changes to Higher Education 3. Increasing and strengthening the reputation of the University 4. Involvement of a wider circle of stakeholders in University activity and management

Utilizing EU strengths and opportunities, EU will try to reduce its weaknesses, be prepared for threats. For this purpose it is necessary to: 1. Apply oPIAI Governance Principle to all EU processes. 2. Develop short-term programs or work plans for the implementation of the goals of EU Development Strategic Plan, reflecting not only specific actions and performance indicators, but also those responsible and, where appropriate, financial costs. 3. Develop Strategy evaluation mechanisms and procedures. 4. Develop and introduce new mechanisms to increase the level of engagement and interest of stakeholders, especially external stakeholders.

II. MANAGEMENT AND ADMINISTRATION

CRITERION: PEI governance system, administrative structures and their functioning are effective and focused on the implementation of mission and goals of the institution while maintaining norms of governance ethics. CRITERION a. Institution governance system provides a regulated process of decision-making in accordance with established ethical rules and has the human, material and financial resources needed to accomplish educational and other purposes. Appendix 1.1. Charter of “European Regional Educational Academy ”Foundation 29.10.2009 Appendix 1.2. 01.04.2014 Charter/ Amendment of “European Regional Educational Academy” Foundation Appendix 1.3. 26.12.2017 Charter/ Amendment of “European Regional Educational Academy” Foundation Appendix 2.1. EU structure Appendix 1.9. Regulation of EU Scientific Council Appendix 1.10. Working Regulation of EU Rectorate Appendix 1.11. Charter of EU Student Council Bases Appendix 1.12. ԵՀ Charter of the Faculty Appendix 2.2. Election Procedure of EU Head of the Chair Appendix 2.3. Election Procedure of EU Dean of the Faculty Appendix 2.4. Position Passport of EU Dean of the Faculty Appendix 2.5. Position Passport of EU Head of the Chair Appendix 2.6. Regulation on selection and evaluation of EU teaching staff Appendix 2.7. EU Internal Disciplinary Rules Appendix 2.8. Regulation of EU Ethics Appendix 2.9. Management and monitoring procedure of EU financial funds

EU 2018-2022 One of the key goals of a Strategic Development Plan is to increase the effectiveness of management and administration, which includes process regulation, optimization of organizational structure, variety of activities, design of sustainability and development opportunities. EU Ethics Regulation (see Appendix 2.8), EU Scientific Council Regulation (see Appendix 1.9), Working Regulation of EU Rectorate (see Appendix 1.10.), EU Internal

Disciplinary Rules (See Appendix 2.7), Charter of EU Faculty Council (See Appendix 1.12.) have been developed and adopted to effectively organize EU governance process. Governance of European University is governed by the laws of the Republic of Armenia "On education" and "Higher and postgraduate education" and EU Charter (Appendix 1.1) accordingly, combining individual and collective forms of leadership, with the implementation of the functions of Board of Trustees, the Academic Council and Rector. The scope of governing bodies and decision-making powers are set out in EU Charter and the rules or procedures governing the activity of each body. In 2017 as a result of Expert Group Report on EU Institutional Accreditation and 2018- 2022 in line with the Strategic Development Plan, a new organizational structure was introduced in September, 2019, which was partially modified as a result of application (see Appendix 2.1). According to approved structure and 2018-2022 a number of legal documents have been elaborated in the Action Plan set out in the Strategic Development Plan, which clarified the powers, functions, rights and responsibilities of governance bodies, subdivisions and separate positions (see Appendices 1.9, 1.10, 1.11, 1.12, 2.4, 2.5, 2.7, 2.8 ). Thus, the Rector came under the direct control of: a) Career Center; b) The Department of Quality Assurance and Communications, formed by the reformation of the Department of External Relations, Development Plans, and Quality Assurance; c) As a result of reformation of the former personnel and the general division, the Department of General Affairs and Human Resources Department have been formed; d) The lawyer; e) EU Branches. Next to Rector is the Rectorate, which was previously missing from the structure. The administrative department with its departments under the supervision of Director of Finances has been reformed to the department of technical services; the department of technical means has been reformed to a department of technical services. Under the supervision of Director of Finances the former medical department was renamed as a medical room, and the library and archive subdivision were separated; the archive remained under

18 the supervision of Director of Finances, the library was taken under the supervision of Vice- Rector for Academic Affairs. The position of Vice-Rector for Development Programs has been reformed to the Vice- Rector for External Relations and Internationalization, under the supervision of which are the Department of International Coactivity and Department of Foreign Students. The renamed Department of Education-Methodology and Control, newly formed Faculties, Chairs and the Department of Postgraduate Education are under the supervision of Vice-Rector for Academic Affairs. Four faculties have been established in EU: Faculty of Economics and Management, Faculty of Tourism, Linguistics and Psychology, Faculty of Law and International Relations, Faculty of Information Technologies. Faculties are headed by Deans whose functions have been separated from those of Heads of Chairs (see Appendices 2.4 and 2.5). In particular, the Deans of the faculties will coordinate the processes related to the students, and the Heads of Chairs - the educational programs, the processes of assessment and qualification enhancement of teaching staff, as well as the scientific activities. In order to improve administrative and other processes and increase their efficiency, a new electronic system of document circulation was introduced in 2019, which enables administrative staff to communicate, transmit and receive information quickly and easily. An electronic library and an electronic alumni database were also introduced at the University. The qualification level of EU administrative staff has also been improved in terms of foreign language skills, in particular, teaching staff has been completely replaced by young people with higher education and foreign language skills, as well as the level of English of administrative staff has been significantly improved by the funding of the University. In 2017, After EU institutional Accreditation, the process of financial management has been improved and accomplished at the University, which is implemented through a financial management and monitoring procedure (see Appendix 2.9.), an annual financial plan and report. In 2019-2020 Academic year, the salaries of the administrative, educational, academic support staff of EU were increased. EU funds are mainly formed from student fees and state budget. Taking into consideration the financial capacities, the expenses of the University are planned. EU may

19 also obtain funding from other sources - grants, research programs and other sources not prohibited by law. 2018-2019 University has made major capital investments in branch repairs, material and technical base and academic support education.

CRITERION b. PEI governance system enables faculty and students to participate in decision- making related to them.

Appendix 1.1. Charter of “European Regional Educational Academy” Foundation 29.10.2009 Appendix 1.9. Regulation of EU Scientific Council Appendix 1.10. Working Regulation of EU Rectorate Bases Appendix 1.11. Charter of EU Student Council Appendix 1.12. Charter of EU Faculty Appendix 1.13. Staff of EU Scientific Council Appendix 1.14. Staff of EU Rectorate

University governance system, current charter, regulations and procedures allow internal stakeholders, teaching staff and students to engage in governance at all levels and participate directly in university governance processes by discussing procedural and problematic issues and making decisions. According to EU Charter (see Appendix 1.1), EU Regulation of Scientific Council (see Appendix 1.9.), Charter of EU Faculty (see Appendix 1.12.), and Charter of EU Student Council (see Appendix 1.11.) student participation in scientific council and faculty councils is 25% (see Appendix 1.13.). Decisions made by EU governance bodies at chair sessions, projects are presented by Head of the Chair to lecturers and PhD students and applicants, who in turn submit proposals, participate in discussions, raise issues that are coordinated by the Head of the Chair and presented to Rector / Rectorate and / or at sessions of the Scientific Council. Students participate in the process of refining PEPs, selecting courses, and are involved in various committees.

The President of EU Student Council is a member of EU Rectorate ex officio (see Appendix 1.10.) by presenting students’ interests the latter participates in decision-making and discussion of issues (see Appendix 1.14). Thus, internal stakeholders of the University are directly involved in various governance processes, making the activity of the University more transparent.

CRITERION c. PEI develops and implements short-term, mid-term and long-term planning in accordance with its mission and goals and has clear mechanisms for their implementation and monitoring. Appendix 1.4. EU Strategic Development Plan 2018-2022 Appendix 2.10. EU 2019-2022 Strategic Plans for Development of Internal Quality Assurance of Education Appendix 2.11. EU 2019-2022 External Relations and Internationalization Development Strategy Bases Appendix 2.12. EU 2019-2022 Career Center Development Strategic Plan Appendix 2.13. EU 2018-2022 Library Development Strategic Plan Appendix 2.14. EU 2019-2022 Faculty Development Strategic Plans Appendix 2.15. An Example of a Work Program of EU Subdivisions Appendix 1.8. Procedure of the Implementation of Stakeholder Accountability Policy

The current activities of European University are based on EU 2018-2022 Strategic Development Plan (see Appendix 1.4), where the mission, vision, priority goals, and plan of activities - a timetable with evaluation indicators are fixed. EU 2018-2022 the plan of actions has been established for all five years to meet the overarching goals set out in the Strategic Development Plan, which served as the basis for the University mid-term planning, subdivisions strategies (see Appendix 2.10, 2.11, 2.12, 2.13,

2.14) and short-term planning (see Appendix 2.15) for the preparation of annual work plans. The annual work plans clearly set out the performers and deadlines by months. Accountability for implementation of plans is based on the bottom-up principle (see Appendix 1.8), that is, EU subdivisions submit semi-annual reports to EU Rectorate, and at the end of each year, the Scientific Council discusses the results, evaluates the performance, makes recommendations for improvement, and based on this, EU Rector prepares the annual

21 report of the university activity and implementation of EU Strategic Development Plan and presents to EU Board of Trustees. As a result of reports’ discussion, decisions on the activities of the subdivision are taken, which may serve as a basis for the development of the plans for the next period of subdivisions. University Development Strategic Plan may also be reviewed if necessary.

CRITERION d.PEI studies factors affecting its performance and relies on reliable data when making decisions. Appendix 1.4. EU Development Strategic Plan 2018-2022 Bases Appendix 2.16. Procedure of conducting surveys

The study and analysis of the factors affecting EU activities are carried out first and foremost in the development of a Strategic Development Plan. Thus, the working group on Strategic Development Plan has carried out a comprehensive study on the changes taking place in RA and foreign higher education services market, identifying existing problems, assessing the effectiveness of university activities, identifying current directions of university development and introducing new forms of education (see Appendix 1.4.). The study and analysis of the factors affecting the university's activities were carried out during the development of PEPs. Thus, the Chairs carried out admissions data, labor market requirements, employers' opinions, student survey results, alumni employment data, benchmarking analysis, all of which have been taken into account to increase the effectiveness of the development and implementation of PEP. In order to identify study and analyze the factors affecting university activities, surveys are carried out in EU in accordance with "Survey Procedure" (see Appendix 2.16.). The results of the surveys are processed in Quality Assurance department and presented to EU Rector. After receiving the results of survey, EU Rector discusses the results of the survey at session of Rectorate or session organized by the head of the relevant subdivision or with the responsible and Vice-Rectors. As a result of the discussion, appropriate recommendations and guarantees are developed for problem solving and continuous quality improvement.

Involvement of university stakeholders in collegial governance bodies also contributes to identifying and influencing factors affecting university performance in the decision-making process.

CRITERION e. Policy and procedures administration are implemented by the principle of quality management (planning, implementation, evaluation, improvement).

Bases Appendix 2.17. EU Feedback Policy

Implementation of policy and procedures, administration, governance in EU is gradually laid down the quality governance Planning Implementation Evaluation Improvement (PIEI) principle, which will enable the university's mission and goals to be effectively implemented. It is introduced in EU Quality Assurance Manuel, EU Quality Assurance Policy, EU Education Quality Assurance Conception, and EU Feedback Policy (see Criterion 10). The processes of planning, implementing, evaluating and improving of educational programs have been implemented through the principles of planning, implementation, evaluation and improvement. In order to increase the effectiveness of quality assurance, the university regularly monitors the results of feedback (suggestions, complaints, opinions) expressed by both external and internal stakeholders, both on the Internet, in focus groups and during individual meetings as a result of surveys (see Appendix 2.16.). It should also be noted that most of EU processes are in the process of implementation and evaluation, as a significant part of EU policies, orders, regulations, procedures have been developed and refined, and then approved in 2018-2019 by an improvement program developed on the basis of an institutional accreditation expert report in 2017.

CRITERION f. There are mechanisms in PEI for assessing the collection, analysis and application of information on the effectiveness of professional educational programs and other processes. Appendix 2.16. Survey Procedure Bases Appendix 2.6. Regulation on selection and evaluation of EU teaching staff Appendix 2.17. EU feedback policy

Collecting and processing of information on the implementation of PEPs, as well as the effectiveness of other processes in EU is carried out through the mechanisms set out in EU Feedback Policy (see Appendix 2.17.). They are: • Surveys (see Appendix 2.16.); • Discussions, meetings, seminars, workshops, • EU official website (eua.am). EU Quality Assurance Department also analyzes and evaluates information collected from informal sources on social networks (Instagram, Facebook), EUA Confessions hosted by EU students. EU official website at www.eua.am has a feedback tool where the university stakeholders can submit problems, suggestions, or other information, if desired, anonymously. Discussions and workshops are regularly held with employers on educational programs, organization and evaluation of internships, quality assurance and employment issues for graduates and other issues, which are covered in “News” section of EU official website and on social networks. As some of these mechanisms relate to informal platforms, the guarantees, periodicity and procedure for their use cannot be stated in official documents. The collection of information on the quality of the courses and teaching staff is carried out through student surveys and lesson observations, the provisions and procedures of which are set out in the "Survey Procedure" (see Appendix 2.16) and the "EU Teaching Staff Selection and Evaluation Regulation" (See Appendix 2.6)

CRITERION g. There are mechanisms in PEI for evaluating the publication of updated, objective and impartial quantitative and qualitative information on the quality of educational programs and awarded qualifications.

The information about the educational programs, their outcomes, according to ANQ descriptors and the relevant awarded qualifications is available on the university's official website, which is also the main platform for publication and dissemination information about the university.

Interest in information published on EU website and social networks is monitored by EU Quality Assurance and Communications Department.

Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 2. STRENGTHS WEAKNESSES

1. Governance system that provides regulated 1. Incomplete mechanisms for evaluating the activity with developed documents results of the activities of administrative 2. Involvement of internal and external subdivisions stakeholders in governance bodies 2. Lack of experience in the implementation 3. Optimal organizational structure of of monitoring policy, procedures and governance mechanisms 4. Short-term and long-term plans 3. Incomplete mechanisms of providing accountability through feedback information and graduates' participation in 5. Availability of quality assurance policy and decision-making procedures 4. Incomplete planning of financial expenses 6. Monitoring of quality governance system and lack of policy through evaluation and improvement of management and educational processes OPPORTUNITIES THREATS

1. Exchange of experience with European 1. Drastic and frequent changes in the universities and comparative analysis in legislative field of higher education international programs 2. Dependence of financial inputs on tuition 2. Continuous increase in external fees stakeholder involvement in university 3. Frequent change of external stakeholders governance processes preferences 3. Continuous improvement of feedback between the University and its internal and external stakeholders 4. Involvement of other funding sources

Planned ways to overcome weaknesses and threats: 1. Expanding feedback on alumni and increasing involvement in university governance processes; 2. Multiplication of platforms used for stakeholder contacts; 3. Development and application of the results of EU governance bodies and subdivisions activities monitoring and evaluating policy and mechanisms

4. Development of financial expenses planning policy. 5. Possible diversification of financial inputs, involvement of new financial sources.

III SPECIALTY EDUCATIONAL PROGRAMS CRITERION. PEPs are in line with the mission of the institution, as an integral part of the institution's planning and promote mobility and internationalization.

2018-2022 The primary goal of Strategy is to improve the quality of educational programs with a number of clear targets (see Appendix 1.4). Primary issues for improving and promoting EU Professional education programs in line with current labor market requirements, European standards , international scientific and educational developments, are the implementation of multifaceted higher-quality Professional education programs aimed at improving access to graduate work experience, transparency of organization, student-centered, scientific-educational activities training in the practical application of knowledge gained in the fields of national economy, which implies gradual reform of educational programs in line with labor market requirements, expanding and intensifying cooperation with various organizations (especially in the process of educational programs development and experience organization), the increase of lecturers, students and other stakeholders, particularly graduates and employers involvement in educational outcomes development and acquisition.

CRITERION a. Educational programs of PEI are in line with the mission, meet the state educational standards, and are described in detail according to the expected learning outcomes of the awarded qualifications. Bases Appendix 1.4. EU 2018-2022 Strategic Development Plan Appendix 3.1. “Order of Professional Education Program Monitoring and Review” Appendix 3.2. Regulation of Course Syllabus Development and Approvement Appendix 3.3. 101801.00 “Service” Specialty 101801.01.6 and 101801.01.7 - “Service” Bachelor and Master Educational Programs Appendix 3.4. 041301.00. “Management (by sector)” Specialty 041301.01.6 and 041301.01.7 – “Management (by sector)” Bachelor and Master Educational Programs Appendix 3.5. 041201.00- “Law” Specialty 041201.01.6 and 041201.01.7 “Law” Bachelor and Master Educational Programs

2018-2022 One of the key objectives set for the implementation of EU Strategic Development Plan is "Modernization and Improvement of Professional Education Programs". A number of measures have been outlined to achieve the primary goal. They are: • Benchmarking and reflection of results; • Development of PEPs for training of specialists with applied knowledge, skills and abilities in various public sectors; • Improvement of material - technical basis for effective implementation of PEPs; • Ensure high quality and professional teaching staff for effective implementation of PEPs; • Application of innovative forms of professional education; • Expansion of research capacity. The University offers educational programs at all levels of Higher and Postgraduate Education as defined by NQF (bachelor's, master's and researcher degrees). There are 32 educational programs implemented in 4 faculties and 4 branches of the university, 14 of which are bachelors, 12 are masters and 6 are postgraduate. The development of EU professional education programs is based on the mission and goals of the university, the relevance of educational outcomes to NQF descriptors and European, Armenian educational standards and guidelines. Professional education programs are focused on educational outcomes, which are due to: 1. Recent changing social needs, highlighting not only the knowledge, but also the skills and abilities of graduates entering the labor market. 2. In recent years, the turning of the learning process towards a student-centered approach and as a result the development of educational outcomes has become a common trend in participating Bologna countries. Therefore, such a transition became a necessity for European University as well. The requirement to design educational programs for educational outcomes is also dictated by National Qualifications Framework (NQF). The development of an outcome-centered educational program is also important in terms of quality assurance. Educational programs development is based primarily on standards and descriptions that are already accepted in other Bologna process countries and with developed educational systems and have proven their effectiveness. These criteria and descriptions are set out in the

27 following documents: according to the UNESCO Classifications of Specialties, European Higher Education Area Qualifications Dublin Instructors, RA Qualifications Framework established and approved by decisions of Government of the Republic of Armenia 2011, N 332 of March 31 and N 714-N of July 7, 2016. Professional program development has been targeted to address the following key issues: - Definition of educational outcomes; - Introduction of a student-centered approach; - Application methods of teaching and learning outcomes; - Evaluation of outcomes. In early 2019, meetings and discussions were held with stakeholders to make the process of developing the professional programs of specialties more effective and better meet the needs of external and internal stakeholders. The provisions of improved PEP projects have been discussed at relevant chairs sessions, rectorate and scientific councils, employers and students. As a result, they were developed in accordance with the NQF descriptors, with clearly differentiated outcomes, a transformed outcome-based and multifunctional assessment system, with clear and substantiated learning, assessment and teaching methods, PEPs of outcomes assessment and learning methods among the most improved PEP. Chairs have begun to develop new syllabus courses aimed at providing student-centered education in line with PEPs, reflecting the interdependence of teaching, learning and assessment methods, the purpose and objectives of the training, outcomes, content, etc. In order to guide the development of course syllabus, “Regulation of Course Syllabus Development and Approval” (see Appendix 3.2) was developed and adopted in EU, which sets out the basic requirements for course syllabus. According to 2018-2022 EU Strategic Development Plan “Implementation of Benchmarking and Reflecting Results”, benchmarking of educational programs has been carried out by professional chairs during the process of PEPs development. Educational programs have undergone the environmental analysis of similar or related programs offered by other institutions. The following is a list of universities with which the three accredited educational programs have been benchmarked. Benchmarking of "Management" PEP was conducted with the following universities:

1. Armenian State University of Economics (RA) 2. French University in Armenia (UFAR) 3. Yerevan State University (RA) 4. Lomonosov Moscow State University (RF) 5. Oxford University (UK) 6. Fachhochschule Kufstein Tirol - University of Applied Sciences (Austria) 7. University of Turiba (Riga) 8. Vilnius Business College (Vilnius) Benchmarking of "Law" PEP was conducted with the following universities: 1. Yerevan State University (RA) 2. French University in Armenia (RA) 3. Armenian-Russian (Slavonic) University (RA) 4. Lomonosov Moscow State University (RF) 5. Oxford University (UK) Benchmarking of "Service" PEP was conducted with the following universities: 1. Yerevan State University (RA) 2. Yerevan Brusov State University of Languages and Social Sciences (RA) 3. Armenian-Russian (Slavonic) University (RA) 4. Yerevan Branch of Russian State Service and Tourism University (RA) 5. Baltic Academy of Tourism and Entrepreneurship of St. Petersburg (RF) 6. Modul University of Vienna (Austria) Environmental analysis of benchmarking of similar or related programs offered by other PEPs is summarized in the appendixes to professional education programs (see Appendixes 3.3, 3.4, 3.5). 2018-2022 In order to achieve the primary goal of EU "Strategic Development Program" for the “Modernization and improvement of professional education programs”, EU is constantly improving its material-technical base and staff structure.

CRITERION b. PEI has a policy of teaching and learning methods appropriate to the learning outcomes expected of specialties educational programs that promote student-centered learning. Bases Appendix 3.2. Regulation of Course Syllabus Development and Adoption Appendix 3.3. 101801.00 "Service” specialty 101801.01.6 and 101801.01.7 - "Service” Bachelor and Master Educational Programs Appendix 3.4. 041301.00. “Management (by sector)” specialty 041301.01.6 and 041301.01.7 - “Management (by sector)” Bachelor and Master Educational Programs Appendix 3.5. 041201.00-“Law” specialty 041201.01.6 and 041201.01.7 “Law” Bachelor and Master Educational Programs The relevance of expected courses and learning outcomes (LOs) provided by PEP are included in the relevant appendixes of PEPs (see Appendixes 3.3.-3.5.).

Teaching and learning methods in accordance with the defined outcomes are described in PEPs and their respective training programs. Selection of teaching and learning methods is carried out by PEPs and developers of course program (see Appendices 3.2., 3.3., 3.4., 3.5.). PEP considers lectures, practical, group work, individual student work, debates, etc. to be applicable. Moreover, over the last two years, university resources have been used to organize debates, seminars, round-table discussions and conferences. 2018-2022 For the implementation of the sub-objective of the "Implementation of Innovative Education Forms in Professional Education" as set out in Strategic Development Plan, EU has equipped an online lecture, seminar hall for 200 participants, where in 2019,

13th of December, Yerevan-Copenhagen online lecture on "Membrane Architecture" was conducted by Mesrop Andreasyan, an architect of the Center of ” Centre of Information Technologies and Architecture “, lecturer at Milan Polytechnic University. In addition, a number of online lectures have been organized for students of EU branches, which are constantly published on EU official website. For the purpose of applying the game method, a typical court was set up at EU Law chair, where trials on situational issues are held, public performances and analyzes are presented, which are also covered on EU official website.

The connection between educational programs and courses is provided by mapping the outcomes of learning in line with NQF characteristics as a mandatory and important component of professional education programs (see Appendixes 3.3, 3.4, 3.5).

CRITERION c. PEI has a student evaluation policy based on learning outcomes and ensures academic honesty. Bases Appendix 1.7. Procedure for identifying students needs Appendix 3.3. 101801.00 “Service” Specialty 101801.01.6 and 101801.01.7 - “Service” Bachelor and Master Educational Programs Appendix 3.4. 041301.00. “Management ( by sector)” specialty 041301.01.6 and 041301.01.7 - “Management ( by sector)” Bachelor and Master Educational Programs Appendix 3.5. 041201.00-“Law” Specialty 041201.01.6 and 041201.01.7 “Law” Bachelor and Master Educational Programs Appendix 3.6․ Order of Applying the System of Accumulation and Transfer of Academic Credits of European University Appendix 3.7. Regulation of European University Academic Honesty Appendix 3.8. Procedure for Ensuring the Protection of Students Academic Interests Appendix 3.9. Procedure for Supporting Academic Honesty Appendix 3.10. Order of European University Student Internship Organization and Conduct Appendix 3.11. Final Tests Procedure in EU Appendix 3.12. Midterm Tests Procedure in EU Appendix 3.13. Order of Preparation, Defense, Evaluation and Appeal of Individual Work in EU Appendix 3.14. Order of Preparation, Defense, Evaluation and Appeal of Course Paper in EU Appendix 3.15. Order of Preparation, Defense, Evaluation and Appeal of EU Bachelor Graduates Final Attestation of Graduation Works Appendix 3.16. Order of Preparation, Defense, Evaluation and Appeal of EU Master Graduates Final Attestation of Master Thesis Learning outcomes and relevant assessment methods are presented in Section 5 of PEPs. (Appendixes 3.3., 3.4., 3.5.):

EU student assessment policy is set out in orders of "European University Academic Credits Accumulation and Transfer System" (see Appendix 3.6), "Organizing and Conducting European University Student Internship" (see Appendix 3.10), " Final Tests Procedure in EU”(see Appendix 3.11); “Midterm Tests Procedure in EU”(see Appendix 3.12); Preparation,

Defense, Evaluation and Appeal of Individual Work in EU(see Appendix) 3.13.), " Preparation, Defense, Evaluation and Appeal of Course Paper in EU”(see Appendix 3.14), " Preparation, Defense, Evaluation and Appeal of EU Bachelor Graduates Final Attestation of Graduation Works" (see Appendix 3.15), “Preparation, Defense, Evaluation and Appeal of EU Master Graduates Final Attestation of Master Thesis”(see Appendix 3.16.). The final grade of learners in EU is compiled over a semester, based on assessment factors and their weights, taking into account attendance, midterm and final stages of knowledge testing, seminar, individual work, current activity and extracurricular work (see Appendix 3.6). The maximum number of factors is four: 1. Current activity and extracurricular work; 2. Individual work; 3. Midterm check; 4. Final check. Each factor is assessed at 0-100 points and receives its percentage weight. During the semester, in parallel to the learning process, a process of midterm and final knowledge checking and assessment is developed in stages (see Appendices 3.11 and 3.12). Current activity is formed by seminar, practical and / or laboratory trainings. Multifactorial knowledge assessment system records and evaluates the individual work of the student, which is essential to form the final grade for the course. During the semester the student is assigned individual work for professional courses. The topic of individual work is included in the syllabus and approved by Chair. The topic of individual work includes the course program. During the semester, the student is assigned one individual work for the course (see Appendix 3.13). Such a multifactorial system of checks and assessment contributes to the development of outcomes through the use of a variety of learning and teaching methods. Assessment methods according to the specialty educational programs being varied are in accordance with the outcome of each study. Assessment includes tests, oral and written inquiries, seminars, group presentations, situation modeling and discussion, debates, etc.

The assessment of master and bachelor attestations, course and individual work, as well as internships is carried out in EU on the basis of several criteria and their weights set out in the appropriate procedures (see Annexes 3.10, 3.13, 3.14, 3.15, 3.16). Impartiality and academic honesty of student assessment are regulated by a relevant university-adopted regulation (see Appendices 3.7, 3.8, 3.9), which establishes principles for ensuring academic honesty, including as a basis for preventing academic honesty violations, honesty and impartiality. In case of academic dishonesty, student work is assessed "0" without the possibility of resignation if the student has applied one of the forms of academic dishonesty when submitting graduation, final, individual or course work (see Appendix 3.7). Before submitting final works (individual work, course paper, graduation work, master thesis), in case of violations, plagiarism or insufficient participation in work, EU students are obliged to review the work and make corrections. In case of double violations, the issue of dismissal of the student is put to the discussion of the rectorate.

CRITERION d. Specialty educational programs of PEI are in line with the content of similar famous specialty educational programs and promote the students and teachers mobility and internationalization (internship report). Bases Appendix 3.17. Regulation of Academic Mobility in European University Movement of EU learners over the last 5 years Student inflow Institution / country 2015 2016 2017 2018 2019 1. Northern University ,Arizona, 1 USA 2. University of Inbrook, Austria 1 3. Mirdamad Gorgan Institute of 1 Higher Education, Iran 4. CSTO Academy 1 20 5. French-German Higher Engineering Institute in 2 3 Armenia 6. Haybusak University 1 7. NUACA 1 8. French University in Armenia 8 7 9. National Agrarian University of 3

Armenia 10. YSU 4 4 11. Yerevan Agricultural 1 University 12. Armenian-Russian University 2 2 13. American University of 1 Armenia 14. Yerevan M. Heratsi State 1 Medical University 15. Kh. AbovyanArmenian State 1 Pedagogical University 16. Yerevan State University after 1 Movses Khorenatsi 17. "Mkhitar Gosh" Armenian- Russian International 1 University 18. Gevorkian Theological Seminary (Theological 1 University) 19. Hrazdan Humanitarian 1 Institute 20. Armenian State University of 1 Economics 21. Saratov Gagarin State Technical 1 University 22. University of Notre Dame of 1 Beirut 23. International University of 1 Lebanon 24. European Business School of 1 Geneva 25. University of Damascus 1 Student outflow Institution / country 2015 2016 2017 2018 2019 1. St. Petersburg University of Economics and Management, 2 2 RF 2. Krakow Polytechnic Institute, 3 Poland

3. Sofia Technical University, 4 Bulgaria 4. Turin Polytechnic Institute, 3 Italy 5. “MFB” Academy of Finance 2

The university's educational programs development and improvement processes have been implemented in recent years, taking into account the experience of leading local and foreign institutions and international standards that are identified as priority areas of development in the university's Strategic Development Plans of various years. Based on the results of benchmarking carried out during the development of specialty education programs, an attempt has been made to develop curricula that will maximize the mobility of EU learners in both Armenian and foreign HEIs. Comparative analysis of similar or related programs was mainly carried out in the following directions: 1. Specialty and qualification; 2. Professional subject list; 3. Course workload; 4. Methods of teaching, learning and assessment; 5. PEP content structure; 6. Internship; 7. PEP outcomes. Student intra-university and inter-university mobility is regulated by the "Academic Mobility Procedure for Students in Higher Education Institutions" (Appendix of RA Government Decision N1240 of August 25, 2011), "Regulation of Academic Mobility at European University" (see Appendix 3.17). European University for the purpose of enhancing the quality of education, internationalization, student and lecturer mobility and crediting has been active in the development of external relations, including the fact that in 2018 EU became a member of European Association of Higher Education Institutions (EURASHE); a number of cooperation agreements have been concluded with professional education and research institutions in Armenia, European and other countries; in collaboration with its partners, EU

35 has developed and introduced a number of international educational, research, grant and exchange programs, details of which are presented in Criterion 9. EU currently has student mobility agreements with a number of European HEIs (see criterion 9), in the framework of one of which EU two students will conduct the 2nd semester of 2019-2020 Academic year at Kufstein Tyrol University of Applied Sciences in Austria.

CRITERION e. PEI has a policy of monitoring, evaluating and improving the quality of professional education programs. Bases Appendix 3.1. "Order of Monitoring and Review of Specialty Educational Program" Appendix 1.6. Involvement Policy of Internal and External Stakeholders in European University Quality Assurance Process Appendix 2.17 EU Feedback Policy Appendix 2.16 Survey Procedure Appendix 2.6. Regulation of Selection and Evaluation of European University Teaching staff Appendix 3.2. Regulation of Developing and Approving the Course Syllabus

Monitoring and review of professional education programs is a process of internal quality assurance of the university aimed at improving quality through periodic monitoring and full review of results, adapting to continuous changing labor market demands, adapting learning outcomes, curriculum outcomes, and educational outcomes and the development of skills - ensuring competitiveness at the university in compliance with educational programs with mission and goals (see Appendix 3.1). Results of discussions with stakeholders, focus groups, surveys, and chair meetings during 2018-2019 Academic year, as well as EU 2018-2022 For the implementation of the overarching goal of the "Development and modernization of professional education programs" set out in Strategic Development Plan, the internationalization was developed in accordance with the timetable of Action Plan of Strategic Plan and in 2019 of March, modified, outcomes-centered, student-centered, transformed outcome assessment system, interconnected methods of clear and substantiated learning, teaching and assessment, professional education programs, curricula were approved.

“Regulation of Development and Approval of the Course Syllabus” has been developed and approved in the framework of the improvement of PEPs, which set out the requirements and formats for the course syllabus (see Appendix 3.2). Improved EU PEPs were sent for external review and received a positive evaluation. The new curricula are in effect from 2019-2020. The effectiveness of the modified PEPs and curricula will be assessed after one cycle. Current evaluation of curricula is carried out through EU learner satisfaction surveys of courses, teachers, infrastructures and resources (see Appendix 2.16). In order to develop and enhance competitiveness of educational programs and services, a clear feedback policy is implemented in EU (see Annex 2.17). This policy applies to the entire staff of the university and is aimed at providing effective feedback to internal and external stakeholders in all areas of EU activity. In order to provide quality educational services and enhance the quality of education, the university attaches great importance to partnerships with internal and external stakeholders that enable them to review and refine professional education programs, teaching and learning methods, and the provision of outcome-centered education. The University has consistently implemented internal and external stakeholder engagement policy (see Appendix 1.6), ensuring that proposals, appeals and complaints are properly provided. For the purpose of assessing the competitiveness of training process and its compliance with labor market requirements, PEPs are regularly sent to employers for expert opinion. Taking into account the opinions of internal and external stakeholders, the modified University PEPs added internship classes. Lessons observations are held every semester at the University to assess the quality of professional education programs. Lessons observations are conducted by the Lectures Committee or the Head of the Chair established by Rector's order. Procedures for conducting lessons observations, evaluating, identifying and solving problems in EU are regulated in accordance with "European University Teaching Staff Assessment and Evaluation Regulation" (see Appendix 2.6).

As a result of the analysis of the needs of internal and external stakeholders identified through the use of different valuation mechanisms, partial changes can be made in PEPs to improve the quality.

Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 3. STRENGTHS WEAKNESSES

1. EU PEPs are in line with the mission 1. Absence of benchmarking procedure of the university and primary goals 2. Absence of a procedure for 2. Outcome-centered and student- developing PEPs centered professional education programs 3. Absence of policy and procedures for 3. Providing continuing education in 3 regular modernization of teaching and educational levels (bachelor, master, learning methods postgraduate education) 4. Course syllabus programs in clear format, 5. Student-centered assessment system 6. Interconnected teaching, learning and assessment methods 7. Availability of teaching staff with the qualifications needed to implement PEPs O PPORTUNITIES THREATS

1. Expansion of mobility opportunities 1. Frequent changes in labor market for EU learners and teaching staff requirements 2. Opportunity to develop and 2. Low level of external stakeholders implement joint educational programs with interest Armenian and foreign HEIs 3. Weak contact between external and internal stakeholders

Planned ways to overcome weaknesses and threats: 1. Development of Benchmarking Procedure, 2. Development of procedures for the development of PEPs; 3. Development of policy and procedures for monitoring and improving teaching and learning methods; 4. Implementation of mechanisms for increasing the interest of internal and external stakeholders in higher education institutions; 5. Expansion of cooperation with Armenian and foreign educational institutions to ensure mobility.

IV. STUDENTS CRITERION: PEI provides students with appropriate support to ensure the effectiveness of the educational environment.

New developments in the education system suggest the transition to a student-centered education system. Student-centered approach is based on EU 2018-2022 Strategic Development Plan, professional education programs, and other legal documents regulating the educational process. EU students are involved in the governance process of the University, being members of EU Scientific Council, Rectorate and Faculty Councils. A number of formal and informal mechanisms and tools are used in EU to identify students' needs. The student-centered approach is particularly important in terms of increasing student motivation as well as their active involvement in the curriculum, and the university strives to maximize the role of students not only in assessment, but also in management and activity processes. In order to encourage students, EU learners receive discounts on their progress and social status, an annual Best Bachelor and Master Degree annual competition, Syrian Armenians support policy, cultural, entertainment, intellectual, educational and other events are organized.

CRITERION a․ There are clear mechanisms for student recruitment, selection and admission in PEI. Bases Appendix 4.1. Regulation on “Admission to EU Bachelor of Full-Time Learning 2019-2020 Academic year” Appendix 4.2. Regulation on “Admission to EU Bachelor of Part-Time Learning 2019-2020 Academic year” Appendix 4.3. Regulation on “Admission to EU Master of Full-Time Learning 2019-2020 Academic year” Appendix 4.4. Regulation on “Admission to EU Master of Part-Time Learning 2019-2020 Academic year” Appendix 4.5. Order on "EU Postgraduate Admission and Learning ” Appendix 4.6. Order on “EU Research Forming and Learning ” Appendix 4.7. Order on “EU Doctoral Forming and Learning ” Appendix 4.8. EU Student Guide Appendix 4.9. EU Applicant Guide Appendix 4.10. EU advertising materials: booklets, information materials

Appendix 4.11. Regulation on “ EU Student Allowance” Appendix 4.12. Order on “ Return, Transfer and Dismissal of Students in EU” Appendix 3.17. Regulation on “Academic Mobility in EU”

Number of EU students by educational programs and Learning methods Students Learning method 2015- 2016- 2017- 2018- 2019- number 2016 2017 2018 2019 2020 Full-time 651 750 710 715 718 Bachelor Part-time 356 300 473 545 704 Full-time 64 74 94 84 80 Master Part-time -- 8 30 27 74 Full-time 8 7 5 5 5 Researcher Part-time 35 39 45 41 49

European University is constantly engaged in student recruitment and admission issues, using a wide range of tools: master classes in schools and colleges with participation of EU best professionals, open vocational guidance classes, school and college student tour in the university in order to get acquainted with the university's conditions, faculties and professions, infrastructures and resources; school Olympiads, open days; flash mobs that use a variety of booklets, promotional materials, guides (see Appendix 4.8, 4.9, 4.10.). Implemented work is published on EU official website and social media accounts. In order to ensure the effectiveness of the above processes, EU has concluded cooperation agreements with a number of schools and colleges. Other recruitment mechanisms are also used - announcements and promotional materials on radio and television, permanent representation in Armenian higher education directory and numerous educational information websites and platforms. EU account is also actively used in social networks and thereby regular advertisement placement, which is also a modern and effective means of attracting and recruiting applicants. There is a separate section for applicants on EU official website: www.eua.am, where the Bachelor's, Master's and Post-Graduate Education admission procedures, Tuition fees, required documents, applicant's guide are available in 2 languages: Armenian and English. The website also has an electronic registration tool for applicants, with the help of which applicants can register online. Coordination of the applicants' electronic tool is carried out by the Secretary of EU Admission Committee.

There is also a discount system at European University, starting with first-year students receiving 25%, 50%, 75% and 100% discounts depending on the number of students in the group as well as a number of social groups. Discounts are regulated by EU Admission Regulations (see Annexes 4.1., 4.2., 4.3., 4.4., 4.5., 4.6.) and EU Student Allowance Regulation (see Appendix 4.11.). In recent years, EU admission results have been an indicator of the effectiveness of student recruitment tools (see Table 4.1.1).

Table 4.1.1. Results of EU 2017, 2018 and 2019 Admission ․

565 600 485 359 365 400 312 320

200 47 45 80 0 2017 2018 2019

Bachelor Master General

Applicants to European University are admitted by taking the common entrance or inter-university exams. Inter-university exams questionnaires and examinations meet the requirements of the syllabus exams approved by RA Ministry of ESCS, requirements for common entrance exams for knowledge assessment standards and recommended textbooks for compulsory use in general education institutions. EU Bachelor and Master admission rules are reviewed before each year of admission. Applicants for Bachelor full-time and part-time Learning systems in EU are selected and accepted in accordance with “Admission to EU Bachelor of Full-Time Learning 2019-2020 Academic year” and “Admission to EU Bachelor of Part-Time Learning 2019-2020 Academic year” Regulations (see Appendix 4.1 and 4.2.). There are also preparatory groups in EU whose graduates have the opportunity to study at the first year with a 10% discount if they cross the threshold, which is also a student recruitment mechanism.

Admission to Master degree is carried out through passing from Bachelor educational program to Master educational program with the guarantee and progress of the respective Chair. Professional exam is organized for full (free) tuition fees reimbursement by State. Applicants for full-time and part-time Master Degree systems in EU are selected and accepted in accordance with Regulations “Admission to EU Master of Full-Time Learning 2019-2020 Academic year”and “Admission to EU Master of Part-Time Learning 2019-2020 Academic year” (see Appendix 4.3 and 4.4). ). Selection, admission and learning of postgraduate students are carried out in accordance with "EU Postgraduate Admission and Learning”, “EU Research Forming and Learning”, “EU Doctoral Forming and Learning” orders (see Appendix 4.5, 4.6 and 4.7.). Student mobility in EU is regulated in accordance with the Regulation on “Academic Mobility in EU” (see Appendix 3.17). EU Student movement over the last 5 years is presented in Table 4.1.2. Table 4.1.2. EU learners’ movement over the last 5 year Learners movement Learners movement over the last 5 year Student outflow Institution / country 2014/2015 2015/2016 2016/2017 2017/2018 2018/2019 1. St. Petersburg University of Economics and 2 2 Management, RF 2. Krakow Polytechnic 3 Institute, Poland 3. Sofia Technical 4 University, Bulgaria 4. Turin Polytechnic 3 Institute, Italy 5. “MFB” Academy of 2 Finance Student inflow 1. Northern 1 University,Arizona, USA 2. University of Inbrook, 1 Austria 3. Mirdamad Gorgan Institute of Higher 1 Education, Iran

4. CSTO Academy 1 20 5. French-German Higher Engineering Institute in 2 3 Armenia 6. Haybusak University 1 7. NUACA 1 8. French University in 8 7 Armenia 9. National Agrarian 3 University of Armenia 10. YSU 4 4 11. Yerevan Agricultural 1 University 12. Armenian-Russian 2 2 University 13. American University of 1 Armenia 14. Yerevan M. Heratsi State 1 Medical University 15. Kh. AbovyanArmenian State Pedagogical 1 University 16. Yerevan State University 1 after Movses Khorenatsi 17. "Mkhitar Gosh" Armenian-Russian 1 International University 18. Gevorkian Theological Seminary (Theological 1 University) 19. Hrazdan Humanitarian 1 Institute 20. Armenian State 1 University of Economics 21. Saratov Gagarin State 1 Technical University 22. University of Notre 1 Dame of Beirut 23. International University 1 of Lebanon 24. European Business 1 School of Geneva 25. University of Damascus 1

Dismissals and return to study of students in EU are regulated by the “Return, Transfer and Dismissal of Students in EU” (see Appendix 4.12). The number of dismissed and returned to study people in EU over the last 5 years is presented in Table 4.1.3.

Table 4.1.3. The number of EU dismissed and returned to study over the last years Dismissals and return to study Students’ number 2014/2015 2015/2016 2016/2017 2017/2018 2018/2019 1. Percentage / number of 10.7/154 9.61/143 10.22/133 9.99/132 10.66/148 students left out 2. Percentage / number of 3.46/53 6.72/100 6.99/91 8.18/108 5.69/79 students returned to study

Among those dismissed students in 2018-2019 Academic year are those with poor advancement and absenteeism (49.01%), according to their application (30.56%), those without paying tuition fees (18.45%), etc. In 2019, as a result of Deans’ institute, individual work was done with dismissed, left out students and those at risk of dismissal, which would allow one to increase the number of those returned to study on the one hand, and to reduce dismissals on the other. Deans also control faculty absences, as a result of which efforts are made to prevent unexcused absences. It should also be noted that EU has a written notification tool for people being dismissed. Those who are dismissed are also notified by mail about their removal from the university and its reasons. 9% of EU students are foreign students. The recruitment, selection and admission of foreign students is carried out in accordance with EU Admission Regulations (see Annexes 4.1, 4.2, 4.3, 4.4, 4.5, 4.6) and by the order of "Members of RA higher education institutions of foreign citizens, as well as members of families of diplomats working in bodies of RA diplomatic service operating in foreign countries" approved by RA decision of 28 April 2011, N700. The Department of foreign students works in EU for recruiting foreign students, which also assists them not only with EU admission and learning issues, but also with a variety of living issues.

The majority of EU foreign students are from Islamic Republic of Iran, for whom the Department of foreign students maintains an unofficial Persian language website: www.eriicta.com, which contains information of the university, its specialties and qualifications, tuition fees, there are invested feedback and electronic registration mechanisms.

CRITERION b․PEIhas policy and procedures for identifying student educational needs. Bases Appendix 1.6. Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes Appendix 1.7. Procedure for identifying student needs Appendix 1.9. Regulation of EU Scientific Council Appendix 1.10. Working order of EU Rectorate Appendix 1.11. Charter of EU Student Council Appendix 1.12. EU Faculty Charter Appendix 2.16. Survey Procedure

European University strives to take into account and meet the needs of the widest range of beneficiaries, including learners, in its operations and decision-making. EU students are involved in the university's governing bodies, have all the powers and responsibilities of the members of those bodies, and have the opportunity to voice issues, identify needs and obtain solutions. Thus, 25% of EU Academic Council and Faculty Councils are students (see Appendixes 1.9, 1.11, 1.12.), the president of EU Student Council is a member of EU Rectorate (see Appendix 1.14). The process of identifying and meeting the needs of EU students is governed by “Procedure for identifying student needs”(see Appendix 1.7), which outlines the scope of student needs, the process of identifying them, and the problem-solving procedure. Responsible for identifying student needs are: • EU Student Council, • Deans of EU faculties, Informal tools are also used to identify student needs: EU Quality Assurance and Communications staff constantly follow EUA Confessions pages hosted by EU students on social networks (Instagram, Facebook). To make it easier for students to report problems, there is an anonymous letter box in EU where students can write about problems they have noticed, as well as a feedback tool on EU

45 official website www.eua.am, where both students and employees can write a letter, voice a problem, make a comment, anonymously if desired. Learner problems are in the process of solution within 5 days, and within 30 days of the questioning, the student is informed about the results of the problem solving. The issues that need further discussion and clarification are raised by EU Rectorate. Periodic surveys are conducted to identify student needs and problems (see Appendix 2.16). Student surveys in EU are conducted in the following directions and deadlines: • September-October of EU accepted ones for each year. • Courses and lecturers assessment, in December 1st of each year for 1st semester courses and lecturers, in May 2nd for 2nd semester courses and lecturers. • Student satisfaction assessment in December and May of each year. Focus group discussions are also held on various issues according to defined goal and objectives. “A policy for engaging internal and external stakeholders in EU quality assurance processes” has been developed and adopted for European University students to ensure transparency and accountability of the university's activities, identifying and meeting their needs (see Appendix 1.6).

CRITERION c․ PEI provides opportunities for organizing additional trainings and providing consulting to promote effective student learning. Appendix 3.6. Order on “Application of European University Academic Credits Accumulation and Transfer System” Appendix 3.10. Order on “European University Student Internship Conduct” Appendix 3.13. Order of Preparation, Defense, Evaluation and Appeal of Individual Work in EU Bases Appendix 3.14. Order of Preparation, Defense, Evaluation and Appeal of Course Paper in EU Appendix 3.15. Order on " EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal" Appendix 3.16. Order on " EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal" Appendix 4.8. Student Guide

Appendix 4.13. Example of a Consultation Schedule YES NO

Are consultants assigned to learners? V

If not, is it planned?

At European University, lecturers organize individual and group consultations in accordance with "Application of European University Academic Credits Accumulation and Transfer System" order (see Appendix 3.6). The consultations are carried out in accordance with the schedule set by the respective professional chair, which is posted on the announcement boards of each faculty and is available to each student, as well as in the student guide, which is posted on EU official website, available at the faculties and EU Library (see Appendix 4.8.).

What percent of students are aware of counseling services? 100

What percentage of students are enrolled in additional counseling trainings? 100

What percentage of students are satisfied with counseling services? 78

Each lecturer conducts consultations at least once a week according to the set schedule (see Appendix 4.13), which may be admitted not only by students of the faculty or profession or to whom the lecturer is teaching, but also students of other faculties or professions. Counseling can be provided not only on a specific subject but also within the lecturer profession. Counseling trainings are designed for students who need additional counseling, clarification or explanation because of missing classes. Consulting also includes counseling and support in internships; individual work and course work (see Appendix 3.10, 3.13, 3.14). Professional chairs support graduate theses and master theses (see Appendices 3.15 and 3.16), which also aim at advisory and supportive support. Assessment of student satisfaction with counseling courses is done through student surveys on the given course and lecturer.

EU also organizes master classes, lectures, discussions, seminars, analytical meetings with specialists from different fields, developing students' general knowledge, other professional knowledge, skills and abilities, enhancing competitiveness of EU students and graduates in labor market, announcements of which are regularly published on EU official site. EU lecturers also use modern informal communication tools, including e-mail communication, to advise and assist learners.

CRITERION d․ PEI has a clear regulation and schedule for applying to administrative staff for student support and guidance. Bases Appendix 1.11. Charter of EU Student Council Appendix 4.8. EU Student Guide Appendix 3.15. “EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal Order” Appendix 3.16. “EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal” Order Appendix 3.6. “European University Academic Credits Accumulation and Transfer System Application” Order Appendix 4.11. Regulation on “EU Student Allowance” Appendix 4.14․“EREA Document Circulation” Regulation Appendix 4.15․ Student Satisfaction Assessment from EU Infrastructures and Subdivisions (in percentages)

There is no clear schedule for applying to EU administrative staff for support and guidance, as EU learners can communicate, present, and identify needs and responsibilities to various EU heads and responsible persons, including Rector, Vice-Rectors, Deans, Heads of Chairs and others, those responsible. On the first day of each Academic year, EU Deans introduce the first-year students the university's orders, procedures, regulations and rules, rights and responsibilities, the institution's structure, subdivisions, their functions, programs, etc. In addition, information on EU learners and learning is regularly published on EU official website, www.eua.am, which is included in the student guide (see Appendix 4.8). The appeals, identified needs and issues are resolved in faculties and / or relevant subdivisions, where appropriate issue may be discussed at rectorate meeting.

EU Student Council also assists and guides EU students, which is primarily a body that represents student point of view in protecting student interests and rights, in the university and extracurricular (see Appendix 1.11). Applying for additional administrative support to EU learners is also the appeal of various learning -related processes, including final attestation (bachelor and master degree) conducted in accordance with “EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal” and “EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal” orders (see Appendices 3.15 and 3.16), midterm and final tests carried out in accordance with "European University Academic Credits Accumulation and Transfer System" order (see Appendix 3.6). EU administrative support is provided to students as tuition reimbursement in full or in part at the expense of funds of the university, which is provided by “EU Student Allowance” Regulation (see Appendix 4.11.). EU Departments of International Development and General Affairs, faculties provide administrative support to students participating in educational and other programs, such as document collection, application forms and more. Heads of Chairs provide additional support to students in the selection of graduate and master thesis topics, and Career Center, with Heads of Chairs, directs students to choose a pre-graduate internship place within their Bachelor thesis. The process of submitting applications for the purpose of identifying, providing additional support, assistance, advice, and guidance to EU learners is governed by "EREA Document Circulation" Regulation (see Appendix 4.14). In December 2019, EU Bachelor student surveys were conducted by EU infrastructures and administrative subdivisions in order to assess student satisfaction, in which EU students rated the infrastructures and activities of subdivisions of the university on a 0-5 scale (see Appendix 4.15). The level of satisfaction of EU students of the administrative services is presented in Table 4.4.1.

Table 4.4.1. Results of EU Student Satisfaction from Administrative Services %

What percentage of students is informed about administrative services related to him 100 / her? What percentage of students use these services? 68

What percentage of students are satisfied with these services? 62

CRITERION e․There are student support services in PEI Bases Appendix 4.16. Regulation of “ European University Career Center” Appendix 2.12. EU 2019-2022 Career Center Strategic Development Plan Appendix 3.10. Order of “European University Student Internship Organization and Conduct”

Career Center is to promote the career development of students and graduates of European University, with the main aim of promoting the competitiveness of EU students and graduates in labor market, the organization of targeted internships (see Appendix 3.10). Career Center operates in accordance with Regulation of “European University Career Center” (see Appendix 4.16) and EU 2019-2022 Career Center Strategic Development Plan (see Appendix 2.12). To provide feedback to graduates for career development, job placement and other purposes, EU Career Center has set up an electronic alumni database, which has already entered alumni data for the last 5 years. Career Center also conducts a series of trainings, seminars, discussions where students acquire certain knowledge, skills, and abilities to present themselves in the job market, search for a job, write a CV, participate in an interview, present themselves in the workplace, and present their best qualities. Career Center also organizes workshops and meetings with employers, during which students have the opportunity to ask employers questions, and employers present the requirements for new positions, expectations, the range of required knowledge, skills and abilities, frequently mistakes, best examples of practices etc. Announcements, invitations, agendas, results of events organized by EU Career Center are regularly published on EU official website and social network accounts.

EU Career Center maintains a job vacancy page on EU official website for EU students and graduates, where vacancies for EU specialties are constantly posted and updated. EU Career Center has a separate account where job postings and events are posted on Facebook. EU Career Center, with the professional Chairs, is in charge of organizing student internships in accordance with “ European University Student Internship Organization and Conduct” order (see Appendix 3.10), which is one of the ways to support student career development. Pre-graduate internships in EU are mainly organized in accordance with the topics of the thesis, which allows students to do research as a result of practical work. EU is an employer for its active and highly performing students at the same time. The university administrative staff includes EU students from Bachelor, Master, Postgraduate education system, who also replenish EU teaching staff. EU students can conduct their internships at the university.

CRITERION f․ PEI supports student involvement in the research activities of the institution Bases Appendix 3.16. Order of “EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal” Appendix 4.17. Regulation of "Preparation and Submission of Articles for Publication in European University Collection of Articles" Appendix 4.18. List of published works by authorship or co-authorship of EU learners.

A research laboratory has been formed at EU Management Chair to promote the participation of EU learners in research and development of research skills and abilities. The students and masters of EU will also be involved in the research. From the first of January, 2019, the second phase of the program "Problems of Financing of Armenian Agrarian Sector and Its Solutions Through the use of Modern Financial Instruments and Mechanisms" continues within the framework of “Young Scientists Program” approved by the Committee of Science of the Republic of Armenia. The program is implemented by Aram Mkhitaryan, a lecturer at EU Management Chair, with the participation of lecturers and postgraduates. For the development of research skills research in EU master theses is a compulsory component (see Appendix 3.16).

In order to support the research activities of EU learners, EU learners have the opportunity to publish the results of their research in the collection free of charge defined by regulation of "Preparation and Submission of Articles for Publication in European University Collection of Articles" (see Appendix 4.17.). EU Masters present a report on the results of their master thesis research in the last semester of their studies, for which 7 credits are provided in the curriculum. EU Chairs regularly organize intra- and inter-chair scientific seminars to develop student research skills, involving lecturers, undergraduate and postgraduate students, as well as researchers and PhD students. In December, 2018, an inter-university conference entitled "Tourism of the 21st Century Phenomenon" took place in EU, with the active participation of EU students, masters, applicants and postgraduates who submitted reports and whose articles were published in the same collection. The works published by an authorship and / or co-authorship of EU learners are presented in Appendix 4.18. EU students are also actively involved in SYNOPSYS research.

CRITERION g․There is a responsible body for the protection of student rights in PEI Bases Appendix 2.8. EU Ethics Regulation Appendix 2.7. EU Internal Disciplinary Rules Appendix 4.8. EU Student Guide Appendix 1.11. EU Student Council Charter Appendix 3.8. Procedure for Ensuring the Protection of Student Academic Interests Appendix 3.6. “European University Academic Credits Accumulation and Transfer System Application” Order Appendix 3.11. Final Tests Procedure in EU Appendix 3.12. Midterm Tests Procedure in EU Appendix 3.14. EU Course Work Preparation, Defense, Evaluation and Appeal Order Appendix 3.15. EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal Order Appendix 3.16. “EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal” Order

Appendix 4.11. “EU Student Allowance” Regulation Appendix 4.12. "EU Student Returning to Study, Transfer and Removal " Order Answer the following questions: % What percentage of students is informed about relevant services? 100 What percentage of students use the relevant service? 70 What percentage of students is satisfied with the above process? 54

The rights and responsibilities of learners in EU are reflected in a number of documents: "EU Internal Disciplinary Rules" (see Appendix 2.7.), "EU Ethics Regulation" (see Appendix 2.8.), and “EU Student Council Charter” (see Appendix). 1.11.), " European University Academic Credits Accumulation and Transfer System Application Order " (see Appendix 3.6), "Final Tests and Exams Order " (see Appendix 3.11), " Midterm Tests Procedure in EU " (see Appendix 3.12), “EU Course Work Preparation, Defense, Evaluation and Appeal Order” (see Appendix 3.14.)," EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal Order " (see Appendix 3.15.), “EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal Order” (see Appendix 3.16.) The right of EU learners to receive full or partial tuition reimbursement at the expense of the State budget and EU funds is reflected in “EU Student Allowance” regulation (see Appendix 4.11), and in the case of returning to study, transfer and removal processes on "EU Student Returning to Study, Transfer and Removal " order(see Appendix 4.12). EU Student Guide has been published for EU learners, which outlines student rights and responsibilities, learning rules, regulations and procedures, EU internal disciplinary and ethics rules, and other information (see Appendix 4.8). If necessary, EU Lawyer, Vice-Rectors and other subdivisions deal with the protection of students' rights. The protection of the rights and interests of EU students is provided by Student Council, which is elected for a term of two years and acts in accordance with its Charter (see Appendix 1.11). The President of EU Student Council is an official member of EU rectorate, which discusses student-related issues: dismissals, returning to study, absences, disciplinary violations, sanctions and encouraging activities, and can present issues raised by students to

53 the rectorate. About 25 percent of EU Academic and Faculty Councils are EU students, which ensure student participation in student decision-making. \Student Council is composed of the presidents of faculties’ student council, who are elected by the students of the respective faculty. EU Student Council is a member of National Student Association of Armenia (ANSA) and has established an active, partnership with Student Councils of various HEIs in Armenia, in partnership with “Ararat” union of Catalonia. In order to protect the rights of learners, Bachelor and Master Final Assessment Appealing Committee in EU must include a representative from EU Student Council (see Appendixes 3.15 and 3.16). Issues related to revealing, protection of rights and interests of EU students are regulated by procedure for “Protection of Student Academic Interests” (see Appendix 3.8).

CRITERION h․There are mechanisms for evaluation and quality assurance of students' educational counseling and other services provided at PEI. Bases Appendix 1.4. EU 2018-2022 Strategic Development Plan Appendix 2.16. Survey Procedure Appendix 2.6. Regulation on Selection and Evaluation of EU Teaching Staff Appendix 2.17. EU Feedback Policy Appendix 3.1. Monitoring and Review Order for the Specialty Educational Program Appendix 2.9. Financial Management and Monitoring Procedure

Improvement of education quality is fixed in EU 2018-2022 Strategic Development Plan as a priority goal (see Appendix 1.4). Evaluation and quality assurance of educational services provided to EU learners is carried out through a number of mechanisms, including systematic evaluation of courses and lecturers, periodic surveys of student and lecturer satisfaction from university subdivisions, infrastructures and resources (see Annex 2.16), subdivision monitoring in accordance with “Monitoring and Review of Professional Educational Program” order (see Appendix 3.1), “Financial Management and Monitoring” procedure (see Appendix 2.9), teaching staff evaluation is assessed through lesson observations and annual attestation (see Appendix 2.6).

The results of monitoring and surveys are developed in Quality Assurance and Communications Department and the results are presented to EU Rector, after which Rector discusses the results of the survey at a meeting of the rectorate or with the participation of head of relevant subdivision or responsible and Vice-rectors. As a result of the discussion, appropriate recommendations and guarantees are developed for problem solving and continuous quality improvement. Available survey questionnaires and directions can be reviewed to ensure continuous improvement of EU education quality. To improve the quality of EU education and other services, in line with EU 2018-2022 Strategic Development Plan in the beginning of 2019, a new outcome-centered and student- centered professional education programs were developed and implemented, and are constantly replenished with material-technical resources, library resources, property, auditorium conditions (see criterion 7). Quality assurance and improvement advisory mechanism is the report of the examining committee following the final bachelor and master exams, which presents the analysis of the attestation results and the quality assessment, factors affecting student progress, and suggestions for improvement. Within the framework of consulting services in EU, EU teaching staff carries out professional consulting classes for high school and college students. Feedback mechanisms are used in EU (see Appendix 2.17), including informal, for quality assurance and evaluation of HEI activity. An important indicator of the quality of EU education services is the graduates' employment. Alumni employment issues, including employment information collection are managed by EU Career Center.

R/A Employment / 2014/2015 2015/2016 2016/2017 2017/2018 2018/2019 Education Continuation

1. Percentage of students continuing their 35 28 35 58 35 education after graduation

2. Number of graduates 11 28 24 36 70 hired before graduation 3. Number of graduates 49 54 69 55 88 working by profession 4. Number of graduates working not by 46 72 46 38 26 profession 5. Number of graduates hired immediately after 36 38 37 94 114 graduation 6. Percentage of unemployed graduates 47 44 42 61 61 by years of graduation from PEI

EU Career Center has also formed an EU alumni information database, which will enable activation of feedback with alumni, contribute to the formation of EU alumni union and solution of EU alumni employment issues. The process of identifying student needs in order to improve the quality of education is carried out in accordance with the "Student Needs Identification Procedure" (see Appendix 1.7), and the involvement of internal and external stakeholders in quality assurance processes in accordance with "Internal and External Stakeholder Involvement Policy" (See Appendix 1.6).

Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 4. STRENGTHS WEAKNESSES 1. Application of various student 1. Low participation of students in research recruitment tools programs (because of their scarcity) 2. Clear regulation of student learning 2. Incomplete evaluation of the processes effectiveness of additional counseling 3. Existence of student needs policy trainings 4. Student involvement in university 3. Low student interest governance bodies 4. Absence of Student Scientific Society 5. Ensuring student involvement in EU (SSS) quality assurance processes 5. Low mobility of students 6. Availability of multi-factor system for 6. Lack of employers working with the student evaluation Career Center

7. Implementation of consulting trainings 7. Lack of additional services 8. Existence of a student discount system at the expense of the university 9. A large number of published works by EU students and masters authorship and / or co-authorship 10. Existence of a three-level learning system 11. Involvement of EU learners in the university as an employee Opportunities Threats 1. Increasing student mobility as a result of 1. Weak feedback on alumni the development of external relations and 2. Deterioration of the country's socio- internationalization economic situation, decline in student 2. Increase of employers working with the solvency Career Center 3. Establishment of Alumni Union 4. Active collaboration with high schools and colleges 5. Investment of individual student web pages

Planned ways to overcome weaknesses and threats: 1. Development and implementation of alumni feedback mechanisms, creation of alumni unions, 2. Involvement of research programs, development and introduction of mechanisms for activating student participation, 3. Development and introduction of mechanisms to increase and motivate students' interest in higher education, 4. Creation of Student Scientific Society (SSS), 5. Implementation of student mobility contracts, signing new contracts, 6. Expansion of cooperation between Career Center and employers, 7. Investment of individual student web pages on the website, 8. Development of a conception providing additional services.

V. TEACHING AND ACADEMIC SUPPORT STAFF

CRITERION: In order to achieve the mission of PEI and goals of PEPs, the institution is provided with teaching and academic support staff having necessary professional qualities. CRITERION a. PEI has a policy and procedures for the election of teaching and academic support staff required for the implementation of the educational programs. Appendix 2.6 Regulation of European University teaching staff election and evaluation Appendix 2.2 Procedure of electing the Head of EU Chair Appendix 2.3 Procedure of electing the Dean of EU Faculty Bases Appendix 2.7 Internal disciplinary rules of European University Appendix 5.1 Full-time and part-time teaching staff according to Chairs and qualifications. Degrees, titles, work experience, basic courses of the university teaching staff.

In 2018-2022 the goals of Strategic Development Plan have been to set requirements for teaching staff, to develop calculation norms of teaching loading. For their implementation '' Regulation of European University teaching staff election and evaluation '' has been developed and approved on March 15 at the Scientific Council N8, which regulates the requirements of EU teaching staff, the process of collecting and evaluating information on their election and activities. On August 29, 2019, EU Scientific Council approved the standards of teaching loading for 2019-2020 Academic year, according to which the remuneration for lectures and practical hours was set at 2225 AMD for 1 teaching hour, with 40% increase for the practical training rising from 1600 AMD to 2225 AMD. During 2018-2019, 2019-2020 Academic year, EU staff comprised 198, 221 employees respectively, 143 (72%) and 151 (71%) are teaching staff, 55 (28%) and 70 (29%) are academic support staff and administrative staff. (Appendix 5.1). 44% (66 people) of the teaching staff are full-time lecturers, 56% (85 people) are part- time employees. 9% of the teaching staff members have a degree of doctor of sciences, 59% candidate of sciences, 32% are those with no scientific degree: PhD students, researchers,

58 masters and diploma specialists. 31% of EU lecturers have a scientific degree, 7% of which are professors, 24% are associate professors. Compared to previous years, teaching staff of EU has increased from 10% (registered during accreditation in 2017) to 44%. As of September 1, 2019, staff of EU branches consisted of 105 employees, 75 (71%) of which is teaching staff, 30 (29%) are academic support and administrative staff. Compared to 2018-2019 the number of teaching staff in the branches increased by 9% and the number of academic support and administrative staff increased by 20%. As of September 1, 2019, 41% lecturers of the branches are full-time, and 59% are part- time. 2.7% of lecturers have degrees of doctor of science, 45% have candidate of science, and 52.3% have no scientific degree: PhD students, researchers and diploma specialists. 1% of teaching staff of the branches has the degree of Professor, 23% of Associate Professor. The election of the university teaching staff is carried out in accordance with the "Regulation of European University teaching staff election and evaluation", which reflects not only the competition and election procedure but also EU policy in this sphere. The policy of election and evaluation of teaching staff is based on the principles of competition, as well as the involvement of professionals with practical experience. Teaching staff also includes PhD students and researchers, who carry out their scientific- pedagogical practice at the university, as well as teach in relevant chairs. Transfer to another work, termination of employment contract is carried out in accordance with the Labor Code of the Republic of Armenia, internal disciplinary rules of European University (Appendix 2.7), European University teaching staff election and evaluation procedure (Appendix 2.6). The recruitment and dismissal policy of the Dean and Head of the Chair are implemented in accordance with the procedures of the election of the Dean of the Faculty (Appendix 2.3) and Head of EU Chair (Appendix 2.2).

Criterion b. Specific requirements for the professional qualifications of teaching staff are set for each educational program of professional educational institution. Appendix 2.6. Regulation of European University teaching Staff Bases election and evaluation Appendix 5.2 Passport of position

The requirements for the professional qualifications of teaching staff required for PEPs are set out according to the procedures “Licensing of Bachelor Degree Programs” and “Licensing of Master Degree Programs” approved by the Government of the Republic of Armenia, secondly according to the criterion set out in EU Regulations of teaching staff election and evaluation (see appendix 2.6), thirdly, Passport of position (see appendix 5.2), the employment contract.

Criterion c. PEI has established clear policy and procedures for regular evaluation of the teaching staff. Bases Appendix 2.16 Survey Procedure Appendix 2.6 Regulation of European University teaching staff election and evaluation

Evaluation of EU teaching staff is regulated by the "Regulation of European University teaching staff election and evaluation " (see appendix 2.6). EU teaching staff election and evaluation Regulation provides current and annual multifactorial evaluations of teaching staff, which are carried out according to the following criteria: a) Scientific degree (0-2 points), b) Existence of scientific works in the last 3 years (0-2 points), c) participation in scientific events (conferences, scientific seminars, discussions) in the last 3 years (0-2 points), d) participation in training courses in the last 3 years (0-2 points), e) Research or grant in the last 3 years programs (0-2 points), f) analysis of the lessons observations (0-2 points), g) student evaluation (0-3 points). The rating of each professor is formed based on these criteria. As this grading system has been used since 2019-2020, its effectiveness can be assessed after summarizing the academic year. Mechanisms for assessing the University staff are also set out in the survey procedure (see appendix 2.16) and the provisions of the lesson analysis set out in the Regulation of teaching staff election and evaluation (see appendix 2.6).

Criterion d. According to the needs identified as a result of regular internal and external assessments, the PEI carries out measures aimed at improving lecturers. Bases Appendix 1.4 EU 2018-2022 Strategic Development Plan Appendix 5.3 Procedure for improving and evaluating professional qualifications of lecturers

According to 2018-2022 Strategic Development plan for ensuring the stability of professional teaching staff for the effective implementation of PEP, 20-25% of the university teaching staff training is provided (see appendix 1.4), which is regulated by “Procedure for improving and evaluating professional qualifications of lecturers” (see appendix 5.3). During the 2018-2019 Academic year, professional trainings at the university were carried out on "Modern schools of Economics" and "Modern directions of tourism» with 35 lecturers. Foreign language training courses were also organized at the university, attended by both lecturers and academic support staff, as a result of which the employees who did not meet the required level were dismissed. Erasmus + programs for 2019-2020 Academic year will provide mobility of lecturers, during which exchange of experience is also training option for lecturers. It is planned that British Council will provide professional training of English language lecturers funded by EU.

Criterion e. PEI guarantees the stability of teaching staff in accordance with educational programs of specialties. Bases Appendix 5.4 List of full-time teaching staff Appendix 5.5 List of part-time teaching staff

During the last two years, the number of EU teaching staff has remained almost unchanged, providing unchanged level of lecturer-student ratio: 1/6 in 2018-2019 and 1/7 in 2019-2020. During this period, the number of the university full-time teaching staff has undergone significant changes: from 10% of the 2017-2018 Academic year to 25% in the 2018-2019 Academic year, and 44% in the 2019-2020 Academic year. HRM ratio is very low at 0.98 and

0.97 respectively. These indicators show that the university is able to guarantee a steady supply of teaching staff (see appendix 5.4, 5.5). 54% of EU staff in 2018-2019 Academic year and 62% in 2019-2020 academic year are under 40 years of age, which guarantees the future teaching staff. 80% of the university's teaching staff knows foreign-language, and more than half of the lecturers teach professional English and teach in foreign-language groups (taught in English).

Criterion f. There is a policy and procedures in PEI to ensure the professional advancement of teaching staff.

Teaching staff includes the Rector, Vice-Rectors, Deans, Heads of the Chairs, lecturers. In order to promote scientific qualification, salary structure of teaching staff was defined, depending on the degree and title. Thus, for the lecturers of doctor of science, professor degree it is set at 670 hours, doctor of science is 720 hours, candidate of science, associate professor is 770 hours, candidate of science is 800 hours, and non-scientific degree is 850 hours. The university pursues a policy of individual and collective mentorship for beginner lecturers. The mentorship of beginner lecturers is usually carried out by Heads of professional chairs, doctors, professors, experienced associate professors. Mentors guide beginner lecturers, who are PhD students and researchers, to the sources of needed professional literature, assist in the development of teaching methods. They are also involved in research, as well as conduct practical and seminar lessons under the guidance of experienced lecturers.

Criterion g: PEI has the necessary administrative and academic support staff for the implementation of strategic goals. Basis Appendix 2.1. EU Governance Structure Appendix 2.4. Passport of position of European University’s Dean of Faculty Appendix 2.5. Passport of position of European University’s Head of Chair Appendix 2.7. EU Internal Disciplinary Rules Appendix 5.6. List of EU academic support and administrative staff Appendix 5.7. Passport of position of EU Dean's Office referent

Academic support staff and administrative staff of the university have increased in 2018- 2019 and 2019-2020 from 55 to 70 (see appendix 2.1, 5.6). This shows that EU ensures the

62 stability of the administrative and academic support for its strategic objectives, effective implementation of the mission, and improvement of the quality of the training process. As of September 1, 2019, 24 students are assigned to one teaching and administrative staff member. After the first accreditation in EU, in 2018-2022 a number of training subdivisions of the university (details in criterion II) have been set up and restructured in accordance with the implementation of the mission and goals of Strategic Development Plan. The functions of academic support staff are set out in EU internal disciplinary rules (see appendix 2.7), the passports of position of the Dean of the Faculty, Head of the Chair, referent of the Dean's Office (see appendix 2.4, 2.5, 5.7) and separate employment contracts. In order to improve the quality of the activities of the academic support and administrative staff, internal trainings were carried out to increase the level of English language skills. Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 5 STRENGTHS WEAKNESSES

1. Policy formed by the different ways 1. Almost no foreign lecturers of teaching staff election 2. Incomplete application of incentive 2. The existence of different system mechanisms for teaching staff evaluation of teaching staff 3. High percent of lecturers having scientific degree and title 4. Opportunity to replenish teaching staff with young PhD students and researchers in near future 5. More than 60% of teaching staff are under 40 years of age 6. More than half of teaching staff teaches English in foreign students' groups.

OPPORTUNITIES THREATS

1. Expanding training opportunities 1. Possible decrease in financial inputs within international programs 2. Increasing the number of foreign lecturers and attracting foreign administrative staff

Planned ways to overcome weaknesses and threats Development of a procedure for encouraging the teaching staff Increasing the number of foreign lecturers Involvement of foreign administrative and academic support staff Full implementation of the incentive system for the teaching staff by the increase of financial resources Expansion of training opportunities within international programs

VI. RESEARCH AND DEVELOPMENT

CRITERION: PEI provides research activity implementation and contact to learning. CRITERION a. There is a Strategy in PEI that expresses its interests and ambitions in research field. Appendix 1.1. EU Charter 29.10.2009 Appendix 6.1. EU 2019-2022 Scientific-Research Development Bases Conception Appendix 1.4. EU 2018-2022 Strategic Development Plan

According to EU Charter (see Appendix 1.1) one of the main tasks of the university is to carry out scientific, scientific- methodological, academic- methodological research and scientific-technical work. To solve these problems, in 2018-2022 EU Strategic Development Plan defines a mission “To provide a strong combination of three peaks (education, science, services to the community), interconnected activity, equal development”, the sub-objectives of which are to ” Activity of scientific-research activities” and “Expansion of research capacities”.(see Appendix 1.4). For the full realization of these sub-objectives “Concept for the Development of Scientific Research " was developed, according to which the main objective of the development of EU research activities is to use the university's scientific potential for high- quality research, training, and socio-economic development of the country (see Appendix 6.1). Based on the above documents, the university's ambitions for research and development include fundamental and applied research promoting science, education, and economics,

64 generating research knowledge, contributing to economics, transferring knowledge and disseminating it to the public, integrating research into education, commercialization of results. Based on the scientific and technical policy of the Republic of Armenia, based on the statutory, strategic goals of university formation, the priority areas of the university's scientific activities are economic management, world economy, IT sector, public law, environmental security. The ambitions in different areas of research are different. Thus, in the case of student-led research, the main goal is to develop research skills that will enable students to solve problems that impede future professional development, acquire practical skills while conducting research in individual organizations, clarify their professional activities, work with information more purposefully, gain knowledge from it (see Appendix 6.1). The ambitions set for young researchers and lecturers are to initiate programs to support young researchers and lecturers in scientific activity, to encourage more effective scientists, including through increased remuneration. “EU 2019-2022 Conception for the Development of Scientific Research” is intended to create and provide conditions for the formation of research groups in various sectors of the economy, which will later become research resource centers and carry out consulting and information analytical activity. In order to commercialize research and develop research infrastructure, EU will conduct research on the order of business companies.

CRITERION b. PEI has a long-term strategy and mid-term, short-term programs that reflect the interests and ambitions of PEI in the field of research. Bases Appendix 6.3 Regulation on the “Preparation and Submission of Articles for Publication in European University Collection of Scientific Articles"

Research is carried out in the university both by individual lecturers of the chairs and by several lectures of the chairs. Thus, the implementation of interdisciplinary research programs has started within the framework of Scientific Research Laboratory of EU Management Chair.

• Chair of Management, in collaboration with Chair of Law, develops “Business Law” and “Labour law” courses and applied to Erasmus + for funding implementation. • Scientific research jointly with Chairs of Management and Tourism in the framework of the theme "Creative Art Industry" • Implementation of a joint research project on “Development of Art-tourism to enhance the attractiveness of Russian and Armenian cities” in accordance with the agreement reached with the University of Tver. It is also envisaged to carry out pilot projects of research topics with RA Scientific Committee to transform the Scientific-Research Laboratory of Chair of Management into a Scientific-Research Experimental Center in the Republic of Armenia. Based on the agreements signed between the University and its partners, it is planned to conduct research programs, in particular with the Innovative Education Center. EU as Armenia's representative in 2020 March 26-28 will participate in the International Conference "Traditions and Innovations of Professional Training and Practices for Teachers" organized by Tver State University. Research at the University also includes doctoral and candidational studies, the topics of which are approved by the Scientific Council. The University currently has about 54 postgraduate students and researchers, including 15 foreigners. The results of PhD theses of postgraduate students and researchers in the field of economics have been supported by 060 professional council in EU since 2014, which is currently in the process of reform. The second phase of the program "Problems of financing of Armenian agrarian sector and its solutions through the use of modern financial instruments and mechanisms" has been continued in EU by the Committee of Science of the Republic of Armenia since the 1st of January, 2019. The project is implemented by a lecturer at EU Chair of Management Aram Mkhitaryan with the participation of lecturers and postgraduates. Since 2011, European University has published a collection of scientific articles at European University (formerly European Academy Collection of Scientific Articles). In 2019, 2 collections of scientific articles have been published, each containing about 40 scientific articles in the fields of management, economics, law, politics, mathematics and more. The publication of the collection is carried out in accordance with the “Regulation on the Preparation and Submission of Articles for Publication at European University Collection of

Articles” (Appendix 4.17). The conditions for submission of articles published in the collection and the requirements for the preparation of articles are set out in the above- mentioned Regulation (Appendix 4.17). The application of electronic system and closed review tools to ensure the authenticity of articles in the requirements of published articles ensures the high quality and authority of the collection.

CRITERION c. PEI ensures the implementation and development of research through clear policy and procedures. Appendix 6.1․ EU 2019-2022 Scientific-Research Development Conception Appendix 2.7. EU Internal Disciplinary Rules Appendix 2.8. EU Regulation of Ethics Appendix 2.6. Regulation on selection and evaluation of EU teaching Bases staff Appendix 4.17. Regulation on the Preparation and Submission of Articles for Publishing in the Collection of Scientific Articles of “European University” Appendix 3.9. Regulation of European University Academic Honesty

EU policy in the field of scientific research is implemented being based on “EU 2019- 2022 Conception for the Development of Research Activities” (see Appendix 6.1). Research activities at the university are mainly carried out in the chairs. “EU 2019-2022 Conception for the Development of Research Activities” provides for the establishment of sectorial research laboratories and centers adjacent to the chairs. A scientific-research laboratory has already been set up at EU Chair of Management. The university seeks to provide a financial basis for research encouragement. In 2017- 2019 the university has allocated 1.1% of its own funds for the implementation of research projects, and by “EU 2019-2022 Conception for the Development of Research Activities” is planned to increase it to 3%, as well as attract funds from various foundations, companies, private investments or grants. EU implements the policy of encouraging research of staff by the structures and forms set out in various regulations. In particular, in accordance with the Regulation on the Preparation and Submission of Articles for Publication in European University Collection of

Articles (see Appendix 4.17), articles for EU teaching staff , PhD candidates and researchers are published free of charge. With the recommendation of the University, the academic literature is published by the University of Armenia with the authorship of EU teaching staff. EU Teaching Staff Selection and Evaluation Regulation (Appendix 2.6.), lecturers' attestation and selection criteria set (0-2) separate points for the last 3 years of scientific work, participation in scientific activities (conferences, seminars, discussions) in the last 3 years. , for the past 3 years for participating in research or grant projects. Policy and processes for guarantying the academic integrity and prevention of plagiarism are regulated by “EU Internal Disciplinary Rules” (Appendix 2.7), “EU Regulation of Ethics” (Appendix 2.8) and “Regulation of European University Academic Honesty "(Appendix 3.9.), which sets the forms of violation of academic honesty and applicable penalties. Candidate theses, master's theses, bachelor's theses, course papers, as well as articles published in “European University Collection of Academic Articles” are reviewed with the electronic review for the purpose of ensuring academic honesty.

CRIERION d. PEI emphasizes the internationalization of research activities. Bases Appendix 3.17. Regulation on “Academic Mobility in EU” List of publications in professional magazines in CIS countries Journal (country) Rating 2015 2016 2017 2018 2019 1. Scientific works of the inter-regional academy of personnel management, 1 (Ukraine ) 2. Reports of the A. S. Popov Russian Scientific and Technical Society of 1 Radio Engineering, Electronics and Communications (Russia) 3. Bulletin of KSEU (Russia) 1 4. Problems of Management Theory and 1 Practice International Journal (Russia) 5. Materials of the international scientific 1 conference (Turkmenistan) 6. The All Russian research institute for scientific and technical information 1 (Russia) 7. The monthly scientific journal Agrarian 1 Economics (Belarus)

8. Great Eurasia: Development, Security, 1 3 Cooperation. (Russia) List of publications in foreign international peer-reviewed professional journals Journal (country) Rating 2015 2016 2017 2018 2019 1. In Proceedings of the 17th International Scientific Conference 2 (Slovakia) 2. European policies, finance and 1 marketing (Poland) 3. 11th International Scientific and 1 Conference (England) 4. Proceedings of 9th International 1 Conference (Georgia) 5. 6th International Scientific symposium 1 Economy (Croatia) 6. Proceedings of 10th International 2 Conference on contemporary problems

of architecture and construction (China) 7. International Scientific Conference, 1 Ecological and Economic Problems of International Trade (Ukraine) List of publications in reviewed professional journals in RA Journal Rating 2015 2016 2017 2018 2019 1. European University, Collection of 26 27 31 30 27

Scientific Articles 2. Collection of conference reports 1

"Armenia and Christian Caucasus” 3. Regional Issues “Scientific Journal” 1 4. "Public Management" Scientific Journal 1 2 4 1 5. Issues of Armenian History, Collection 1 1

of Scientific Articles 6. “Linguistic research” scientific works, 1

YSU 7. Bulletin of NPUA “Information Technologies, Electronics, Radio 1 Engineering” 8. Bulletin of Armenian Engineering 3 1

Academy 9. NPUA Bulletin "Collection of Scientific 2

Articles" 10. Conflict communication and 1

information security 11. WB "Workbooks" 1

12. Proceeding of Engineering Academy of 2

Armenia 13. RA NAS and NPUA bulletin 2 1 14. Scientific Proceedings of Gyumri State 1 Pedagogical Institute after M. Nalbandyan, 15. Proceedings of the international 1

conference 16. RA NAS Institute of Economics Collection of scientific articles After 1 Kotanyan 17. "Alternative" scientific conference 1 1 1 2 3 18. Proceedings of the 25th ASUE 1 Conference "Knowledge, Innovation and Development" 19. Priorities of development of scientific- 1 educational system in the regions of RA. Conference proceedings 20. Chair of Socio-Economic Geography of 1 YSU "Contemporary Issues of Economic Development and Distribution of the Republic of Armenia" republican conference proceedings 21. Conference proceedings, ASUE. 1 22. ASUE Banber 2 2 23. Finance and Economics Magazine 1 1 3 24. Crisis Management and Technology, a 1 collection of articles 25. Journal of Social Sciences 1 26. “Achievements and Current Challenges 1

of the 25th State of NKR (Artsakh)” 27. "21st Century" - Noravank Scientific- 1 1 1

Educational Foundation 28. Middle East countries and peoples, 1 1

collection of articles 29. “Astghik”, Collection of Scientific 1 1 Articles 30. “Russian Language in Armenia” 1 31. Materials of International Conference 1 32. Issues in Theoretical and Clinical 1 1

Medicine, Scientific Journal 33. News of NAS of Armenia and SEUA 1 34. Bulletin of Engineering Academy of 1

Armenia. Collection of scientific and

technical articles 35. Proceedings of International 1 Conference on "The Problems of Overcoming the Consequences of the Armenian Genocide", Northern University 36. Scientific Journal of Vanadzor State 1

University 37. Proceedings of 8th International 1 Conference Contemporary Problems of Architecture and Construction 38. Proceedings of the international 1 conference dedicated to the 85th

anniversary of the National Agrarian University of Armenia 39. Bulletin of the Union of Builders of 1

Armenia, Collection of Scientific Works 40. NUACA Collection of Scientific Works 1 4 41. Armenia -2016. Unsupported Lessons, 1 Collection of Scientific Articles, 2016 42. Eurasia International University "BANBER" Collection of Scientific 3 1 1 Articles 016 43. "Problems of economic development of RA regions. (republican conference 1 proceedings) »ASUE Yeghegnadzor Branch 44. "Ba nber Archives of Armenia" 1 45. "Issues and Perspectives of the 1 International Recognition of Artsakh Republic", Proceedings of the 2nd International Youth Scientific Conference » 46. "Avetis Aharonyan: Proceedings of 1

International Conference » 47. "Shirak Center for Armenian Studies at 1

NAS RA. Scientific works » 48. "Akunk", YSU Publishing House » 1 3 3 49. Armenia Folia Anglistika, International 1

Journal of English Studies, YSU 50. Proceedings of the international 1 conference "Scientific Journal of Modern Psychology" 51. Proceedings of the 6th International 1

Conference on "Contemporary Issues of

(Hydroponics) in vitro in Plant Cultures" 52. Proceedings of ASUE 27th Conference 1 53. Proceedings of the 12th Annual 1 Scientific Conference of Armenian- Russian University 54. Current Issues in Geography and Geology, Proceedings of the International Conference on the 100th 1 Anniversary of the Establishment of Yerevan State University 55. Bulletin -Mesrop Mashtots University 1 56. “Vem” Pan-Armenian Magazine 1 57. Inter -University Conference on 6 Tourism 21st Century Phenomenon,

Collection of Articles, European University 58. Problems of economic development and 2 2 management, collection of scientific works 59. Innovative Opportunities and 1 Challenges in Modern World,

Proceedings of the International Conference 60. Banber University of Yerevan. 1 1

Sociology, Economics 61. Bulletin of RAU (humanitarian and

social sciences) 62. "Region and the world" scientific and 2

analytical journal

EU highlights the implementation of international research programs and involvement of learners and lecturers in them. It is set out in EU 2018-2022 Strategic Development Plan, in particular the overarching goal of "Enlargement of External Relations and Internationalization" is to expand connections with established international foundations, professional education and research institutions, and to implement joint research programs. Information on various international programs offered by different foundations and partners at the University is collected and coordinated by the International Cooperation Development Department, which organizes meetings with faculty members and students to

72 familiarize them with the conditions of applying for research programs (see Appendix 3.17). Announcements for participation in research projects are also posted on EU website. EU teaching staff annually participates in 120-130 conferences and scientific seminars, 20-25% of which are international.

CRITERION e. Interconnected mechanisms of research activities and teaching process exist in PEI Bases Appendix 6.2. Publications of EU Lecturers

One of the ways to implement the policy of connecting the research activity to teaching process in EU is the publication of research results (academic manuals, monographs) conducted by the lecturers of the chairs, which have been implemented for any course and applied within learning of the course. Lecturers of the Chairs of Management, Economics and Finance, International Relations, Tourism and Service have published the results of their research, which are used for learning of the courses included in the relevant PEPs (see Appendix 6.2). One of the ways to integrate the results of research in EU learning process is to organize scientific workshops with the participation of the teaching staff, PhD students and researchers. Analyze the strengths and weaknesses, external opportunities, and threats of the facility described in Criterion 6. STRENGTHS WEAKNESSES

1. Large number of EU lecturers participating 1. Imperfection of orders and procedures in international scientific publications and governing scientific research activities conferences 2. Absence of commercialization of research 2. Application of Implementation, 3. Weak participation in international publication and promotion of research tools, research 3. Opportunity for free publication of 4. Lack of medium-term and short-term research results in a collection of scientific science development programs articles 4. Involvement of research results into teaching processes 5. Continuous increase of young researchers in EU teaching staff 6. Existence of Research Laboratory of Management Chair

OPPORTUNITIES THREATS

1. Implementation of research in the 1. Scarcity of research funding sources framework of international programs; 2. Low level of scientific research demand 2. Capacity building of teaching staff; 3. Cooperation with foreign and other Armenian educational organizations; 4. Implementation of scientific research funded by state budget; 5. Increase of EU financial allocations to researches

Planned ways to overcome weaknesses and threats 1. Development and application of orders and procedures regulating scientific research activity; 2. Implementation of needs-based research and commercialization of results; 3. Development of short-term and mid-term programs for research development in EU; 4. Increase of funding for EU research; 5. Increase of EU participation in international and grant research programs.

VII. INFRASTRUCTURE AND RESOURCES

CRITERION: PEI has the necessary resources to create a learning environment and to effectively fulfill its mission and goals.

EU 2018-2022 one of the overarching goals of the Modernization and Improvement of PEP is to "Improve the Material and Technical Basis for Effective Implementation of PEPs" (see Appendix 1.4), for which the University seeks library funding, an online library, and improvement of information resources, provision of classroom and logistics facilities for interactive teaching, increasing the number of IT laboratories, completely refreshing computers and related equipment, the establishment of research laboratories and centers, including European branches. During 2018-2019 academic year, a Scientific Research Laboratory has already been established in the Chair of Management, the “Courtroom” was established for the implementation of moot court cases in the Chair of Law. In Gyumri, Vanadzor and Ijevan

74 branches overhaul works, basic logistics and upgrades were carried out. The classroom property in Gyumri was completely renovated and an electronic library was introduced.

CRITERION a. There is a learning environment required for the implementation of PEP programs in PEI. Appendix 1.4 EU Strategic Development Plan /2018-2022/ Bases Appendix 7.1 Regulation of Library Activities Appendix 2.13 EU Library Strategic Development Plan /2018-2022/ EU official website: www.eua.am Answer the following questions: % Are learners (students) satisfied with the resources provided? 69 Are lecturers satisfied with the resources provided? 77

For the implementation of EU PEP, the primary elements of the learning environment are the availability of library resources, the opportunities for faster information flow in the environment, and the elements that ensure an optimal ratio of contemporary and traditional elements, creativity and discipline. There is a library at the University, the activities of which are governed by Library Regulations (Appendix 7.1) and EU Library 2018-2022 with a strategic development plan (Appendix 2.13), as well as a reading room equipped with computer equipment and the Internet. The reading room can serve 45-50 students at the same time. There is also a library and a reading room in the branches. There is also an electronic library, connecting Gyumri branch in 2019, and Vanadzor and Ijevan branches in 2020. The library stock is constantly increasing and in 2019 the total number of books was 9280, of which 2830 was professional literature. The number of e-library books is 480 units. The library, including the electronic one, has 200-250 students and lecturers each month. EU has 4 technical facilities equipped with scientific seminars, discussions, workshops, webinars, online lectures and events. 12 out of the 138 classrooms of the university (including branches) are equipped with projectors and equipment that create more favorable conditions for the organization of the learning process. The university has 14 furnished laboratories, which are constantly updated with new computers, hardware and software tools and applications.

The University has an official website, www.eua.am, where you can find news, announcements, curriculum information and documents (concepts, rules, regulations, procedures, international mobility announcements, publications, etc.), as well as information on specific areas of EU. In 2019 a survey was conducted among students and faculty members to assess the adequacy of the university's infrastructure. The results of the survey showed that 69% of the students and 77% of the teaching staff are satisfied with the resources of the university. 92% of the students and 99% of the teaching staff are satisfied with the better conditions of the classrooms, while 94% of the students consider the classrooms to be more efficient. Computer classrooms satisfy 75% of students, and classrooms with projectors satisfy 76% of teaching staff. 92% of students surveyed using the library are satisfied with library services, 88% with e-library services and 72% of teaching staff are satisfied with library services. To implement the 'Branch Development' as a Priority Objective of the Development Strategy and to provide the learning environment needed for the implementation of PEP in EU Branches large-scale works have been carried out during 2018-2019. Ijevan Branch has carried out major repairs, repair of bathrooms, acquisition of property, acquisition of logistics and computers, electrical installation. Gyumri branch has undergone repairs, acquisition of property, logistics and computers, electrical installation, implementation of the electronic library and the necessary technical and software support. Vanadzor branch has undergone renovation, tiling, repair of doors and windows, partial replacement, acquisition of property, logistics and computers, works have begun for the investment for electronic library.

CRITERION b. PEI, for the fulfillment of its mission and objectives, allocate appropriate financial resources to provide and operate the necessary means and equipment.

EU 2018-2022 Objectives of the implementation of the “Effective Financial Resources Management Mechanisms” of Strategic Development plan include the upgrading of property and logistics for educational and research purposes, continuous upgrading of computers and

76 equipment, increased publishing and printing costs, continuing access to professional literature and so on. Every year the University budget allocates funds for capital and ongoing renovation works, improvement of the classroom fund, increase of material-technical equipment, introduction of information technologies in the educational process, replenishment of the library fund. University expenses are planned based on needs and financial capacity. The need for additional upgrades with appropriate facilities and equipment is mainly fixed by the requirements of the departments, which are usually satisfied. These processes are provided by the Financial Director and his subordinate subdivisions.

CRITERION c. PEI has a policy of allocating funds to ensure the achievement and continuation of the goals of the PEP and to guarantee them. Appendix 1.1. EU Charter /29.20.2009/ Appendix 2.9. EU funds management and monitoring procedure Bases Appendix 7.2. EU Independent auditory report on financial performance /2018/

The adoption and implementation of the EU budget is overseen by the Board of Trustees. According to EU Charter, the current financial management of the budget is carried out by the Rector (see Appendix 1.1). The basis for managing and allocating funds is budgeting and oversight of budget execution, which is done through reports and audits. The budget allocation directions are taken into account when preparing the budget. The budget provides the resources needed to ensure the learning environment of the university departments. EU's financial activities are subject to an independent audit every year, which indicates that the financial statements, in all material respects, show the right financial position of EU (see Appendix 7.2). Overall EU expenditure structure for 2017-2019 shows that expenditures for individual areas have increased due to the action plan and requirements for that year, see Tables 7.3.1. and 7.3.2 .

Table 7.3.1 EU expenditure structure /2017-2019/

N Expenses 2017 2018 2019 % % % 1. Salary 287338449 44,5 255076621 47,1 322379347 51,7 2. Costs related to the 36035660 5,6 89128500 16,5 77228000 12,4 organization of the teaching process, training costs for teaching staff and administrative staff 3. Educational support costs 90300668 14,0 105704606 19,5 112770050 18,1 (office and household goods, equipment and supplies, printing materials, transport, communication, networking and Internet services, heating, fuel, utility costs) 4. Expenses in a field of science 3737300 0,6 4202500 0,8 2498000 0,4 5. Ongoing repair costs 71925650 11,1 24144140 4,5 18715500 3,0 6. Capital construction and 121810190 18,9 45637630 8,4 54278330 8,7 repair costs 7. Costs of purchasing 4720000 0,7 3223900 0,6 11850100 1,9 computers, computer equipment 8. Publishing and printing costs, 4111500 0,6 3127600 0,6 4724900 0,8 literature acquisition costs 9. Other expenses 25578291 4,0 10934000 2,0 19119520 3,1 Total 645557708 100 541179497 100 623563747 100

More than half of the university's expenses of 2019: 64.1% was for teacher salaries, scholarships and social payments. Educational support costs have a great deal of weight: 18.1% for computers,and 1.9% for computer equipment. In 2017 the share of capital construction and renovation expenses in the budget, due to the university renovation, reached 18.9%. In 2018 and 2019 the share of capital construction and renovation expenses was 8.4% and 8.7%, respectively, due to overhaul of branches.

Table 7.3.2 EU revenue structure /2017-2019/

N Distribution of entries 2017 2018 2019 % % % 1. Tuition fees entries 561007675 85,8 552089530 91,7 573520299 91,7 2. Entries from the state 36195200 5,5 41917800 7,0 40994200 6,6 budget 3. Other entries 56811167 8,7 7858281 1,3 10779875 1,7 Current year entries 654014042 100 6011865611 100 625294374 100

In university’s revenue structure of 2017-2019 the share of tuition fees increased by 91.7%, which is due to the increase in the number of applicants.

STANDARD d. PEI’s resource base provides opportunities for the implementation of PEP and strategic plans that contribute to continuous quality improvement and sustainability. Basis Appendix 1.4. EU. Strategic Development Plan /2018-2022/

EU operates in two buildings, and branches in one, they have classrooms, administrative offices, gymnasiums, stadium , health centers, food establishments, libraries and reading rooms. The University has a rest home in Arzakan that is not yet operational, see Table 7.4.1 Table 7.4.1 Learning Environment Component Data according to December 31 of 2019

Learning Environment Components EU EU EU EU EU Gyumri Vanadzor Ijevan Gavar Total area occupied by buildings 12465,6 1728 1500 1043,1 1053

Total number of audiences 86 19 10 7 16 Total area of audiences (square meter) 3030 678 360 312,8 435,85 Total area of computer audiences 495 52 36 133,2 30 (square meter) Total number of auditoriums equipped 8 1 1 1 1 with projector, computer and internet access Gymnaziums (square meter) 107 Վարձ․ Վարձ․ 81,4 144 Stadium (square meter) 1125 - - - - Health center (square meter) 30 - - - - Buffet (square meter) 150 - - - - Total area of library (square meter) 60 50 36 13,4 25 Total area of reading room (square 84 - 36 - - meter) Rest home (square meter) 2762,4 - - - -

For implementing EU 2018-2022 priority objective of "Origination and Improvement of PEP" of Strategic Development Plan, priority objective of "Improvement of the Material and Technical Basis for the Effective Implementation of PEPs" and “Branches Development “ (see Appendix 1.4), EU Resource Maintenance and Upgrading there will be provided construction, repairs, acquisition of new resources through capital budgeting, which will contribute to the continuous improvement of the quality of EU education. University students, teaching staff, and workers, in accordance with the rights enshrined in the EU Charter, use the university resource base.

CRITERION e. PEI has a clear policy and procedure for managing information and documentation processes. Appendix 4.14 EREA Document Circulation Regulation Bases Appendix 7.3 Archive activity regulation

Document circulation management in EU is carried out in accordance with the EREA Document Circulation Regulation (see Annex 4.14). This procedure regulates the receipt, registration and movement of received documents, the formulation of outgoing correspondence and the preservation of documents, and the control of the organization and implementation of document turnover. A number of information systems have been introduced to organize information and document flow and manage information flows at the university. Thus, EU has electronic archives of learners, graduates and staff, electronic archives and current documents, educational, accounting information. The University has an Archive department for archiving and preserving certain types of paper documents, the activity of which is governed by the "Rules of Procedure of the EREA Archive" (see Appendix 7.3). The dissemination of information in the university and the awareness of the beneficiaries is facilitated by the dissemination of information through the website and social media accounts. The website contains information on the university's governing bodies, structure, reports, admissions, faculties, current news, student and academic activities. There is also an internal computer network in EU, to which all the subdivisions are connected.

CRITERION f. PEI creates a safe and secure environment through health and safety services for students with special needs.

EU health care for students and staff is provided through EU health center, equipped with first aid equipment and medication. Security services are provided by security personnel and guards. It should be noted that for security reasons, cameras are installed throughout the university, around entrances, staircases, corridors, and the university has a fire extinguishing system that was completely renovated in 2019, 30 fire blocks were purchased, all furnished. The university has disabled students who do not need special care. Therefore, there is no need to provide conditions for people requiring special care. According to the Satisfied Students from the University’s Resources and the Survey of teaching staff, 96% of students who use health care services and 97% of the teaching staff are satisfied. 94% of the students and 100% of the teaching staff are satisfied with the security services.

CRITERION g. In PEI there are mechanisms in place to evaluate the applicability, accessibility and effectiveness of resources provided to students and teachers. Bases Appendix 2.16 Survey Procedure

Means of evaluating the applicability and effectiveness of resources provided to learners and teachers in EU, surveys are conducted for needs identification. Satisfaction surveys were conducted among university’s students and teaching staff about the resources and departments of the university (see Appendix 2.16), the results of which are presented in standard 7 a and f points of criterion 7. It should also be noted that Satisfaction Assessment of students and teaching staff from EU departments and resources is carried out twice a year, in order to respond quickly to the issues raised and to propose solutions.

Analyze the strengths and weaknesses, external opportunities, and threats of the facility described in Standard 7.

STRENGTHS WEAKNESSES

1. Availability of the necessary components 1. Scarcity of university funding sources of the learning environment 2. Absence of indoor gym 2. The availability of an electronic library 3. Lack of financial resource allocation 3. Existence of document circulation, policy and procedure information systems, database, internal computer network 4. Availability of information dissemination tools 5. High Level of Resources Satisfaction OPPORTUNITIES THREATS 1. Increase in Revenue Due to the Increase 1. Declining student solvency in Commercialization of Research 2. Irregular payments of student fees 2. Increase in paid educational services by organizing trainings 3. Expansion of cooperation with international organizations

Provide planned ways of overcoming weaknesses and threats. 1. Implementation of educational programs with international organizations. The university has already applied for the EU Erasmus Plus program with several programs, both as a coordinating university and as members of other programs, 2. Development and implementation of financial resource allocation policy and procedure, 3. Differentiation of budget entries, 4. Strengthen EU library fund, including the electronic library, to supplement professional literatur, 5. Connect EU Branches to EU Electronic Library.

VIII. PUBLIC RESPONSIBILITY CRITERION: PEI is accountable to the state and society for the education, research, and resources it has provided. CRITERION a. PEI has a defined accountability procedure. Appendix 1.1 EU Charter /29.10.2009/ Appendix 1.2 EU Charter change /01.04.2014/ Appendix 1.3 EU Charter change /16.12.2017/ Bases Appendix 1.4 EU Strategic Development plan /2018-2022/ Appendix 1.8 Implementation of Stakeholder Accountability Policy Procedure

European University attaches importance to the transparency and publicity of its educational process, the publication of its annual activity report and the availability of access to it. The needs of EU internal and external stakeholders have also changed in line with changes in labor market requirements. Through its activities, EU strives to take into account and meet the needs of all its stakeholders - students, applicants, graduates, their parents, teaching staff, administrative and academic support staff, board of trustees, employers, foreign and other stakeholders. It is important for EU to be trustworthy for its stakeholders. The development of a credible university image depends largely on the rules, regulations and procedures that are accessible, transparent, clear and understandable to all stakeholders and that are implemented with clear academic integrity, honesty, student knowledge, skills, and competence assessment systems (see Appendix 1.4). EU accountability process is governed by the Implementation of Stakeholder Accountability Policy Procedure (see Appendix 1.8), which emphasizes the need for internal and external stakeholders to report results of their educational activities in line with the mission statement adopted by the university. EU, in its reporting system, includes the following main areas: Rector's report to the Board of Trustees of the University, Reports of Faculties, Reports of Departments and Student Council to EU Scientific Council.

The university has the principle of accountability of subordinate internal stakeholders. The reports of the EU Subdivisions form the basis for the Comprehensive Annual Reports submitted by the Rector to the Board of Trustees of the University. Based on the University's current strategy, EU Chairs, Faculties and other departments develop appropriate strategies that form the basis of annual work plans, which are reported regularly to the Rectorate and the Scientific Council for their implementation. Through the report it is possible to evaluate the effectiveness of the activity of chairs, faculties and other departments, identify deviations, and take steps to eliminate them. By summarizing the work done at the end of the academic year, new working plans are being developed. The University Board of Trustees includes external stakeholders, including representatives of the Government of Armenia and major employers. The reporting system contributes to improving the University's governance, evaluating the effectiveness of its work, identifying achievements and shortcomings and identifying their causes. The University also submits reports to the Ministry of Education and Science, the Committee on Science, the State Revenue Committee, the Statistical Committee and other state agencies. To provide consulting and support services to general education institutions, EU actively organizes visits to high schools and vocational colleges, where discussions, seminars, open lessons, master classes are organized to promote vocational guidance and enable school graduates to have a more in-depth understanding about specialties. EU has signed Memorandums with a number of high schools for effective implementation of university-school partnerships. EU also organizes school Olympiads for high school students, during which high- performing students get the opportunity to study in EU for a one-year discount.

CRITERION b. PEI ensures transparency and accessibility of procedures, processes to the public. Appendix 1.6 European University Engagement Policy for Internal and Bases External Stakeholders Appendix 1.8 Implementation of Stakeholder Accountability Policy

Procedure Appendix 2.17. EU feedback policy Appendix 4.8. Student Guide Appendix 4.9. Applicant Guide Appendix 8.1. European University Strategic plan for communication development /2019-2022/

Transparency and accessibility of EU activities is ensured by the Department of Quality Assurance and Communications through the University website, social networks, information materials, etc. Information on EU is available on various educational platforms and newsletters, Yellow Pages, Applicant Newsletter, etc. EU Quality Assurance and Communications Department carries out its activities in accordance with the /2019-2022 /European University Communication Development Strategy (see Annex 8.1), the ''European University Quality Assurance Process for Internal and External Stakeholders (see Annex 8.1). Appendix 1.6)'', " Implementation of Stakeholder Accountability Policy Procedure" (see Appendix 1.8), "EU Feedback Policy" (see Appendix 2.17). The website is updated daily with new information, regulations, procedures and other materials that are important for making the University and academic information available to internal and external stakeholders. As some of EU foreign students and applicants are from the Islamic Republic of Iran, the Department of Foreign Students runs the website www.eriicta.com in Persian, which contains information about the university, its specialties and qualifications, tuition, tuition fees, invested feedback and electronic registration mechanisms. There is also an active Facebook account, with a growing number of followers, and according to 2018 with 4000 followers it reached to 5500 followers in 2019. News, announcements, events and other ongoing work are constantly featured on the university's website and Facebook page, ensuring availability and transparency of EU activity information. There are also Career Center and Student Council Facebook pages where relevant infrastructures provide information on their activities.

EU contact information is posted on the site, and anyone can contact the person in charge, in addition to having a feedback tool through which anyone can send and receive a respond and an applicant registration window. To ensure access to university information, EU has published an “Applicant Guide” which outlines the various admission procedures, professions, fees, required documents, etc. (see Appendix 4.9), as well as the Student Guide (see Appendix). 4.8)

CRITERION c. Sustainable feedback mechanisms that contribute to the formation of public relations are in place in PEI.

Bases Appendix 2.17 EU Feedback Policy

Ensuring availability and feedback on European University activities is one of the key quality assurance mechanisms of the University, which is a tool for regulating information flows. It contributes to the improvement of the university's activities, improvement and development of competitiveness in educational programs and services. The more effective the feedback tools and mechanisms are, the faster the weaknesses, shortcomings and threats are identified. Improvement of processes and activities is carried out through the study of needs on university activities. EU Quality Assurance and Communications Department is responsible for providing feedback and continuous improvement, selecting tools and mechanisms for EU, internal and external stakeholders in accordance with EU Feedback Policy (see Appendix 2.17). The following feedback tools are used in EU: surveys, discussions, meetings, seminars, workshops: EU official website (www.eua.am), as well as informal resources: social networking sites, etc. The website is also available in English for foreign language stakeholders.

CRITERION d. There are mechanisms for transferring knowledge (values) to the public in PEI.

Bases Appendix 1.4.EU Strategic Decelopment Plan /2018-2022/

EU attaches great importance to the implementation of specialist qualification and training programs, which is enshrined in EU's /2018-2022/ Strategic Development Plan (see Annex 1.4).

In accordance with the EU's /2018-2022/ Strategic Development Plan, English language training courses for the administrative staff have been conducted. The process of vocational training and upgrading in EU is coordinated by the Career Center. The Career Center initiates a seminar-discussion on "labor law" for EU staff each year, enabling staff and learners to be aware of the provisions, changes, gaps, and responsibilities of the Labor Code. The results of the research activities of the university's faculty members and students are published in the "European University Collection of Scientific Articles", which is also available on the website. In 2019 EU has been included in the list of training providers by the Ministry of Education and Science of the Republic of Armenia in order to obtain the right to a secondaryeducational institution (training).The first training was held in EU in December of 2019. Working with schools and colleges is one of the values of public responsibility of the European University. Visits to high schools by the university's top professionals are not limited to professional guidance, but also seminars, open lectures and master classes. Only during 2019 the University organized master classes and professional lectures for students of the European College in Armenia, the French College in Armenia, the Armenian-Greek State College in Yerevan, students of the Art College and a number of high schools. In order to make this process more efficient and streamlined, EU has signed contracts with schools and colleges. The University regularly hosts students from Yerevan and the provinces for whom tours, lectures and seminars are organized. The above events are constantly presented to the public through EU official website and social media accounts. The commitment of students to civil education and the transfer of their universal values derives from both the core goals of the University's activities, strategic plans for Faculties and Chairs, the logic of the national qualifications framework, as well as the characteristics of the age groups of students and the overall pedagogical activity. The European University has made great strides in this direction in recent years, in particular through the active work of

87 the Student Council, discussions organized by faculties and chairs, roundtables, meetings with well-known experts in various fields. During 2019, on the initiative of the Student Council and with the support of the University leadership, a number of events have been organized and implemented, in particular, EU Student Council has been active in organizing and participating in cultural, social, patriotic, sporting, educational, tutorial and other events. On 20-26 of August, the Student Council of the European University participated in the “2019 Victory” National Patriotic Pan-Armenian Youth Forum held in Shoushi, where EU Student Council representatives Karen Aghamalyan and Hayk Yeroyan were on the leadership staff. On 21 of September, EU Student Council Artsakh and more than 200 young people arrived from all regions of Armenia welcomed the Independence Day celebrations at the Yerablur Pantheon of Glory, paying tribute to the tombs of real independence-makers.:

Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 8.

Strengths Weaknesses 1. Existence of public relations department 1. Incomplete evaluation of the with the necessary human and logistical effectiveness of feedback mechanisms. resources. 2. A small number of followers on EU 2. Ensuring access to information through Youtube page. EU official website in Armenian and English. 3. Lack of development and presentation of 3. Use of modern tools including social procedures. networks to ensure access to information 4. Some of the rules, procedures and 4. Ensure access to procedures, rules and regulations on the Site are still available in regulations relating to internal and external Armenian only. stakeholders through EU website. Opportunities Threats 1. Extension of cooperation with 1. The diversity of means of access to employers. information and the frequent change of 2. Extension of foreign cooperation. stakeholders' preferences. 3. Membership in EURASHE.

Planned ways to overcome weaknesses and threats: 1. Ensuring access to information not only through Facebook but also through other social networks, 2. Use of EU website and social networks to increase the awareness of EU Youtube Page, 3. Organization of “Development and presentation of reports procedure”, 4. Development and introduction of new feedback tools, 5. Making EU Documents, Rules, Regulations and Procedures bilingual: Armenian and English.

IX. EXTERNAL RELATIONS AND INTERNATIONALIZATION

CRITERION: Through external relations, PEI promotes the exchange and development of experience, contributing to the internationalization of the institution.

An important component of the university's mission under EU Strategic Development Plan /2018-2022/ is to "establish strong partnerships with local and international vocational educational institutions for the purposes of EU internationalization, experience acquisition, exchange, joint work, including research and mobility" (see Appendix 1.4), for the implementation of which "Expansion of External Relations and Internationalization" has been introduced, and for it’s implementation the following sub-objectives have been set. (a) Enhancement of external relations and international programs, (b) Enhancement of teaching staff and student mobility.

CRITERION a. Policy and procedures are developed in PEI to encourage the establishment of external relations in order to create an environment conducive to exchange, development and internationalization of experience. Appendix 1.4 EU Strategic Development Plan /2018-2022/ Appendix 2.11 EU External Relations and Internationalization Bases Development Strategy /2019-2022/ Appendix 3.17 Regulation of Academic Mobility in the European University

EU has a clear External Relations and Internationalization Development Policy, which is set out in EU /2019-2022/ External Relations and Internationalization Development Strategy (see Appendix 2.11) and derives from EU /2018-2022/ Strategic Development Plan. For Integration into European Professional Education Environment, in 2018 the European University became a member of European Association of Higher Education Institutions (EURASHE) and in 2019 participated in the 29th EURASHE Conference. Within the framework of the conference, the Vice-Rector of EU External Relations and Internationalization discussed the possibilities of implementing joint programs and the internationalization of EU educational programs with the President of EURASHE, the Vice- President, the Head of the Education Department of the European Union Considering internationalization as an ongoing process, it establishes partnerships with both Armenian and foreign professional educational institutions. These ties have been enshrined in agreements, cooperation agreements, and memorandums of understanding. Thus, cooperation agreements have been signed with Armenian universities with the Police Academy of Armenia, Armenian State University of Economics, Komitas State Conservatory of Yerevan, Payame Noor University of Foreign Islamic Republic of Iran, Turiba University of Latvia, Fachhochschule Kufstein Tirol University of Austria, Polytechnic University of Moscow, Tver State University, " Civitas "College in Poland. Memorandus of Understanding were signed with the Innovative Education, Education and Research Foundations, with the Water Committee of the Ministry of Territorial Administration and Infrastructure of Republic of Armenia. The University has a Regulation on Academic Mobility at the European University (see Appendix 3.17), which sets out the procedures for participation in mobility programs. Currently, EU is implementing a mobility program, under which one of the Bachelor and Master's students in Management specialization will study for the second semester of 2019- 2020 academic year in Fachhochschule Kufstein Tirol University of Austria. The university also encourages the formation of external links at the individual level, membership of the teaching staff on international research, professional platforms (ResearchGate, GoogleScholar, etc.). In addition, open classes, master classes with invited specialists are organized.

Having foreign students, collaborating with foreign universities and expanding the scope, most of EU regulatory documents, curricula, information packages have become bilingual: in Armenian and in English and are posted on EU official website, the rest is in progress. In accordance with EU Accountability Policy, EU 2018-2022 Strategic Development Plan (see Appendix 1.4) and EU 2019-2022 External Relations and Internationalization Development Strategy Schedule (see Appendix 2.11), the Vice-rector of External Relations and International Affairs submit an annual report to EU Scientific Council, which is also included in the annual report of EU Rector. Operations, admissions, representation, as well as EURASHE membership fees are financed by the University.

CRITERION b. The infrastructure of provision of external relations and internationalization of PEI guarantees a regulated process Appendix 9.1 Regulation of External Relations and Internationalization Bases Functions

Until 2018 EU's External Relations and Internationalization issues were regulated by the Vice-Rector of External Relations. As of 1st January of 2018, two new subdivisions have been set up under EU's 2018-2022 Strategic Development Plan: the External Relations and Foreign Students Division. In 2019, these sections were renamed the Department of International Cooperation and the Department of Foreign Students. The work of the International Cooperation Department is governed by the "Regulation on External Relations and Internationalization Functions" (see Appendix 9.1), which provides that the functions of EU International Cooperation Department are to regulate international cooperation processes, to organize and regulate the mobility of students, teaching staff and administrative staff, support for EU lecturers’ publications in foreign journals, organization of invitations for famous foreign scientific specialists, preparation of application packages for international programs, support for students and staff participating in individual mobility programs.

The functions of the Department of Foreign Students are the recruitment of foreign student- applicants, access to information and feedback, marketing analysis of the foreign education market, the organization of international summer schools. The activities of the Vice-Rector of External Relations, International Cooperation, and the Department of Foreign Students are constantly covered and presented in EU News section.

CRITERION c. PEI collaborates effectively with local and international institutions and structures Bases Appendix 9.2 International Cooperation Agreements

EU has concluded international cooperation agreements with a number of foreign HEIs (Appendix 9.2). The University is currently implementing an international credit mobility program (see Criterion 9) under the international cooperation agreement with Fachhochschule Kufstein Tirol University of Austria and another application has already been submitted. 18 students took part in the English exams organized for the Mobility Program. EU as coordinator and partner university has applied for the Erasmus + Action 2020 Competition with the following applications: 1. "Artificial Intelligence in Medicine": Coordinator: EU, Universities of Interregional Countries - Armenia, Uzbekistan and Kyrgyzstan, Program Countries - Italy, Lithuania and Germany. 2. "Armenian HEI Network for Research Integrity / ARInet" : Coordinator: National Academy of Sciences, Partner national HEIs: EU, state, interstate and some private HEIs and 3 European HEIs. 3. “New Master Program for Creative Industry Management Studies/CrIMS”: Coordinator: Yerevan State Conservatory, partner national HEIs: EU, 3 State, Interstate and European universities. 4. “Teaching Methods and Curricula for Green and Sustainable Production”: Coordinator: Eurasia International University, partner national HEIs: 4 State, Interstate and European HEIs from Italy, Portugal, Greece and Poland.

5. “Developing knowledge based on cyber security & quantum computing in Armenia and Georgia”: Coordinator: Transilvania University of Brasov of Romania Universities of Armenia (EU, Yerevan State, Armenian-Russian Slavonic, National Polytechnic Universities of Armenia) and Georgian Universities, Program countries: Romania, France and Austria. 6. “Inclusion of Creative Artists and Musicians in Tourism and Entrepreneurship Learning (ICAMTEL): Coordinator: Liepa University of Latvia, Universities of Interregional Countries - Armenia and Russia, Program Countries: Latvia, Malta and Cyprus. 7. Erasmus + Action 1: an application for an “International Credit Mobility” program in collaboration with Civitas College of Poland. 8. Erasmus + Action 1: an application for an “International Credit Mobility” program in collaboration with the university of Latvia. 9. Jean Monnet Operation: "Inter-disciplinary Course Development" between the Departments of Management, Law, Economics and Finance. 10. Jean Monnet Operation: Two more "Course design" applications. It should also be noted that EU offers the following PEPs for foreign students-applicants: Bachelor and Master for “Management”, “IT (Information Technology)” specialties, only Bachelor for “Arts”,” Service”, “Psychology”, “Architecture and Construction” specialties.

CRITERION d. PEI provides the necessary level of foreign language knowledge of internal stakeholders to increase the effectiveness of internationalization. Appendix 1.4 EU Strategic Development Plan /2018-2022/ Appendix 2.6. Regulation of selection and evaluation of EU teaching staff Appendix 3.3 101801.00 - "Service" 101801.01.6 and 101801.01.7 PEP of Bachelor and Master degree Bases Appendix 3.4 041301.00- “Management (according to the field)” Specialty’s 041301.01.6 and 041301.01.7 PEP of Bachelor and Master degree Appendix 3.5 041201.00-“Law” Specialty’s 041201.01.6 and 041201.01.7 PEP of Bachelor and Master degree Number and percentage of lecturers fluent in foreign languages, administrative staff for the last 3 years. Staff 2017 2018 2019

N % N % N % Teaching staff 105 88 104 83 138 93 Administrative staff 44 74 40 73 53 77 Number and percentage of students fluent in foreign languages, for the last 3 years. 2017 2018 2019 Students N % N % N % Bachelor: 104 88 1096 87 1280 90 Master's Degree: 119 96 106 95 148 96 Researcher: 50 100 46 100 54 100 Foreign Language Courses offered to Foreign Learners / PEPs and Number of Foreign Students by Years Course or PEP name 2015 2016 2017 2018 2019 1. Management PEP /bachelor 32 61 91 92 95 Information Technology PEP 2. 28 59 65 43 46 /bachelor/ 3. Service PEP /bachelor/ - - - - 1 4. psychology PEP /bachelor/ - - - 12 12 International Releshions PEP 5. - - 3 2 - /bachelor/ 6. Management PEP /Master’s degree/ 8 8 10 8 8 Information Technology PEP /Master’s 7. 13 - 6 7 7 degree/

Number of students enrolled in foreign language courses / PEPs by countries Countries 2015 2016 2017 2018 2019 1. Islamic Republic of Iran 58 60 72 58 64 2. Syria 21 57 96 88 89 3. Lebanon 1 4 9 14 14 4. Kuwait - - 2 1 1 5. Iraq 1 1 2 1 1 6. Canada - - - 1 1 7. Egypt - - 1 1 1 8. Georgia - - 1 2 4 9. Uzbekistan - - 1 1 1 10. Austria - - 1 - - 11. Turkey - 1 1 1 1 12. Cyprus - - 1 1 1 13. Great Britain - - 1 1 1 14. Israel - - 1 1 1 15. Jordan 3 3 3 16. Yemen - - - 1 1 17. RF 1 1 - - 1

18. Indua - - - 2 2

Advanced English language instruction is provided in EU in the first and second year of a bachelor's degree, which ends with language proficiency testing (see Appendices 3.3, 3.4, 3.5). In the third year of the Bachelor's, Master's and PhD programs, professional English is taught according to the educational level. The university currently has an English language teaching staff and one of the criteria for the selection of teaching staff is foreign language skills (see Appendix 2.6). Members of the PEP’s teaching staff teaching in English receive a 10% bonus. English language courses are regularly conducted in the University for administrative and teaching staffs. EU makes available to its students foreign-language (mostly English) literature in the library, online library, and English-language literature available in the Research Laboratory of the Chair of Management. For foreign students, studying in EU, methodological, informational documents, forms are prepared and applied in English.

Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 9.

STRENGTHS WEAKNESSES 1. Existence of External Relations and 1. Imperfection of external relations and Internationalization Development Strategy internationalization procedures and Action Plan 2. Lack of foreign language advertising 2. Existence of the Vice-rector of Foreign materials Relations, International Cooperation, 3. Lack of international mobility programs Departments of Foreign Students, provided 4. Lack of mobility programs for the with the necessary human and material teaching and administrative staffs resources 5. Lack of foreign lecturers 3. More than 50% of teaching staff teaches in a foreign language 4. Knowledge of a foreign language as a criterion is included in the teaching staff's selection, attestation, and mobility regulations.

5. 9 % of the students are foreigners. 6. Existence of regulations, procedures, educational and informational packages in English 7. Existence of English version of the website OPPORTUNITIES THREATS 1. Implementation of international grant 1. Changes in the geopolitical situation projects 2. Lack of financial resources 2. Increasing the number of international mobility programs 3. Expansion of cooperation with international organizations

Planned ways to overcome weaknesses and threats: 1. Increase the number of international mobility programs, 2. Extension of international cooperation, 3. Looking for more promising foreign markets for educational programs and student engagement.

X. INTERNAL QUALITY ASSURANCE SYSTEM

CRITERION: PEI has an internal quality assurance system that contributes to the continuous improvement of all processes of institution and formation of a quality culture. CRITERION a․ PEI has a quality assurance policy and procedures. Bases Appendix 1.4. EU 2018-2022 Strategic Development Plan Appendix 10.1. EU Quality Assurance Department Regulation Appendix 10.2. EU Quality Assurance Policy Appendix 10.3. EU Education Quality Assurance Conception Appendix 2.10. EU 2019-2022 Education Internal Quality Assurance Strategy Appendix 10.4. EU Quality Assurance Manual Appendix 3.6. EU Academic Credits Accumulation and Transfer System Application Order Appendix 3.12. Midterm Tests Procedure in EU Appendix 3.11. Final Tests Procedure in EU Appendix 3.10. EU Student Internships Organization and Conduct Order

Appendix 3.13. Order on Individual Work Preparation, Defense, Evaluation and Appeal in EU Appendix 3.14. Order on Course Work Preparation, Defense, Evaluation and Appeal in EU Appendix 3.16. Order on EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal Appendix 3.17. Order on EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal Appendix 2.6. Regulation on Selection and Evaluation of EU Teaching Staff Appendix 2.16. Survey Procedure Appendix 2.17. EU Feedback Policy Appendix 1.6. Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes Appendix 1.7. Student Needs Identification Policy Appendix 1.8. Procedure on Implementing EU Stakeholder Accountability Policy

In 2014, Quality Assurance Center was established at European University. In 2019, it was renamed the Department of Quality Assurance and Communications, as a result of which the functions of communication, feedback, access to information and accountability were connected with the internal quality assurance functions of education. Internal Quality Assurance of Education is enshrined in EU 2018-2022 Strategic Development Plan as a priority goal (see Appendix 1.4). Internal Quality Assurance System of Education in EU operates in accordance with “EU Quality Assurance Department Regulation” (see Appendix 10.1), “EU Quality Assurance Policy” (see Appendix 10.2), “EU Education Quality Assurance Conception” (see Appendix 10.3), “EU Quality Assurance Manual” (see Appendix 10.4), “EU 2019-2022 Education Internal Quality Assurance Strategy(see Appendix 2.10),"Survey Procedure "(see appendix 2.16)," EU Feedback Policy "(see Appendix 2.17)," Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes”(see Appendix 1.6),“ Student Needs Identification Policy”(see Appendix 1.7),“ EU Stakeholder Accountability Policy Implementation ”(see Appendix 1.8). Quality Assurance and Communications Department regularly submits reports to EU Rector and / or Rectorate on implemented surveys, discussions, and identified issues, and

97 new developed rules, regulations, procedures, policies, concepts, as well as, a report on the results of the department work of a year are submitted to Scientific Council for review and approval. According to EU 2018-2022 Strategic Development Plan “Continuous Improvement of Quality Assurance System” Action Plan of priority goal (see Appendix 1.4) and “EU Education Internal Quality Assurance 2019-2022 Development Strategy” (see Appendix 8.4), as well as in order to develop and form quality culture in EU, “EU Quality Assurance Policy” (see Appendix 10.2), “EU Education Quality Assurance Conception” were developed and implemented (see Appendix 10.3). EU Quality Assurance Policy includes the goals and objectives of Quality Assurance Policy, the main areas of quality assurance in EU, the organizational structure of EU quality assurance system, the role and functions of that responsible, etc. EU Education Quality Assurance Conception defines EU quality assurance system, features, structures, principles, goals and objectives. According to EU Education Quality Assurance Conception, all processes in EU are carried out according to PIEI (Planning- Implementation-Evaluation-Improvement) principle. EU Quality Assurance Manual (see Annex 10.4) has been published for the purpose of providing access and methodological information to internal and external stakeholders on EU quality assurance system, concept, policy, procedures; feedback mechanisms. It is a teaching and learning manual designed for EU administrative, academic support and teaching staff, researchers and other stakeholders. In the process of developing EU Quality Assurance Manual, provisions from the Internal Quality Assurance Manual for Higher Education Institutions, published by EURASHE, were used. A number of procedures have been developed, adopted and applied in EU to ensure the quality of EU education. For the purpose of assessing and improving the quality of teaching staff, “EU Teaching Staff Selection and Evaluation Regulation” has been developed and approved (see Appendix 2.6), with already used tools for the 1st semester of 2019-2020 and the attestation process will take place after summing up the Academic year.

EU student quality assessment is carried out in accordance with "EU Accreditation and Transfer System Application Order" (see Appendix 3.6), " Midterm Tests Procedure in EU " (see Appendix 3.12), " Final Tests Procedure in EU " ( See Appendix 3.11), " EU Student Internships Organization and Conduct Order” (see Appendix 3.10), " Order on Individual Work Preparation, Defense, Evaluation and Appeal in EU " (see Appendix 3.13), " Order on Course Work Preparation, Defense, Evaluation and Appeal in EU ”(see Appendix 3.14), “Order on EU Bachelor Graduates Final Attestation, Graduation Work Preparation, Defense, Evaluation and Appeal”(see Appendix 3.16), Order on EU Master Graduates Final Attestation, Master Thesis Preparation, Defense, Evaluation and Appeal(see Appendix 3.17). Evaluation criteria have been developed to evaluate individual, course and graduation works and master theses, which allow learners to evaluate their work as effectively as possible. One of EU Quality Assessment and Improvement Procedures is “Survey Procedure” (see Appendix 2.16), which sets out the various surveys regularly conducted to assess, identify and improve issues. Ensuring access to information on EU activities for internal and external stakeholders and their participation in HEI activities is carried out in accordance with "EU Feedback Policy" (see Appendix 2.17), "Internal and External Stakeholder Involvement in EU Quality Assurance Processes" (see Appendix 1.6), "Student Needs Identification Policy" (see Appendix 1.7), “Procedure on Implementing EU Stakeholder Accountability Policy " (see Appendix 1.8), etc. In order to bring the best experience for continuous quality improvement, to bring new requirements to EU, EU Education Quality Assurance responsible persons are regularly involved in ENQA discussions, workshops, as well as attending ENQA courses to receive relevant certifications.

CRITERION b. Human, material and financial resources are provided to PEI for managing internal quality assurance processes Bases Appendix 10.5 EU Rector Order to Form a Quality Assurance Expert Group Appendix 10.4 EU Quality Assurance Manual Appendix 10.2 EU Quality Assurance Policy Appendix 10.1 EU Quality Assurance Department Regulation

Internal quality assurance process is managed by EU Quality Assurance and Communications Department. The latter operates as a subdivision in a single office, provided with the necessary furniture, computer, material-technical and other necessary resources. The material- technical support is provided according to the requirement. Normal operation of subdivision was provided by 2 employees, but when communications were also added to Quality Assurance, another employee was added to the staff. Head of the Department is a PhD of Economics, according to a certificate provided by ENQA, and one of the employees with excellent knowledge of English is a Master Degree student of “Linguistics” specialty at EU. Head of Quality Assurance and Communications Department is directly responsible to the Rector of EU for the implementation of quality assurance processes. Other EU subdivisions and responsible persons are also involved in quality assurance process, as presented in Figure 10.2.1 and set out in “EU Quality Assurance Policy” (see Annex 10.2) and “EU Quality Assurance Manual”(see Appendix 10.4). Figure 10.2.1 Hierarchical structure of EU Quality Assurance implementation

EU SCIENTIFIC COUNCIL

RECTOR

VICE- RECTOR FOR QUALITY ASSURANCE ACADEMIC AFFAIRS DEPARTMENT

QUALITY QUALITY

EXTERNAL CHAIRS ASSURANCE ASSURANCE EXPERT FACULTIES WORKING GROUP EVALUATORS GROUP

STUDENTS TEACHING

STAFF

100

For the purpose of EU Quality Assurance, Quality Assurance and Communications Department performs the following functions (see Appendix 10.1): • Organization and implementation of EU self-assessment process, preparation of the self-assessment report; • Development, organization and implementation of educational quality assurance and monitoring procedures and processes; • Organization of periodic reviews of educational programs; • Organization of EU activities, evaluating its effectiveness and analyzing results in different directions; • Development of relevant decision-making plans and methodological guidelines for quality assurance of education in EU; • Analysis of the efficiency of the quality assurance system in EU, analysis of the best models of quality assurance in Armenian and European higher education institutions and evaluation of investment opportunities; • Training of internal staff from the teaching staff in the field of education quality assurance; • Formation of working groups of participants in the process of education quality assurance and coordination of their work; • Providing counseling on quality assurance to structural subdivisions; • Providing information to the internal and external stakeholders on the results and achievements of EU activities in the field of education quality assurance; • Exchange of experience with other Armenian and European universities in the field of quality assurance; • Support for university-employer cooperation. Where necessary (for process planning, implementation, evaluation, improvement, training, monitoring and other purposes) by the initiation of Quality Assurance and Communications Department and EU Rector's agreement and order a Quality Assurance Expert Group (groups) is formed and provided with the necessary equipment and material means to carry out the functions entrusted to them. Expert groups may include

101 representatives from EU administrative and teaching staff, students and other internal stakeholders. Formed expert groups are coordinated by Quality Assurance and Communications Department. In spring, 2019, an expert group (see Appendix 10.5) has been formed, which participated in trainings provided by ENQA to implement educational reforms by developing a set of rules, regulations and procedures for EU 2017 Institutional Accreditation improvement and ensure the implementation of Action Plan of EU 2018-2022 Strategic Development Plan. In order to organize the accreditation process, Quality Assurance working group is formed in EU, whose members participate in the institutional accreditation process, collect, combine and analyze existing information, develop an initial version of improvement plan. The roles and functions of other stakeholders and responsible persons in EU quality assurance structure are presented in “EU Quality Assurance Policy” (see Appendix 10.2) and “EU Quality Assurance Manual” (see Annex 10.4). As mentioned, other stakeholders involved in quality assurance processes of department and EU are constantly involved in trainings, workshops, discussions, seminars organized by ENQA for which all financial costs (rent, transport, accommodation, etc.) have been implemented by the University.

CRITERION c. Internal and external stakeholders are involved in quality assurance processes

Bases Appendix 1.6 Internal and External Stakeholder in Policy in EU Quality Assurance Processes Appendix 2.16 Survey Procedure Appendix 2.17 EU Feedback Policy Appendix 10.2 EU Quality Assurance Policy Appendix 10.3 EU Education Quality Assurance Conception Appendix 2.10. EU 2019-2022 Education Internal Quality Assurance Strategy

One of the key functions of quality assurance is to ensure the involvement of internal and external stakeholders in the quality assurance process, which is implemented in accordance with the “Internal and External Stakeholders Involvement in EU Quality Assurance Policy” (see Appendix 1.6), which sets out the key principles, directions, goals and

102 objectives of engagement forms, as well as a number of procedures, formal and informal structures. Formal structures are EU internal regulations and procedures by “EU Quality Assurance Policy” (see Appendix 10.2), “EU Education Quality Assurance Conception” (see Appendix 10.3), and “Survey Procedure” (see Appendix 2.16) defined mechanisms, “EU Feedback Policy” (see Appendix 2.17), etc. Informal structures include internal and external stakeholder opinions, identified issues, EU comment box, where EU internal stakeholders can submit their opinions, needs and comments to EU Rector, while remaining anonymous, the same is possible with EU official website “Feedback” tool. EU Quality Assurance and Communications Department constantly monitors the opinions and needs expressed by EU practitioners on Confession pages on various social networks, and sometimes also uses them to ensure maximum access to information for EU stakeholders. To ensure the involvement of EU graduates, EU Career Center has initiated the formation of EU Graduates' Union, which will help to maintain a contact between EU graduates and university, ensure their involvement in the university activities and quality assurance processes and interest of the university. EU often organizes workshops with employers and EU learners during which employers present job requirements to university graduates, discuss educational programs, match graduates' knowledge, skills, and abilities to the requirements of labor market. Employer involvement is also a mechanism for their involvement in EU Final Attestation Committees. The involvement of teaching staff and learners is realized through surveys aimed at revealing their opinions. In addition, changes and projects in EU are being discussed at chair sessions, involving representatives of teaching staff who are thus able to express opinions and make comments. Representatives of EU teaching staff are also members of EU Scientific Council, and student engagement is ensured through discussions at Faculty Council meetings, 25% of which are students in the Rectorate, where the President of EU Student Council is an ex officio member of Scientific Council, where 25 % are also students.

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The representatives of teaching staff play a key role in quality assurance process as they develop syllabuses of EU training courses and participate in the development of educational programs. Head of Quality Assurance and Communications Department is a member of EU Scientific Council and Rectorate, and regularly participates in Chair and Faculty Council sessions, conducts individual and group (focus group) surveys with EU administrative and teaching staff, raised studies and issues are presented to EU Rector or Rectorate for discussion. Experts and working groups set up for quality assurance include representatives and learners of EU administrative and teaching staff, which ensures the involvement of internal stakeholders in quality assurance processes. EU is continuously working to increase the involvement and interest of internal and external stakeholders in the university.

CRITERION d. The internal quality assurance system is regularly reviewed Bases Appendix 10.1. EU Quality Assurance Department Regulation Appendix 10.6. Position Passport of Quality Department Head Appendix 10.7. Position Passport of Quality Department Employee Appendix 2.10. EU 2019-2022 Education Internal Quality Assurance Strategy

The revision of quality management system is carried out in accordance with the PIEI quality management principle set out in EU education quality assurance guide. Quality assurance system review in EU carried out in 2017 inadequate evaluation of institutional accreditation expert report and conclusion as a result of the internal quality assurance criterion and the remarks made in the report. Quality Assurance Expert Group has been formed, Quality Assurance responsible person has been changed, and the department has been transformed to Quality Assurance and Communications Department. First of all, EU strategy and its mission, vision and priority goals (see Appendix 1.4) were reviewed, based on which EU subdivisions, including Quality Assurance Department, reviewed department functions, goals and objectives, requirements and responsibilities (see Appendix 10.1), requirements of the Head of Department and employees, their functions and

104 responsibilities are enshrined in Quality Department Head and Employee position passports (see Appendices 10.6 and 10.7). In line with EU 2018-2022 Strategic Development Plan, mission and vision set out therein, the “Continuing Improvement of Quality Assurance System” has been developed and approved for the implementation of EU Education Quality Assurance 2019-2022. Strategic Development Plan ”(see Appendix 2.10), which sets out the actions, projects and results that are regularly discussed in EU Rectorate, and that annual reports are submitted to EU Scientific Council in December of each year. After deadline of EU 2018-2022 Strategic Development Plan, quality assurance processes will also be reviewed as a result of the approval of new strategic plan. In order to evaluate and improve Quality Assurance and Communications Department activity, EU staff and student department satisfaction surveys are being conducted. According to the surveys conducted in December, 2019, 29% of teaching staff and 41% of the students had not a contact with EU Quality Assurance and Communications Department, while 90% of teaching staff and 96% of students were satisfied with its activities. Benchmarking of EU quality assurance system policy and procedures has been implemented in almost all HEIs in Armenia. EU is a member of EURASHE, which aims to support the integration of higher education institutions into European education space, which will allow them to keep in touch with European higher education institutions, exchange and localize best experience in EU. Benchmarking will also be carried out with European HEIs as a member of EURASHE, based on EU agreements and co-operation agreements. EU Quality Assurance and Communications staff regularly participates in quality assurance discussions, seminars, workshops, during which Armenian HEIs submit their best experience or problems and their solutions, which may also be a reason for reviewing certain processes. In addition, discussions on quality assurance issues and tendencies are also regularly discussed in the framework of visits by EU foreign partners and external actions of EU representatives.

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Institutional accreditation is also a mechanism for reviewing and improving the quality assurance system and, in general, the activity of the university. Mechanisms and procedures are regularly developed and implemented for internal and external stakeholders to engage in quality assurance processes, provide feedback, accountability, transparency and access to information.

CRITERION e. Internal quality assurance system provides satisfactory bases for external quality assurance processes Bases Appendix 2.16 Survey Procedure

European University for the first time went through the process of institutional accreditation in 2017 for which a self-assessment working group was set up at the university. Based on the submitted self-analysis, visit and report of the expert group, EU received a 2- year conditional accreditation. On the basis of the observations contained in the expert report, EU has presented an improvement plan for implementation in 2019, a report was submitted in July, the next report will be presented in February, 2020. Before the institutional accreditation in 2019, a quality assurance expert group was set up in EU, which based on the previous report, EU strategy, monitored and improved EU rules, regulations, procedures and a number of processes, and the working group was formed to carry out self-accreditation of institutional capacity, which is coordinated by EU Rector. For the purpose of internal quality assessment and continuous improvement, EU Quality Assurance and Communications Department periodically conducts internal quality assessment on the work of courses and lecturers, university infrastructures, subdivisions (see Appendix 2.16) and other issues whose results and analysis can also serve as a basis for external experts to evaluate university activity. EU annual reports, analyzes, monitoring and research results may also be the basis for external evaluators.

CRITERION f․ Internal quality assurance system ensures the transparency of PEI activities by providing quality information on PEI processes to internal and external stakeholders. Appendix 10.2. EU Quality Assurance Policy Appendix 10.1. EU Quality Assurance Department Regulation

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Appendix 10.3. EU Education Quality Assurance Conception Bases Appendix 10.4. EU Quality Assurance Manual Appendix 2.17. EU Feedback Policy Appendix 1.6. Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes Appendix 1.8. EU Stakeholder Accountability Policy Implementation Procedure

According to EU Quality Assurance Policy (see Appendix 10.2) , EU key principles of quality assurance are accountability and publicity, transparency, objectivity, as well as the involvement of internal and external stakeholders. Quality assurance task include providing reliable EU information and ensuring accountability to external and internal stakeholders. According to EU Quality Assurance Department Regulation (see Appendix 10.1), one of EU quality assurance functions is to provide internal and external stakeholders with the results and achievements of EU quality assurance activity in education, which ,at the same time, is one of the implementation directions of "EU Education Quality Assurance Conception" (see Appendix 10.3). The principles of accessibility, publicity and accountability of information on EU activity are set out in “EU Quality Assurance Manual” (see Appendix 10.4). To ensure access to information, EU Quality Assurance and Communications Department implements both the formal forms set out in “EU Feedback Policy” (see Appendix 2.17): discussions, workshops, seminars, EU official website, and modern tools, including social networking websites, television and radio advertising, press, information leaflets, booklets, applicant and student guides, and other mechanisms that allow information to be provided, implement discussions, get feedback and identify problems. The provision of internal and external stakeholder involvement and accountability in EU is implemented in accordance with "Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes" (see Appendix 1.6) and "EU Stakeholder Accountability Policy Implementation Procedure"(see Appendix 1.8). Publications covering EU events, activity and projects are regularly posted on EU official website and disseminated through a Facebook account where feedback mechanisms are available and stakeholders can submit relevant opinions and comments.

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Strengths and weaknesses, external opportunities and threats of EU in the domain described in criterion 10. STRENGTHS WEAKNESSES 1. Internal quality assurance is enshrined in 1. Benchmarking only in the framework of EU strategy as a priority goal quality assurance in Armenia 2. Existence of a quality assurance agency 2. Some internal stakeholders are not fully with the necessary human and material- aware of the importance of quality technical resources 3. Incomplete evaluation of the 3. Quality assurance system based on effectiveness of the mechanisms ensuring the quality policy, concept, manual, education transparency of EU activity quality assurance strategy, other rules, regulations and procedures 4. Clear feedback mechanisms 5. Existence of internal and external stakeholder involvement policy OPPORTUNITIES THREATS 1. Expansion of cooperation with European 1. Low level of external stakeholders interest partners 2. Low level of external stakeholders 2. Cooperation with ENQA involvement 3. Participation in international grant 3. Legislative changes in the sphere of RA programs in the field of quality assurance education 4. Quality assurance implementation with European HEIs

Planned ways to overcome weaknesses and threats: 1. Benchmarking of quality assurance processes policy and procedures with foreign PEIs; 2. Development and introduction of tools for assessing the effectiveness of the mechanisms ensuring the transparency, publicity and accountability of EU activity; 3. Development and introduction of mechanisms to raise the interest and ensure involvement of external stakeholders; 4. Participation in international grant programs in the field of quality assurance.

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APPENDICES

Appendix 1.1 EREA Foundation Charter 29.10.2009 Appendix 1.2 EREA Foundation Charter Change 01.04.2014 Appendix 1.3 EREA Foundation Charter Change 16.12.2017 Appendix 1.4 EU 2018-2022 Strategic Development Plan Appendix 1.5 Order to Establish a Working Group on the Development of EU Strategic Plan Appendix 1.6 Internal and External Stakeholder Involvement Policy in EU Quality Assurance Processes Appendix 1.7 Student Needs Identification Procedure Appendix 1.8 Stakeholder Accountability Policy Implementation Procedure Appendix 1.9 EU Scientific Council Regulation Appendix 1.10 EU Rectorate Working Order Appendix 1.11 EC Student Council Charter Appendix 1.12 EU Faculty Charter Appendix 1.13 EU Scientific Council Staff Appendix 1.14 EU Rectorate Staff Appendix 1.15 EU Rector 2019 Report Appendix 2.1 EU Structure Appendix 2.2 Election Procedure of EREA Chair Head Appendix 2.3 Election Procedure of EREA Faculty Dean Appendix 2.4 EU Faculty Dean Position Passport Appendix 2.5 EU Chair Head Position Passport Appendix 2.6 EU Teaching Staff Selection and Evaluation Regulation Appendix 2.7 EU Internal Disciplinary Rules Appendix 2.8 EU Ethics Regulation Appendix 2.9 Financial Management and Monitoring Procedure Appendix 2.10 EU 2019-2022 Strategic Plans for Development of Internal Quality Assurance of Education Appendix 2.11 EU 2019-2022 External Relations and Internationalization Development Strategy Appendix 2.12 EU 2019-2022 Career Center Development Strategic Plan Appendix 2.13 EU 2018-2022 Library Development Strategic Plan Appendix 2.14 EU 2019-2022 Faculty Development Strategic Plans Appendix 2.15 An Example of a Work Program of EU Subdivisions Appendix 2.16 Survey Procedure

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Appendix 2.17 EU Feedback Policy Appendix 3.1 “Monitoring and Review Procedure for Specialty Education Program” Appendix 3.2 Regulation for Developing and Approving the Course Syllabus Appendix 3.3 101801.00 “Service” Specialty 101801.01.6 and 101801.01.7 - “Service” Bachelor and Master Educational Programs Appendix 3.4 041301.00. “Management (by sector)” Specialty 041301.01.6 and 041301.01.7 – “Management (by sector)” Bachelor and Master Educational Programs Appendix 3.5 041201.00-“Law” Specialty 041201.01.6 and 041201.01.7 “Law” Bachelor and Master Educational Programs Appendix 3.6 Order of Applying the System of Accumulation and Transfer of Academic Credits of European University Appendix 3.7 Regulation of European University Academic Honesty Appendix 3.8 Procedure for Ensuring the Protection of Students Academic Interests Appendix 3.9 Procedure for Supporting Academic Honesty Appendix 3.10 Order of European University Student Internship Organization and Conduct Appendix 3.11 Final Tests Procedure in EU Appendix 3.12 Midterm Tests Procedure in EU Appendix 3.13 Order of Preparation, Defense, Evaluation and Appeal of Individual Work in EU Appendix 3.14 Order of Preparation, Defense, Evaluation and Appeal of Course Paper in EU Appendix 3.15 Order of Preparation, Defense, Evaluation and Appeal of EU Bachelor Graduates Final Attestation of Graduation Works Appendix 3.16 Order of Preparation, Defense, Evaluation and Appeal of EU Master Graduates Final Attestation of Master Thesis Appendix 3.17 Regulation of Academic Mobility in European University Appendix 4.1 Regulation on “Admission to EU Bachelor of Full-Time Learning 2019- 2020 Academic year” Appendix 4.2 Regulation on “Admission to EU Bachelor of Part-Time Learning 2019- 2020 Academic year” Appendix 4.3 Regulation on “Admission to EU Master of Full-Time Learning 2019- 2020 Academic year” Appendix 4.4 Regulation on “Admission to EU Master of Part-Time Learning 2019- 2020 Academic year” Appendix 4.5 Order on "EU Postgraduate Admission and Learning” Appendix 4.6 Order on “EU Research Forming and Learning ” Appendix 4.7 Order on “EU Doctoral Forming and Learning ” Appendix 4.8 EU Student Guide

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Appendix 4.9 EU Applicant Guide Appendix 4.10 EU Advertising Materials: Booklets, Information Materials Appendix 4.11 Regulation on “ EU Student Allowance” Appendix 4.12 Order on “ Return to Study, Transfer and Dismissal of Students in EU” Appendix 4.13 Example of a Consultation Schedule Appendix 4.14 “EREA Document Circulation” Regulation Appendix 4.15 Student Satisfaction Assessment from EU Infrastructures and Subdivisions (in percentages) Appendix 4.16 “ European University Career Center” Regulation Appendix 4.17 Regulation of "Preparation and Submission of Articles for Publication in European University Collection of Articles" Appendix 4.18 List of Published Works by Authorship or Co-Authorship of EU Learners. Appendix 5.1 Full-time and part-time teaching staff according to Chairs and qualifications. Degrees, titles, work experience, basic courses of the university teaching staff. Appendix 5.2 EU Lecturer Position Passport Appendix 5.3 Procedure for Enhancing and Evaluating Teachers Professional Qualities Appendix 5.4 List of Main Teaching Staff Appendix 5.5 List of Part-Time Working Lecturers Appendix 5.6 List of EU Academic support and administrative staff Appendix 5.7 EU Faculty Dean Dean's Office Referent’s Position Passport Appendix 6.1 EU 2019-2022 Research Activity Development Conception Appendix 6.2 Publications of EU Lecturers Appendix 7.1 Regulation of Library Activity Appendix 7.2 EU 2018 Independent Auditor's Report on Financial Activitiy Appendix 7.3 “Archive Activity” Order Appendix 8.1 EU 2019-2022 Strategic Plan for Communication Development Appendix 9.1 EU External Relations and Internationalization Development Strategy Appendix 9.2 International Cooperation Agreements, treaties Appendix 10.1 EU Quality Assurance Department Regulation Appendix 10.2 EU Quality Assurance Policy Appendix 10.3 EU Education Quality Assurance Conception Appendix 10.4 EU Quality Assurance Manual Appendix 10.5 Order of EU Rector to Form a Quality Assurance Expert Group Appendix 10.6 Position Passport of Quality Department Head Appendix 10.7 Position Passport of Quality Department Employee

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