Form for Making of the Final Report by the Expert Panel in the Procedure

REPORT OF THE EXPERT PANEL ON THE RE-ACCREDITATION OF Faculty of Agrobiotechnical Sciences Osijek University of Josip Juraj Strossmayer in Osijek

Date of site visit: 26th – 28th November 2019

February, 2020

The project is co-financed by the European Union from the European Social Fund. The contents of this document are the sole responsibility of the Agency for Science and Higher Education.

CONTENTS

INTRODUCTION ...... 3

SHORT DESCRIPTION OF THE EVALUATED HIGHER EDUCATION INSTITUTION ...... 6

BRIEF ANALYSIS OF THE INSTITUTIONAL ADVANTAGES AND DISADVANTAGES ...... 12 DISADVANTAGES OF THE INSTITUTION ...... 12

LIST OF INSTITUTIONAL GOOD PRACTICES ...... 12

EXAMPLES OF GOOD PRACTICE ...... 12 I. Internal quality assurance and the social role of the higher education institution ...... 13

DETAILED ANALYSIS OF EACH STANDARD, RECOMMENDATIONS FOR IMPROVEMENT AND QUALITY GRADE FOR EACH STANDARD ...... 17 I. Internal quality assurance and the social role of the higher education institution ...... 17 II. Study programmes ...... 24 III. Teaching process and student support ...... 29 IV. Teaching and institutional capacities ...... 38 V. Scientific/artistic activity ...... 44

APPENDICES ...... 49

SUMMARY ...... 59

INTRODUCTION

The Agency for Science and Higher Education (the Agency) is an independent legal entity with public authority, registered in the court register, and a full member of the European Quality Assurance Register for Higher Education (EQAR) and European Association for Quality Assurance in Higher Education (ENQA).

All public and private higher education institutions are subject to re-accreditation, which is conducted in five-year cycles by the Agency, in accordance with the Act on Quality Assurance in Science and Higher Education (Official Gazette 45/09) and subordinate regulations, and by following Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and good international practice in quality assurance of higher education and science.

The Agency's Accreditation Council appointed an independent Expert Panel for the evaluation of Faculty of Agrobiotechnical Sciences in Osijek, University of Josip Juraj Strossmayer in Osijek.

Members of the Expert Panel:

 Prof. dr. sc. István Komlósi, Debrecen University, Faculty of Agricultural and Food Science and Environmental Management, Hungary, Panel Chair,  Prof. dr. sc. Dirk Reheul, University of Gent, Faculty of Bioscience Engineering, Kingdom of Belgium,  Prof. dr. sc. Biruta Bankina, Latvia University of Life Sciences and Technologies, Republic of Latvia,  Asst. Prof. dr. sc. Jernej Prišenk, University of Maribor Faculty of Agriculture and Life Sciences, Republic of Slovenia,  Assoc. prof. dr. sc. Marko Karoglan, Faculty of Agriculture University of Zagreb, Republic of Croatia,  Antonio Viduka, Faculty of Agriculture University of Zagreb, Republic of Croatia student.

During the site visit, the Expert Panel held meetings with the following stakeholders:

 Management,  Self-evaluation Report Committee,  Quality Assurance Committee,  Students,

 Heads of departments,  Full-time teaching staff,  Assistants,  Alumni,  Representatives of the business sector, potential employers,  Meeting with the heads of research projects,  Vice-deans.

The Expert Panel members had a tour of the work facilities, laboratories, library, IT classrooms, student administration office and classrooms, and attended sample lectures, where they held a brief Q&A session with students. Expert panel members also visited experimental stations and a dislocated location in Vinkovci.

In accordance with the site visit protocol, the Expert Panel examined the available additional documents and study programme descriptions (learning outcomes).

The Expert Panel drafted this Report on the re-accreditation of the Faculty of Agrobiotechnical Sciences in Osijek, University of Josip Juraj Strossmayer in Osijek, on the basis of the Faculty of Agrobiotechnical Sciences in Osijek, University of Josip Juraj Strossmayer in Osijek self-evaluation report, other relevant documents and site visit.

The Report contains the following elements:

 Short description of the evaluated higher education institution,  Brief analysis of the institutional advantages and disadvantages,  List of institutional good practices,  Analysis of each assessment area, recommendations for improvement and quality grade for each assessment area,  Detailed analysis of each standard, recommendations for improvement and quality grade for each standard,  Appendices (quality assessment summary by each assessment area and standard, and site visit protocol),  Summary.

In the analysis of the documentation, site visit to the Faculty of Agrobiotechnical Sciences in Osijek, University of Josip Juraj Strossmayer in Osijek and writing of the Report, the Expert Panel was supported by:

 Matan Čulo, coordinator, ASHE,  Davor Jurić, assistant coordinator, ASHE,  Jelena Pataki, interpreter at the site visit, ASHE.

On the basis of the re-accreditation procedure conducted, and with the prior opinion of the Accreditation Council, the Agency issues a following accreditation recommendation to the Minister for Higher Education and Science: 1. issuance of a confirmation on compliance with the requirements for performing the activities, or parts of the activities 2. denial of license for performing the activities, or parts of the activities 3. issuance of a letter of expectation with the deadline for resolving deficiencies of up to three years. A letter of expectation can include the suspension of student enrolment within a set period. The accreditation recommendation also includes a quality grade of a higher education institution, and recommendations for quality improvement.

SHORT DESCRIPTION OF THE EVALUATED HIGHER EDUCATION INSTITUTION

NAME OF HIGHER EDUCATION INSTITUTION: Faculty of Agrobiotechnical Sciences in Osijek, University of Josip Juraj Strossmayer in Osijek.

ADDRESS: Vladimira Preloga 1, 31000 Osijek

DEAN: Prof. dr. sc. Krunoslav Zmaić

ORGANISATIONAL STRUCTURE:

STUDY PROGRAMMES:

• Undergraduate university study program in Agriculture with five specialisations in Agroeconomics, Plant Production, Zootechnics, Horticulture, Mechanization (CROQF level 6)

• Professional undergraduate studies: Agricultural Entrepreneurship; PlantProduction, specialization in Field Crops Production; Mechanization in Agriculture and Zootechnics (CROQF level 6)

• Graduate university studies consisting of seven study programs and nine specialisations: Agroeconomics; Plant production with specialisations: Crop production, Plant Nutrition and Soil Science, Plant Breeding and Seed Production, Plant Protection; Organic Agriculture; Mechanization; Vegetable Growing and Floriculture; Fruit growing, Viticulture and Enology with specialisations: Viticulture and Enology, Fruit Growing; and Zootechnics with specialisations: Domestic Animal Nutrition, Hunting and Beekeeping, Special Zootechnics (CROQF level 7)

• Postgraduate specialist studies offering five study programs: Quality and Safety of Animal Products; Production Systems in Animal Husbandry; Pig Breeding, Farm Management and Plant Protection (CROQF level 7), and

• Postgraduate university doctoral study program in Agricultural Sciences, offering eight subprograms: Agroeconomics; Agrochemistry; Animal Nutrition and Forage Technology; Hunting and Cynology; Plant Breeding and Seed Production; Animal Breeding; Technical Systems in Agriculture and Plant Protection (CROQF level 8)

NUMBER OF STUDENTS:

NUMBER OF TEACHERS:

SHORT DESCRIPTION OF THE EVALUATED HIGHER EDUCATION INSTITUTION

The Faculty of Agrobiotechnical Sciences Osijek is a modern higher education institution that provides quality education within all levels of university studies (undergraduate, graduate and postgraduate studies), postgraduate professional and professional undergraduate studies. It carries out study programs based on recent scientific knowledge and organizes scientific research and professional work in the field of biotechnical sciences and agriculture. It also strongly focuses on interdisciplinary research in the field of biotechnology and forestry, natural sciences, biomedicine and health, social and technical sciences. In its new premises in Osijek, the Faculty spreads on 19,000 square meters of modern spaces that are adapted for scientific and teaching purposes. It has all necessary accompanying infrastructure at disposal, thus following all up-to-date European standards for spatial requirements in higher education institutions. In the Faculty’s main building in Osijek, there are 43 laboratories, 27 practice halls, 8 lecture halls (with 50 seats per lecture hall), 3 great halls (one with 350 seats and two with 143 seats), 121 teachers’ rooms, Dean's Office, meeting rooms, library, printing room, premises used by joint services and two suites for accommodation of visiting teachers. The Faculty organizes studies also in the city of Vinkovci, in a building situated at the address Hans Dietrich Genscher Street 16, by housing a space of 6,000 square meters, of which the main building spreads on 2,097 square meters and provides 4 classrooms, 5 laboratories, an IT room, 15 teachers’ rooms, meeting room, library, open facilities used by joint services and students, as well as 3 practice halls and a hall for agricultural machinery. Since the academic year 2011/2012, the Faculty owns 3.3 hectares of land located in Mandićevac near the city of Đakovo. There is a vineyard used as a demonstration site for winemaking and wine experiment station. The Faculty has been also allocated about 52 hectares of agricultural land in the municipality of Tenja and 8.2 ha in the area of Antunovac municipality, both of which will be used as experimental stations within the project “Research and Development BioPark for Hunting, Fisheries and Beekeeping”. The mentioned surfaces of the experiment stations are used for practical teaching and carrying out of scientific-research and professional work. At the Faculty, there are 6 department heads, 30 chairs and 5 central laboratories and its sub-units, library, the Center for lifelong learning, an experiment station and central administration with its 12 offices. Faculty departments form the organizational units that coordinate research and teaching activities. Each Faculty department is a sort of nucleus of educational, scientific-research and professional work in its particular field or branch. In the academic year 2017/2018, at the Faculty there are 224 employees, of whom 32 employees are to the title of full professor in tenure, 16 of them are full professors, 22 are associate professors, and 25 employees are appointed assistant professors. Furthermore, the Faculty employs 18 research assistants, 11 post-doctoral students, 1 lecturer and 7

senior lecturers, 21 professional associates, 18 laboratory technicians, 50 administrative and maintenance support staff members, as well as 3 project associates. In the above-presented structure (Figure 1), it is visible that the Faculty is managed by the Dean and four vice-deans, as well as the Faculty Academic secretary. The Dean represents the Faculty, acts as its leader and has all rights and obligations as defined by the University Statute and the Article 23 of the Faculty Statute. The Dean is responsible for the legality, implementation of the Statute provisions and all decisions made by the University and Faculty bodies. The Dean is responsible to the Rector, the Senate and the Faculty Council. At least once a year, the Dean is obliged to submit an activity report to the Faculty Council and the Senate. There are four vice-deans at the Faculty: - vice-dean for education and quality management, - vice-dean for science and postgraduate studies, - vice-dean for international cooperation and - vice-dean for experiment stations development and technology transfer. Candidates for vice-deans are proposed by the Dean and elected by the Faculty Council. The vice-deans may be selected among the Faculty teachers who hold a scientific-teaching title of assistant professor, associate professor, full professor and full professor in tenure and who have closed a contract on employment with the Faculty. Once being nominated for the position of vice-deans by the Dean, the vice-deans are elected by the Faculty Council if getting a majority of votes of all Faculty Council members. The scope of work of the vice-deans is defined by the Article 33 of the Faculty Statute. The work of the Central administration office is managed by the Faculty Academic secretary. The Academic secretary is elected by the Dean upon completion of the public call for employment. The Faculty Academic secretary may be appointed a person holding a master of law degree and having five years of previous professional experience. The Secretary is responsible to the Dean. The scope of work of the Faculty Academic secretary is determined by the Article 37 of the Faculty Statute. The Faculty Department Head represents and manages the work of the Department. Upon being nominated by the Department members, the Department Head is being appointed by the Faculty Council if having obtained a majority of public votes of all Faculty Council members. The mandate of the Department heads lasts for two years. The same person may be re-elected as a Department Head. The head of the department may be appointed a teacher holding a scientific-teaching title of assistant professor, associate professor, full professor or full professor in tenure, and having closed a contract on employment with the Faculty. The scope of work of the department heads is determined by the Article 14 of the Faculty Statute.

BRIEF ANALYSIS OF THE INSTITUTIONAL ADVANTAGES AND DISADVANTAGES

ADVANTAGES OF THE INSTITUTION 1. Dedicated Quality Assurance system is in place at all levels 2. Faculty offers a variety of different programs 3. Strong effort is taken to attract new students 4. Financial plan is well structured 5. Well- equipped labs, availability of recently acquired experimental fields and areas

DISADVANTAGES OF THE INSTITUTION 1. Lifelong Learning Programs with no attandance are kept for a period of time 2. Few practical trainings are given in the university graduate programs 3. Few students carry out international studies 4. Some of the teachers are overloaded with pedagogical work 5. Few staff spend longterm placement abroad for research purposes

LIST OF INSTITUTIONAL GOOD PRACTICES

EXAMPLES OF GOOD PRACTICE 1. The quality assurance system 2. Supporting environment amongst the staff members and accomodating new staff 3. Well documented regulations 4. Supporting Mentoring system and Alumni 5. Effort to start multidisciplinary courses

ANALYSIS OF EACH ASSESSMENT AREA, RECOMMENDATIONS FOR IMPROVEMENT AND QUALITY GRADE FOR EACH ASSESSMENT AREA

I. Internal quality assurance and the social role of the higher education institution

Analysis The quality assurance at FAZOS is in line with the relevant regulations. FAZOS has implemented recommendations from previous evaluations, supports academic integrity and freedom, guards ethical behaviour and helps vulnerable students. It communicates well and cherishes good relationships with alumni. FAZOS is confronted with temporarily overloaded teaching assignments and the longlife learning programs need improvement, both regarding monitoring and regarding harmonization with needs and expectations. There are staff who are temporarily overloaded in teaching assignments.

Recommendations for improvement Intensify the follow-up of students in order to detect early potential problems with motivation and study attitudes; edit guidelines for the 10-day practices.

Quality grade Satisfactory level of quality

II. Study programmes

Analysis The Faculty offers a variety of programs that covers all agronomic disciplines. The programs are being revised and new study programs are planned. Little attention has been paid to the international recognition of study programs as well as the training of students for the international labour market. Some syllabi are imprecise and terminologically incorrect. Learning outcomes are confusing and often qualitatively inconsistent with the Croatian Qualification Framework. The Faculty also audits ECTS credits, which has resulted in some changes. However, student surveys show that there is still room for improvement. Furthermore, there is co-operation with employers and the Alumni group, but at the moment it seems insufficient and relatively informal. Finally, and most importantly, professional practice and practical work in the fields and production facilities is an indispensable part of the training of quality agronomic experts. Although many efforts are being made by the Faculty to take this part of the teaching to a higher level, the impression is that more could be done.

Recommendations for improvement The Faculty could be more committed to educating students for the international labour market. Learning outcomes of individual courses and degrees could be more clearly specified. The ECTS points of individual courses could be checked regularly to evaluate if the equal amount of ECTS per module is really justified by the equal workload. Setting up an employer committee and intensifying the work of the Alumni Group, would assist the Faculty in the processes of planning, updating and revising existing study programmes. More practical work and practical assignments for students should be one of the priorities of the Faculty in the next multi-year period.

Quality grade Satisfactory level of quality

III. Teaching process and student support

Analysis Overall, teaching process and student support are at a satisfactory level. Admission criteria for enrolment in all programmes are clearly described. Procedures for monitoring student progress are clearly defined and mentoring system elaborated; however, drop- out rate is very high during the first year. Special workshops are organized to improve teachers’ teaching skills and to implement innovative methods of teaching. Students need more practical skills – more laboratory works, fieldwork and practice. International mobility is weak, the number of outgoing and incoming students is extremely small, students do not realize the importance of mobility and do not use existing possibilities.

Recommendations for improvement In order to reduce the number of drop-out students and to increase pass rates and completion rates, the re-accreditation panel recommend introducing tutoring. We recommend to implement more practical teaching, problem based teaching (more exercises in laboratories and more practical fieldwork, not only excursions) in programs, especially in professional programs. A continuing implementation of innovative, more interactive methods can be recommended. A larger utilisation of problem-based learning will increase student competences and general skills – teamwork, problem-solving skills, etc. We recommend to encourage students to participate in ERASMUS and CEEPUS programs, and perhaps it is necessary to make a simpler procedure of recognition of courses in foreign countries. We recommend to improve the description of English courses and to give precise information about the content of the courses, teaching methods, etc.

In addition, we also suggest that the Faculty should assess, develop its strategy and the area that could be the target point for attracting and increasing number of incoming foreign students. A better collaboration between the Faculty and companies/institutes is necessary by means of internship and afterwards employing.

Quality grade Satisfactory level of quality

IV. Teaching and institutional capacities

Analysis Overall, the analysis of the fourth criterion discovered the satisfactory level of teaching quality and institutional capacities. There is also room for improvement in different segments, especially in balancing the teaching workload. On the other hand, with solving this issue the new space for upgrading the teachers scientific work are going to open. According to institutional capacities the library could be improved. The adequate room for study is still missing, which is one of the priorities for ensuring the quality of student life and learning. The number of open access journals is still too low. The equipment of labs is good and it is available for each research field separately. The financial plan is well-structured and goes in the way to ensure the teaching quality, research work and student life.

Recommendations for improvement For every identified shortcoming some recommendations were issued which will surely help the Faculty to improve its quality. The recommendations go in the way to reconstruct the teaching workload, the number of long-term mobility for teachers could be increased, the financial plan could take into account better ratio between materials and representations and increase the costs for IT equipment and the Faculty could also ensure the room where students scan study.

Quality grade Satisfactory level of quality

V. Scientific/artistic activity

Analysis In the last five years the Faculty published 1089 scientific and review papers in categories A1-A3, the total number of Q1-Q2 papers is 56 in this period, with the average IF of 4,4. The researchers who published Q1, Q2 papers were rewarded. The quality of the PhD theses is acceptable, but there are examiner boards where members are all from Osijek although one is from another institute. The majority of the PhD theses are carried out within the framework of research projects that are sponsored from different resources. Faculty resources are efficiently used for the development of the competiveness of the region. In the past 5 years 164 successful commercial professional projects have been completed for the benefit of the regional economy. Projects resulted in training courses for farmers in the production for global market and marketing. The Faculty is a co-founder of the Competence Center of Applied Biosciences Healthy Food Chain Ltd and the Agro-Cluster. The Slavonica conference and the Open Doors Days are good examples of the knowledge transfer. New international projects (H2020) were successfully applied for. The total number of independent citations in WOS in the period of 2014-2018 is 689. The Faculty employees have received research performance awards. In line with the four focus areas 17 research groups have been formed which also include researchers from other Faculties as well. The Faculty has provided modern work facilities. The list of research equipment is available on the website. One form of the popularisation of science is the Scientific Forum for young researchers which consists of workshops, public lectures, round table discussions. The Open Door Days of the Faculty is also part of the popularisation of science which is carried out in the last 7 years. In the examined period 268 papers were published with graduate or postgraduate students as a result of the participation in 23 research projects. Examples of how research results are included in the teaching were presented.

Recommendations for improvement The involvement of international researchers in research and publication could be increased. Increasing the proportion of external members in the PhD examination committee from the neighbouring countries is also advisable. Regular organised meetings with the society representatives (twice a year) could be advised. A grant can be established to invite foreign researchers for collaboration in an otherwise excellent research team and these teams could also send young researchers, PhD students abroad to increase the number of international research projects. The budget for international scientific journals and databases could be increased.

Quality grade Satisfactory level of quality

DETAILED ANALYSIS OF EACH STANDARD, RECOMMENDATIONS FOR IMPROVEMENT AND QUALITY GRADE FOR EACH STANDARD

I. Internal quality assurance and the social role of the higher education institution

1.1. The higher education institution has established a functional internal quality assurance system.

Analysis Topic 1.1 of the Self Evaluation Report (SER) of 2019 documents that the quality assurance system (QAS) at the Faculty of Agrobiotechnical Sciences (FAZOS) in Osijek is in line with (i) the Act on Quality Assurance in Science and Higher Education (OG 45/09), (ii) the standards and guidelines for quality assurance in the European Higher Education Area (ESG of 2015), (iii) the ordinance on establishment and function of QAS at the Josip Juraj Strossmayer University of Osijek (adopted in 2017) and (iv) with the regulations of the Centre for Quality Assurance in Higher Education. Appendices 1.1 - 1.4 of the SER document the decision of the Faculty Council about the adoption of (i) the QAS Policy (app 1.1), (ii) the Quality Assurance Manual (app 1.2), (iii) the Regulations on the QAS (app 1.4) and (iv) the appointment of the Committee for QA (CQA).

Pages 25-27 of the Faculty Development Strategy 2018/2019-2022/2023 are dedicated to the teaching quality process, the introduction of e-learning and the intensification of student mobility. The introduction of a mentoring system and better monitoring of students’ progress during their studies is a part of the “Opportunities” in the SWOT analysis in the Faculty Development Strategy 2018/2019-2022/2023; page 40 of this document mentions that “in terms of teaching, the emphasis will be put on the revision of the overall curriculum in order to establish a target core of knowledge that shall be common to all study programs; the intension is to fuse many courses in the graduate university studies”.

FAZOS installed a Committee for Quality Assurance (CQA) as early as in 2012. The Committee has 9 members: 5 members of the scientific staff of FAZOS, 2 students and 2 external stakeholders. The CQA proposes an annual activity plan to the Faculty Council every year and submits an annual report re QAS to the University and, if necessary, to the external stakeholders. Several appendices to the SER prove all these initiatives. Students and external stakeholders really have an influence on the development of study programmes. The representatives of students in the CQA (1 representative of the undergraduates, 1 of the graduates) pushed the introduction or adaptations of new courses such as Fertilization and Phytopharmacy. The stakeholders within CQA provided

their knowledge to improve the study programs: as an example the Croatian Agency of Food offered knowledge support to develop courses in the Quality Assurance of the Food Chain. These examples prove the functionality the CQA.

FAZOS established in 2016 the quality assurance office (CAO), closely cooperating with the CQA and having as a major task the monitoring of quality of study programs, the teaching quality and conducting surveys among students and teachers regarding quality aspects. The CAO has only one operator: she is a representative of the University of Osijek, supervises Faculty work and adjusts the activities of professors should they not be completely satisfactory. CAO organizes monthly meetings.

FAZOS has a vice-dean for education and quality management; he explained to the Expert Panel the existence of a teaching committee with a representative of each department monitoring the quality of the teaching.

The introduction of new study programs (IT in agriculture; Nature and Forestry) demands competent teachers. FAZOS has the competence partly in the Faculty but appeals for support by professors both from other faculties within Osijek University and from other European universities (e.g. Lisbon (PT), Gödöllő (HU), La Salle (F), Novi Sad, Ljubljana.

The SER mentions that the Quality Assurance Manual as well as other regulations regarding the quality assurance system are published on the Faculty website: see 1.4.

Recommendations for improvement Intensify the follow-up of students in order to early detect potential problems with motivation and study attitudes; edit guidelines for the 10-day practices.

(Re)consider a program reform in order to better focus teaching efforts.

Quality grade: Satisfactory level of quality

1.2. The higher education institution implements recommendations for quality improvement from previous evaluations.

Analysis Chapter 1 of the Action Plan 2014-2018 (AP) was completely dedicated to the “Management of a higher education institution and quality assurance” and aim 3 within this chapter is dedicated to the ”Assurance of the quality system in all fields of work of the Faculty”. The action plan provides indicators, responsible persons, deadlines and monitoring mechanisms.

Topic 1.2 (pages 14-18) of the SER describes in detail how FAZOS has implemented the recommendations of the previous re-accreditation report (April 2013) and of the intensions of the Action Plan 2014-2018: e.g. the installation of a supervision system to improve the follow-up of students, increase the number of peer-reviewed articles in international journals, installation of software for plagiarism, better involvement of stakeholders.

The Expert Panel heard from the students, that apart from a few exceptions, they are satisfied with the study programs and the performance of their teachers. They expressed the wish for more practice. The SER mentions on page 37 that students evaluate the performance of their teachers with very high scores. However, the expert team found internal documents showing quite different and lower figures. The Expert Panel learned that FAZOS has organized workshops for professors to adjust weaknesses and to better inform them regarding lecture outcomes.

FAZOS intends to reorganize its master programs to become more efficient among others in teaching. FAZOS is continuously wrestling with the dilemma: (i) to become more efficient and (ii) not to lose programs that are important for the Slavonian region. Students from the professional undergraduate program (i) and students that flow in from other education programs (ii) may enter the university master program if they pass the prescribed exams: these exams are different for situations (i) and (ii). (Aim 1 in 2. Study Program of AP). The vice-dean for education and quality assessment confirmed that there is no intention to question the professional undergraduate program. However, some staff members rejected the idea to reflect on the value of this program or to reflect on a re-orientation of the program in order to create a clear difference with university programs. The vice- dean confirmed that he has sympathy for this thinking track. The mentoring system at FAZOS familiarizes students with all kind of regulations, expectations and opportunities. There are different mentors, all appointed by the Faculty Board: mentors for generation students and mentors guiding students in their final steps:

hence the number of students per mentor changes accordingly. (Aim 1 in 3. Students in AP)

The introduction of new study programs (IT in agriculture; Nature and Forestry) demands competent teachers. FAZOS has the competence partly in the Faculty but appeals for support by (guest) professors both from other faculties within Osijek University and from other European universities (e.g. Lisbon (PT), Gödöllő (HU), La Salle (F), Novi Sad, Ljubljana. (Aim 1 of 4. Teaching staff in AP).

The Expert Panel determined a serious imbalance in teaching assignments (ranging from 180-1181 yearhours/teacher) which in theory may jeopardize the teaching quality. Teachers (we saw more than 30 teachers) confirm that whatever their teaching assignment is, they stay dedicated to their job. They are aware that for some of them, the teaching assignments temporarily are too high because the system does not always allow a timely replacement of retiring professors (Aim 1 of 4. Teaching Staff in AP).

Students themselves intend to increasingly support their younger colleagues with activities developed within the student unions and clubs in order to reduce early drop- outs.

Recommendations for improvement Work on the implementation of planned program reorganizations and continue to reflect on the relevance of existing programs; Avoid overload in teaching whenever possible; Consider if more practice offers added value; For future SERs: (i) making a cross table of teaching assignments and scientific output may highlight important information; (ii) representing the activities per teacher instead of per program is much more efficient both for external panel members but also as a source of internal information; Consolidate the mentoring system and the involvement of students in accompaniment of fellow students.

Quality grade: Satisfactory level of quality

1.3. The higher education institution supports academic integrity and freedom, prevents all types of unethical behaviour, intolerance and discrimination.

Analysis Topic 1.3 of the SER describes the installation and the methods used by the Ethics Committee and the Animal Bioethics Committee and the appointment of a student ombudsman; his workload is low: not more than a few cases/year. In addition to the text provided in the SER, the Expert Panel was confirmed that all parties can defend themselves in every step of a procedure regarding ethical questions.

The Faculty follows the principles of the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers. Relevant data are available in the Action Plans of 2012, 2015 and 2019 of FAZOS.

Vulnerable students are correctly and respectfully treated and helped. All teachers are timely informed regarding students that need extra care (e.g. dyslexia). The number of such students is limited to e.g. 2 in 2018.

The university has special scholarships for students with difficult financial situations.

FAZOS has software packages to monitor plagiarism.

Recommendations for improvement Consolidate and update current procedures.

Quality grade: High level of quality

1.4. The higher education institution ensures the availability of information on important aspects of its activities (teaching, scientific/artistic and social).

Analysis According to Topic 1.4 of the SER, the Quality Assurance Manual as well as other regulations regarding the quality assurance system is published on the Faculty website. The Expert Panel could not find these documents in the English version of the website, which is a disadvantage for non-Croatian speaking students/researchers.

Home students (we saw a large group of more than 40 students with representatives of all programs) confirm that they do not use the website intensively since they are used to

work with several platforms on social media: they inform each other by these channels and guide fellow students to the FAZOS website when necessary. A new website is apparently under construction.

Alumni and companies in Slavonia (we saw more than 30 delegates) confirm that they are informed regularly and timely regarding all faculty matters and ongoing research. It is clear that FAZOS needs alumni and vice versa and that both parties act in line with this relationship. FAZOS takes care of technology transfer to companies and enterprises; companies and enterprises offer internships and employ students that fit into their businesses. They have regular meetings with FAZOS (several times/year) and personal contacts with professors in the domain of their actions.

FAZOS puts a lot of energy in informing potential students using a plethora of channels and by organizing attractive activities (open door days, science week, family farm fairs).

Recommendations for improvement Keep the website updated and particularly streamline the English version with the Croatian version (e.g. the reference to CROSBI in order to open up the academic bibliography of the researchers to the non-Croatian speaking world), since this is very important for the image and the positioning of FAZOS in the scientific world.

Quality grade: Satisfactory level of quality

1.5. The higher education institution understands and encourages the development of its social role.

Analysis Topic 1.5 of the SER describes the social activities of FAZOS. Students confirmed the efforts of FAZOS to prepare students for future careers. Alumni confirmed that motivated students are offered many opportunities to develop themselves, provided they are willing to make efforts. The intensive contacts with alumni result in diverse offers of internships by companies and enterprises which may lead to a future employment. Alumni and stakeholders confirmed that public-private partnerships offer mutual benefits for all partners. The same holds true for services offered by FAZOS to local communities and municipalities and its involvement in the development of the rural area and Leader Projects. In many cases, FAZOS does not charge for the delivered services.

PhD students finishing their PhD are supposed to look for a job by themselves but FAZOS stimulates them to meet potential employers and offers opportunities for networking (e.g. during important symposia and during fairs where students meet potential employers). The results and the experience taken from research projects are smoothly integrated in the teaching and master students are involved in the projects whenever possible: this all results in bringing the education to a higher level. This info was provided by the heads of research projects and research teams (15 people were present).

Consultations of the Expert Panel with different groups of FAZOS employees has indicated that there is room for improvement of internal communication.

Recommendations for improvement Carefully consider a fair charge for certain services as a potential source of income; Improve internal communication: improving the culture may be as rewarding as improving structures.

Quality grade: Satisfactory level of quality

1.6. Lifelong learning programmes delivered by the higher education institution are aligned with the strategic goals and the mission of the higher education institution and social needs

Analysis FAZOS announces 10 lifelong learning programmes (page 23 of the SER). Three of them are new: plant protection-principles (2019), plant protection-additional knowledge for professionals (2019) and training program for classifications of animal carcasses (2018): reliable figures regarding the success of these programs are not yet available.

Three of them had no attendants during recent editions: (i) professional development for dairy and cheese producers on family farms, (ii) rural development specialist and (iii) management program for non-agricultural activities.

There is currently no monitoring system to follow-up the quality of the programs, their need, the expectations of (potential) participants and the evaluations by the attendants. The Expert Panel was told that this is planned for the near future.

Recommendations for improvement It is advised to halt organizing programs without attendants. Organize a continuous follow-up of needs, content, expectations and evaluations of lifelong learning programs: they are a strong instrument to link alumni and other parties to FAZOS and for the image building of FAZOS.

Quality grade: Minimum level of quality

II. Study programmes

2.1. The general objectives of all study programmes are in line with the mission and strategic goals of the higher education institution and the needs of the society.

Analysis The Faculty offers a variety of undergraduate study programs (five of them), covering all aspects of agronomic science. Furthermore, the Faculty offers a number of graduate study programs that allow for further exhaustive studies exploring various topics. In this sense, the Faculty undoubtedly fulfils the general mission of securing trained scientists. All levels of study programmes are described in detail on the Faculty website, together with a detailed description of the objectives, teaching methods and expected learning outcomes. Undergraduate and graduate study programmes are at the appropriate levels and profiles required to prepare students for the existing national labour market, but do not give students a good base for future challenges, the international labour market and the continuation of education on average (or above average) international universities. The Faculty is of the opinion that the expansion of a IT program in agriculture can provide a unique profile to FAZOS, since this education actually is absent in the wider region: it can be horizontally applied in agro-ecology, animal husbandry, bio-economy and provide a valuable strength to the Faculty, attracting international students from a broader origin. Incoming students actually come from Romania, Hungary, Poland, Turkey, Norway, Armenia.

Recommendations for improvement The Faculty may consider and clearly determine to what extent their study programmes should prepare students for the international labour market and continue education at foreign universities. The Faculty could reconsider the role and value of expert undergraduate study programmes, but keeping in mind the even development of the closer agricultural surroundings (Vinkovci, Vukovar, Županja, etc.).

Quality grade Satisfactory level of quality

2.2. The intended learning outcomes at the level of study programmes delivered by the higher education institution are aligned with the level and profile of qualifications gained.

Analysis A higher education teacher needs to plan his/her teaching activity on the basis of scientific insights about learning and teaching, building upon clearly defined learning outcomes to be mastered by students. Generally, learning outcomes are poorly developed and it is difficult to understand what knowledge, skills and competences students have to acquire. Some programmes outcomes are too detailed, but in other cases too general. Here are some examples: Programme “Plant Production; specialisations in: Crop Production, Plant Nutrition and Soil Science, Plant Breeding and Seed Production, Plant Protection (545), graduate university study programme” has 14 outcomes and 6 of them (DZB01-DZB06) are related with plant protection, while DZB05 and DZB05 are similar and should be combined. There are no outcomes in relation to soil science, for example. Therefore, these outcomes do not describe full programme with all specializations. In contrast, other programmes (“Agricultural Entrepreneurship (549), professional undergraduate study programme”; “Plant Production; specialisation in: Field Crops Production (551), professional undergraduate study programme” etc.) have only three very general outcomes. For example, the outcomes “Produce agricultural products of plant origin” or “Apply mechanization in crop production” do not give any understanding about obtained knowledge, skills and competences.

Many course learning outcomes are very general, so allowing more than one course with the same outcomes (example: Fruit Growing, Viticulture and Enology; specialisations in: Fruit Growing, Viticulture and Enology (570), graduate university study programme; courses Wine Technology and Wine Microbiology; microbiology of wine is just one “chapter” of wine technology, so outcomes should not be the same, or there should not be two courses). Furthermore, some of the outcomes can’t be achieved with the presented study programme syllabus and curriculum (example: courses Fruit Growing and Viticulture on Horticulture undergraduate university programme have the same learning outcomes, but the main problem is a small amount of practical work hours – exercises. It is hardly possible to achieve mentioned learning outcomes without more practice). There are some serious discrepancies between course and study programme outcomes. Some courses miss some obvious programme outcomes, while some courses refer to outcomes that are not provided by teaching plan (examples: On Agroeconomics

graduate university study programme, course Alternative Agriculture Economics miss the outcome DAE02. Courses International Market Relations and Foreign Trade Operations (beside having the same outcomes) miss the outcome DAE01. On the other hand, Plant Production; specialisations in: Crop Production, Plant Nutrition and Soil Science, Plant Breeding and Seed Production, Plant Protection (545), graduate university study programme; course Crop Irrigation refer to the outcome DBP05 which can’t be acquired by presented teaching plan). Some syllabi are inaccurate in content and terminologically incorrect.

Recommendations for improvement Learning outcomes should be updated regularly. Some tend to become out-dated faster than others, as knowledge, technology and the demands in the labour market change. Make sure learning outcomes cover the important elements in a programme, but do not try to be too detailed, or too general. The examples of errors mentioned in the previous chapter are frequent and must be checked thoroughly. There are a number of guides and manuals that can help, especially Kennedy (2006), Aerden (2015), the ECA publication on learning outcomes and quality assurance (2013), etc. Some syllabi could certainly be corrected (e.g. “soil analysis” instead of “earth analysis” (“analiza zemlje”)).

Quality grade Minimal level of quality

2.3. The higher education institution provides evidence of the achievement of intended learning outcomes of the study programmes it delivers.

Analysis The Faculty generally meets the standard. The course clearly identifies assessment methods and criteria for learning outcomes, and students are unequivocally informed about what they can achieve and how it is evaluated. But the perceived problem of imprecise and inappropriate outcomes is strongly reflected on achievement of intended learning outcomes, since these two elements of standard are in strong correlation.

Recommendations for improvement Revising and reconciling learning outcomes (as suggested before) will help in clarification and improving of achievement of themselves.

Quality grade Satisfactory level of quality

2.4. The HEI uses feedback from students, employers, professional organisations and alumni in the procedures of planning, proposing and approving new programmes, and revising or closing the existing programmes.

Analysis Feedback from students is regularly collected based on the evaluation of the work of teachers at the end of each course. Student representatives are regular members of the curriculum for each study programme. Different stakeholder representatives in the discussion with the Expert Panel (approximately 30 representatives of the business and public sector, companies, etc.) stated that they contributed to the development of study programmes and were willing to employ successful graduates of the Faculty. There is evidence of considering the recommendation of the alumni association such as introducing new course like agroforestry, precision agriculture with high ICT elements, bio-economy development, course on food resources with the Faculty of Food Engineering. Since the industry does not recognise the level of BSc as ready for market degree, prefers students to stay for master studies, which is what the majority (80%) of the students do. Regarding feedback from graduate students, the Expert Panel is concerned about Alumni group real functioning. The group is working only on the informal level. The meetings of Alumni group are not regular, there are no records from their meetings, documents, statements, analysis, official suggestions, etc. However, their members are very supportive towards the Faculty.

Recommendations for improvement The Faculty could establish a committee with defined regular meetings and reporting, in which stakeholders would participate, with the aim of increasing their role in the Faculty and getting ideas about future development in the profession and society. We recommend Alumni group to work more formaly with the Faculty, and to use the Faculty web site more frequently, especially in the promotion of their activities.

Quality grade Satisfactory level of quality

2.5. The higher education institution ensures that ECTS allocation is adequate.

Analysis The Faculty recently made amendments to the ECTS credits, aligning them with the actual workload of various modules at the level of all study programmes. ECTS credits

awarded are generally a reflection of a realistic assessment of student workload, given that they are based on generally accepted standards.

Recommendations for improvement Student survey results indicate that the number of ECTS credits in some subjects could be further reduced. The reassessment of ECTS credits should be regularly implemented (preferably every two years) to take into account changes resulting from modifications in the content of modules and teachers in charge of each module.

Quality grade Satisfactory level of quality

2.6. Student practice is an integral part of study programmes (where applicable).

Analysis Students and employees have confirmed that teaching includes a significant (but not sufficient) proportion of practical work and this is cited as an advantage of the curriculum. However, there are obvious differences between the respective departments. Employers also stated that more practical experience would be useful in future employment of students.

Recommendations for improvement The Faculty must make more efforts in introducing more practical work in all study programmes. Otherwise, there is a question of the recurrence of the implementation of particular study programs or subjects where adequate practical training cannot be organized. The Faculty should consider (in cooperation with interested stakeholders) the possibility that part of the practical training activities (on a weekly/monthly basis) is carried out in private companies that have employees who meet academic standards and who would participate in training. The guideline for the practical work would be very useful for students.

Quality grade Minimal level of quality

III. Teaching process and student support

3.1. Admission criteria or criteria for the continuation of studies are in line with the requirements of the study programme, clearly defined, published and consistently applied.

Analysis. Admission criteria are described in the Self-Evaluation Report (SER). The main admission criteria for all secondary school students is to take State Matura and to satisfy certain levels. In addition, the lowest level (B level) of Croatian, English and Mathematics exam has to be passed. Apart from the results of the State Matura, higher education considers the evaluation of secondary school GPA. On the other hand, secondary school students that are older than 25 and have never taken State Matura have other admission criteria. They have to take an entrance exam, and the evaluation of secondary school GPA is also considered. Conditions of enrolment are described on the official Faculty web page (http://www.fazos.unios.hr/hr/studenti/upisi/). The requirements and process of document application and enrolment procedure are published on Postani student / Become a Student - national information system (https://www.postani- student.hr/Ucilista/Default.aspx). The Faculty Council makes the decision on admission criteria for undergraduate and graduate study programs for each academic year. The HEI has effective mechanisms for the recognition of prior learning. There is a mechanism for transferring learning achievement of pre-Bologna process to a new system (SER P. 46). In accordance with the Faculty Council decision, previous learning achievements are recognized if their curriculum corresponds to the modules of the new study programs, and the modules in which compliance is less than 50% with the new modules are not recognized. The Committee of Teaching confirms the compatibility of the Faculty module with the module taken as a host university and determines the number of ECTS and the corresponding grade for the recognition of cases of student mobility. There is a clear mechanism regulating how admission criteria could be met by students who have completed non-biotechnical sciences undergraduate study or have come from a professional programme. This procedure is described in SER and confirmed by teachers during the site visit. Students have to pass additional exams, the number and content of which depend on the students’ previous education level and programme. The government provides all new admitted students with a scholarship, and the Faculty hopes it will increase student enrolments and their interest (the biggest problem is how to increase students’ interest) in general.

Recommendations for improvement Continue to maintain the present high level of quality.

Quality grade High level of quality

3.2. The higher education institution gathers and analyses information on student progress and uses it to ensure the continuity and completion of study.

Analysis Procedures for monitoring student progress are clearly defined and available in accordance with the data in SER. Quality assurance office and Student services are in charge of collecting data about student performance and progress, including exam pass rates, drop-out rates, etc. Results of data analyses are accepted by the Faculty Council. Based on analysed results about the number of student enrolment, the Faculty has temporarily suspended enrolment at the undergraduate professional study programs of Mechanization in Agriculture and Agrarian Entrepreneurship. Drop-out rate during the first year is high, for example, only 8% of enrolled students achieved the necessary 60 ECTS during the first study year in undergraduate university programme “Agriculture”, and 8–28% of enrolled students – in professional undergraduate programmes depending on a programme (tables 3.4. MOZVAG). The Faculty is aware of the existing situation and has elaborated mechanisms to increase student performance. Results of exam pass rates are analysed, and special workshops for teachers are organized if the pass rate is lower than 30%. Special workshops are organized by professors of the Faculty of Education to improve teachers’ teaching skills and to implement innovative methods of teaching.

Recommendations for improvement We recommend to assess student motivation before enrolment and after the first study year – this suggestion is given because of a really low interest of new students in the study process. In order to reduce the number of drop-out students and to increase pass rates and completion rates, the re-accreditation panel recommend introducing tutoring. Older students or young staff members could be the tutors to the new students and could introduce them to the study process and life at the Faculty.

Quality grade Satisfactory level of quality

3.3. The higher education institution ensures student-centred learning.

Analysis Each programme has a curriculum, where a list of modules and methods of teaching are included (SER). The curricula are approved for each academic year by the Faculty Council. Each course is described in detail – names of teachers, methods of teaching, and ECTS credits allocated in each module. Teachers use different methods of teaching (lectures, seminars, fieldwork, e-learning using different platforms, interactive games) (SER, lectures attended by the Expert Panel, interviews with students). Teachers, especially assistants, have to attend special pedagogical courses led by professors of the Faculty of Education, to improve teaching skills and acquire innovative methods (interviews with teaching assistants). However, students need more practical skills (discussion with stakeholders; partly an opinion of students). An internal Faculty survey shows that 88% of students wish more practice during the studying. Internal HEI survey which was conducted in 2017/2018 to assess teaching methods and compatibility among different types of teaching and practical methods (laboratory work, practice in the field, etc.), has shown that students are not satisfied with this category; to be more precise, their average evaluation grade in all degrees was 1.95 (the survey was conducted on around 500 students). Teaching methods are adapted to a diverse student population, for example, teachers are informed about students with disabilities (SER, site visit) and take it into account during classes and exams. Administrative activities, such as exam application and cancellation are organized through the ISVU system. Student Service is available during working hours that are adapted to full-time and part-time students. Teaching schedules and consultation hours are adjusted to part-time students. Students can also influence the quality of teaching and learning by making suggestions, remarks and compliments in written form, which they leave in the mailboxes. Teachers try to motivate students – special awards for the best students (Deans award, The award for the best students of the generation, etc.) (SER) are established. Several independent works are included in Study courses: seminar works, a diary of practice, etc. This type of study work improves student competence and develops their responsibility for and skills in independent study.

Recommendations for improvement We recommend to implement more practical teaching (more exercises in laboratories and more practical fieldwork, not only excursions) in programs, especially in professional programs. A continuing implementation of innovative, more interactive methods can be recommended. A larger utilisation of problem-based learning will increase student competences and general skills – team work, problem-solving skills, etc. We recommend to improve the definition of learning outcomes for each program and also for study courses. Results of student surveys should be analysed in more detail, and reasons for dissatisfaction with teaching quality and for other problems should be clarified. The Organisation of Bachelors’ Thesis defence (including teachers and the representatives from industry in defence committee) could help students to improve their skills of presentation, discussions and, perhaps, might introduce potential employers with study programs and their graduates.

Quality grade Satisfactory level of quality

3.4. The higher education institution ensures adequate student support.

Analysis Different events (forums, workshops, annual fairs of agricultural products, carrier days, etc.) are organized by Student Support Centre in cooperation with Alumni club (SER, discussions with Alumni). Mentoring system is established to help students improve their progress and performance. Mentors keep regular contacts with students, and detect any problems in real time, which they then report to the Committee (SER, discussion with teachers). The Faculty supports different activities, including scientific work, participation in social, professional, sports and cultural activities. There is a Students’ Support Centre and other units, which help students. Internal surveys have been conducted during the last two years. According to the results, students are mainly satisfied with student counselling service, availability of teaching staff, laboratory and classroom equipment. On the other hand, students are not satisfied with the library service and adjustment of working time to student needs. From the aspect of providing professional support to students, mentoring system has been established and maintained, but the tutoring system is still missing in order to provide additional support from student to student.

There are discussions about the foundation of the National Association of Agricultural Students. The main aim of this organization – to help first- year students. Since the academic year 2016/2017, there is the Psychological Counselling Service operating at the University level.

Recommendations for improvement Foundation of new student associations would be useful from the aspect of integrating first-year students and increasing their interest in further education. The Student Service and the Library provide support to the study process, which will also be improved in future.

Quality grade Satisfactory level of quality

3.5. The higher education institution ensures support to students from vulnerable and under-represented groups.

Analysis The Faculty provides support to students of a lower socio-economic status who are not able to pay tuition fees. Also, a special scholarship has been founded for the vulnerable groups of students (SER, site visit). The Student Service drafts a list of students with disabilities and shares it with the Vice- Dean for Education and Quality Management. Upon prior consultations with teachers and according to the available resources, the Faculty provides for the adaptation of teaching materials, adapts teaching materials and teaching aids (e.g. computers and computer programs), and customizes learning space (e.g. classrooms or reading rooms) for students with physical or other disabilities (SER, discussion with the Vice-Dean).

Recommendations for improvement Continue to maintain the present high level of quality.

Quality grade High level of quality

3.6. The higher education institution allows students to gain international experience.

Analysis The international cooperation activities are performed by the staff working in the Office for International Cooperation and Projects. They closely cooperate with the International Relations Office of Josip Juraj Strossmayer University of Osijek. In addition to providing information on calls for mobility, the Office for International Cooperation and Projects also provides support to students in applying to the calls and helps students before, during and after the mobility program (SER, site visit). However, the number of outgoing students is extremely small – only 13 students have spent more than 3 months abroad, and 29 students have performed short visits (summer schools etc.) during a 5-year time. The students prefer to go abroad on the second semester of the fifth year when the study load is smaller; however, students do not understand the importance of mobility (discussions with students) and do not use existing possibilities. Regulations on ERASMUS PLUS of individual international mobility of outgoing and incoming students have been developed, describing the procedure of recognition of the courses from host countries, The Faculty offers competences that can help students to be employed in an international environment. Courses, involving international aspects (market, regulations) (discussions with teachers) have been included in the programs’ curricula.

Recommendations for improvement We recommend to encourage students to participate in ERASMUS and CEEPUS programs. Perhaps, it is necessary to make a simpler procedure of recognition of courses in foreign countries. We recommend to involve students in the work with incoming foreign students – it will increase their interest and courage to complete a part of their study abroad.

Quality grade Minimal level of quality

3.7. The higher education institution ensures adequate study conditions for foreign students.

Analysis Several agreements about international cooperation have been assigned, and the information is available on the Faculty website. The Office for International Cooperation and Projects provides support to incoming foreign students. This support refers to assistance with all administrative procedures and the organization of social activities. The number of incoming students is extremely low – only 5 students have studied at the Faculty for longer time. Description of courses in the English language is also available on the website. Unfortunately, a part of courses is poorly described on the Faculty website, therefore it is difficult for students in foreign universities to understand what they can study at the Faculty. Additionally, the Faculty offers very diverse courses, therefore it might be difficult to complete full semester ECTS in one specialization. The Faculty could not present feedback from foreign students. Croatian language courses are delivered for foreign students at the level of the University.

Recommendations for improvement We recommend to improve the description of courses in the English language in order to give precise information about the content of the courses, teaching methods, etc. In addition, we also suggest that the Faculty should assess, develop and improve the strategy and the area that could be the target point for attracting and increasing incomings of foreign students. We recommend to establish a students’ association (formal or informal) for cooperation with foreign students, in which case foreign students will be more involved in scientific work and in students’ social life as well. These actions could increase the visibility and attractiveness of the Faculty.

Quality grade Minimal level of quality

3.8. The higher education institution ensures an objective and consistent evaluation and assessment of student achievements.

Analysis Evaluation and assessment of student achievements are regulated by the Regulations on studies and studying at Josip Juraj Strossmayer University of Osijek and the Regulations on evaluation and assessment of students within the European Credit Transfer System.

A detailed description of all modules with information on module objectives, compulsory and elective literature, assessment and evaluation of student performance and examination periods is available on the Faculty website. In accordance with the regulations, each module is assigned with a maximum of 100 points, of which 30 points refer to the class attendance and activity, 40 points refer to success at partial exams, and 30 points refer to success at the end-of-term exam. To promote student work during the whole semester, a system of evaluation is established – at least a 70% attendance of class and partial exams are compulsory. Compulsory attendance of lectures could increase the results of exams, but do not promote student responsibility and autonomy. In case when students are not satisfied with the grade, they can request an examination in front of a commission. Procedure for repeated examinations is established. Students also have a possibility to express their opinion during surveys, the results of which are taken into account for the election or re-election of academic post (conversations with teachers and students). Students have a possibility to leave their complaints in special boxes. The Regulations on awarding of students define the criteria and procedures of awarding full-time students. Awarding of students in certain categories intends to encourage them to be as successful as possible during their studies. The number of scholarship-awarded students has been gradually increasing in the last three years (STEM scholarship as an example).

Recommendations for improvement We recommend to write in the course descriptions how students will be awarded with the emphasis on their activities instead of presence. Different courses could be evaluated in different ways.

Quality grade Satisfactory level of quality

3.9. The higher education institution issues diplomas and Diploma Supplements in accordance with the relevant regulations.

Analysis Upon completion of the study program and successful defence of the final Bachelor paper or Master thesis, students obtain diploma and diploma supplement that contains information about the completed study program, awarded qualification, acquired competences, level, content and status of the study program they attended and completed. Diploma supplement is an additional document stating detailed information about the

completed study program, and the content is defined by the Regulations on the content of diplomas and diploma supplements (OG 77/08 and 149/11). The form of the Diploma supplement is defined by the University Senate. Diploma and diploma supplements are developed in Croatian and English.

Recommendations for improvement Procedure be continued on excellent level.

Quality grade High level of quality

3.10. The higher education institution is committed to the employability of graduates.

Analysis Rates of employment are analyzed in cooperation with the Employment Office, at the national level. The Office for student support plans and organizes trainings and workshops for career counselling. The Faculty organizes different events – Career days, fairs of agricultural production, etc., which helps students to obtain direct contacts with employers and to prepare for labour market. Two conferences (Slavonika and Agro Startup) have been organized by by the Faculty during the last four years. These events gathered students and representatives of industry, Ministry of Agriculture, different agencies and farms that help students to align with the labour market. Students are informed about the possibilities to continue studies or of developing other career possibilities. The contacts with former students and graduates are maintained by the Alumni Association. The Alumni Club actively takes part in different aspects of the Faculty life, in the organization of different activities including students’ information about labour market.

Recommendations for improvement There are only a few companies/institutes that have a contract with the higher education institution other than on research projects. A better collaboration between the Faculty and companies/institutes is necessary by means of internship and afterwards employing.

Quality grade Satisfactory level of quality

IV. Teaching and institutional capacities

4.1. The higher education institution ensures adequate teaching capacities.

Analysis Vice-dean for education explained the situation with overloaded teachers with direct pedagogical work. The examples of 600, 800 and 1000 norma hours happen because of the retirement teachers and young colleagues have not become the assist. prof. yet. The Faculty management plan to reconstruct the norm hours of direct pedagogical work in near future. With this approach the overloaded teachers will have sufficient time for research work. The ratio of full-time teachers and students is 1:15 which is in accordance with the minimum criteria of the Ordinance for performing higher education activity. They plan not to do the significant modification of this criteria in the future. According to teacher’s qualifications some good examples can be seen in classrooms. I.e. teacher explaining and upgrading the subject with first-hand information (personal experiences). After the students meeting the general opinion is that students are satisfied with teachers’ qualifications. According to scientists’ capacities, the Faculty has 132 professors which are the scientists at the same time (full professors with tenure, full professors, associate professors, assistant professors, assistants and lectures). 121 of them are permanent full time employees, while 11 are part-time employees. Only 18 of them are out from Biotechnical Sciences, Agriculture (Social sciences, economics, etc…). It means that 114 scientists are in the scientific field in which it conducts scientific activities. All of the study programmes are mostly covered with the Faculty own staff (permanently employed teachers). Calculations are made and present in the table below.

STUDY PROGRAMME No. Permanent No. Part time teacher employment teachers Agriculture; specialisations 100 4 in: Agroeconomics, Plant Production, Mechanization, Zootechnics, Horticulture (569), undergraduate university study programme

Agroeconomics (544), 11 0 graduate university study programme

Plant Production; 34 1 specialisations in: Crop Production, Plant Nutrition and Soil Science, Plant Breeding and Seed Production, Plant Protection (545), graduate university study programme

Mechanization (546), 14 0 graduate university study programme

Zootechnics; 37 0 specialisations in: Domestic Animal Nutrition, Hunting and Beekeeping, Special Zootechnics (547), graduate university study programme

Organic Agriculture (548), 37 0 graduate university study programme

Fruit Growing, Viticulture 17 1 and Enology; specialisations in: Fruit Growing, Viticulture and Enology (570), graduate university study programme

Vegetable Growing and 23 0 Floriculture (571), graduate university study programme

Agricultural Sciences 36 2 (568), postgraduate (doctoral) university study programme Farm Management (557), 6 0 postgraduate specialist university study programme Plant Protection (558), 6 0 postgraduate specialist university study programme Quality and Safety of 7 2 Animal Products (567), postgraduate specialist university study programme Agricultural 27 1 Entrepreneurship (549), professional undergraduate study programme Plant Production; 37 1 specialisation in: Field Crops Production (551), professional undergraduate study programme Zootechnics (553), 40 0 professional undergraduate study programme

Recommendations for improvement It is advised to have a plan for overloaded teachers for reducing their direct pedagogical work.

Quality grade Satisfactory level of quality

4.2. Teacher recruitment, advancement and re-appointment is based on objective and transparent procedures which include the evaluation of excellence.

Analysis Distribution of teaching hours among the teachers is not balanced. The procedure and criteria for (re)election of teachers are clear. The Faculty management has the plan to strengthen the (re)election criteria on the Faculty level in the future, especially in order to improve scientific excellence. The Faculty management knows it will be good to review the requirements for future faculty well-being and quality. One of the shortcomings is also the number of long-term mobility of teachers which equals zero at the moment. Teachers and Vice-dean for education explain that the reason for this lies in the pedagogical overload and also in the lack of personal motivation and family reasons. However, after the reconstruction of the plan for pedagogical work teachers will be more willing to go on outgoing mobility. The majority of full-time teachers are from the “mother” faculty and vice-dean recognized that the recruitment of teachers from abroad can bring in a healthy competition among the teachers and automatically improve the quality.

Recommendations for improvement Teaching hours should be one of the criteria for employment of new and young researchers, to clarify the time for research work. Generally, criteria for the employment of young researchers are unclear and a transparent procedure could be established. The Faculty should also establish some of their 'additional criteria' in the election - which will be above the University criteria - in order to take more account of the candidate's excellence in the selection. Improve the number of long-term mobility (more than 3 months). The long-term mobility could be one of the criteria for (re)election processes for full professors.

Quality grade Satisfactory level of quality

4.3. The higher education institution provides support to teachers in their professional development.

Analysis There are many statements that the Faculty encouraged and even directly helps the teachers to participate in international research projects and innovation competitions but

currently there are few projects that involve other institutions from the University of Osijek. The Faculty does not have any long-term mobility (more than 3 months). Teachers explained that it is due to personal reasons and the motivation level different with each teacher. The Faculty has a well-developed system for awarding students, teachers, researchers and assistants. The positive remark goes in the way to stimulate the award winners also with financial stimulation. Every year the Faculty also conducts the students survey in order to assess the teachers’ pedagogical work. The positive mark from student survey is an obligatory requirement for (re)election process.

Recommendations for improvement Projects with other universities from Croatia and abroad could be one of the priorities. Improve the number of long-term mobility (more than 3 months).

Quality grade Satisfactory level of quality

4.4. The space, equipment and the entire infrastructure (laboratories, IT services, work facilities etc.) are appropriate for the delivery of study programmes, ensuring the achievement of the intended learning outcomes and the implementation of scientific/artistic activity.

Analysis The lab equipment and other work facilities are quite new with sufficient space according to regulations. With the existing equipment, the Faculty can support the research work of teachers and bring added value to practical work for students. Students recognized no needs for additional equipment, while the teachers expressed some wishes. However, it would be beneficial for the Faculty to invest in the research equipment from both budget sources (project and government money). During the site visit it can be seen they have a lot of laboratories and practical rooms. The added value of the Faculty is the accreditation laboratory for soil analysis. Nearly 5000 of soil analyses and 6000-7000 of plant analyses are conducted annually. The multi- year contracts signed with companies for production fertilizers, etc. represent the additional income value for the Faculty. The Financial plan indicates a lack of funds for IT equipment spent in the last 5 years. According to standard “the space, equipment and the entire infrastructure (laboratories, IT services, work facilities, etc.) are appropriate for the delivery of study programmes and

ensuring the achievement of the intended learning outcomes” the data of the HEI fulfil the criteria that there should be more than 1,25 m2 of usable space per student. In this case the Faculty has 8,89 m2 of usable space per student.

Recommendations for improvement It is advised to increase the budget for IT equipment.

Quality grade High level of quality

4.5. The library and library equipment, including the access to additional resources, ensure the availability of literature and other resources necessary for a high-quality study, research and teaching.

Analysis The Panel has made some observations during the meeting with the students. The students are satisfied with the availability of up-to-date teaching materials. The offered bibliographies are refreshed. At the meeting with the Faculty management it was explained that the new website is under construction at the moment. The Dean also sees the possibility to shift costs in order to improve IT facilities and open access journals. The equipment in the library includes 8 modern computers which enable students the high quality of study. The added value of the Faculty is also the bookshop with printing services. However, there are no separate rooms for study!

Recommendations for improvement It is advised to increase the budget for international journals and also to create separate room(s) for study. It is necessary to update the available database of library holdings (especially the possibility of downloading scientific papers from prominent databases).

Quality grade Minimal level of quality

4.6. The higher education institution rationally manages its financial resources.

Analysis After the two meetings with the Dean the financial structure is clear to the Expert Panel. The financial structure of the Faculty is well stated and they closed the year with surplus

(the last two years). The financial plans for the last two years were realized in positive way and 80% of money was spent on the salaries. However, the income surplus is used for stimulating the teachers (awards for publishing research papers Q1=5000 HRK and Q2=3000 HRK) and the rest of the money is distributed among the departments. The equipment for research work is also bought from the project budget. They do not pay the overloaded professors with a huge quantity of norma hours. The evidence examples, such as financial plans and data from analytic supplement to the Self-Evaluation are available. It is evident that they spent money transparent and rational. Table 4.12 on page 99 of the SER shows details regarding the expenses. The expert panel determines that expenses for representation costs are approx 502.000 kn, expenses for IT 126.0000 kn and expenses for reading material approx 53.000 kn. The expert panel regards the ratio 1/10 for reading material/representation quite odd for a university faculty.

Recommendations for improvement The recommendation goes in the way to keep the existing good relationship to industry partners and try to get the money from the EU founds.

Quality grade Satisfactory level of quality

V. Scientific/artistic activity

5.1. Teachers and associates employed at the higher education institution are committed to the achievement of high quality and quantity of scientific research.

Analysis In the last five years the Faculty published 1089 scientific and review papers in categories A1-A3, the total number of Q1-Q2 papers is 56 in this period, with the average IF of 4,4. The name of the ten teachers who published the largest number of papers (10- 27) are also given. Some of them published with international parners. The researcher who published Q1, Q2 papers was given extra one-time payment. The indicators of publications (IF, citations, h-index) are stored and presented. The staff participated on 38 international and national conferences. The quality of the PhD theses is acceptable, but there are examiner boards where members are all from Osijek with only one from another institute. The majority of the PhD theses are carried out within the framework of research projects what are sponsored from different resources. To ensure the quality of a PhD thesis papers needed to be published in either one A1 category journal or in 2 A2 category journals.

Quality grade Satisfactory level of quality

5.2. The higher education institution provides evidence for the social relevance of its scientific / artistic / professional research and transfer of knowledge.

Analysis The meeting with the stakeholders convinced the Expert Panel about the efficient use of the Faculty resources for the development of the competiveness of the region. In the period in question the Faculty staff carried out 19 VIP research projects. Manuals have been printed for transfer of research results. The Faculty established the Committee for cooperation with the economic sector and innovations. Projects resulted in training courses for farmers in production for global market and marketing. The Faculty staff participated in 124 workshops of which the Faculty organised 34. The Faculty is a co- founder of the Competence Center of Applied Biosciences Healthy Food Chain Ltd and the Agro-Cluster. The Faculty staff are members of 83 national and international organisations. The Slavonica conference and the Open Doors Days are good examples of the knowledge transfer.

Recommendations for improvement The transfer of knowledge is well presented. Regular organised meetings (twice a year) could be advised with the society representatives where the Faculty presents their achievements to the invited participants and discuss progress.

Quality grade Satisfactory level of quality

5.3. Scientific/artistic and professional achievements of the higher education institution are recognized in the regional, national and international context.

Analysis New international project (H2020) was successfully applied for. In the past 5 years 164 successful commercial professional projects have been completed for the benefit of the regional economy. The budget of these projects ranged from HRK 2000 to 2,820.000. The total number of independent citations in the period of 2014-2018 is 689 in WOS. The Faculty employees have been awarded 40 national and 6 international awards for their research performance. There were 132 invited lectures delivered by the Faculty staff over the past 5 years. The staff worked in editorial boards of 33 journals.

Recommendations for improvement A grant can be established to invite foreign researchers for collaboration in an otherwise excellent research team and these teams could also send young researchers, PhD students abroad to increase the number of international research projects. Quality grade Satisfactory level of quality

5.4. The scientific / artistic activity of the higher education institution is both sustainable and developmental.

Analysis The Development Strategy of the Faculty was defined for 2014-2018 and 2018-2022 with the main focus on biotechnical sciences and interdisciplinary research aiming to become a leading HEI and centre of excellence in knowledge transfer and innovation. Four priority areas were named: Sustainable agriculture with the aim of high quality food production; Environment and Soil protection; Usage and preservation of genetic resources; Agroeconomic aspects of sustainable agriculture production. In line with these four areas 17 research groups have been formed which consist of researchers from other faculties as well. These research groups have a 4-year research plan, and their financial support is based on their previous 5-year scientific activities. The Faculty acquired the state-of-the-art facilities. Research activities are carried out in 26 research and 22 teaching laboratories. The Faculty acquired 60 ha of land for experimental purposes, which is used also considering the recommendation of the Agriculture Ministry. The Science Fund is supported by 6.5% of the research projects budgets. Since 2018 the University has been putting emphasis on projects aimed at fostering cooperation between university constituents and the economic sector.

The Faculty awards financial support for Q1 papers in the amount of HRK 5000 and for Q2 papers in the amount of HRK 3000, which is distributed amongst the authors. One form of the popularisation of science is the Scientific Forum for young researchers which consists of workshops, public lectures, round table discussions. The Open Door Days of the Faculty is also part of the popularisation of science which has been carried out in the last 7 years. In the last 5 years 22 public presentations were given in a wide range of topics. Every year the Faculty awards its best scientists in the event of the Dies Academicus.

Recommendations for improvement The budget for international scientific journals and databases could be increased. The ratios in budget spending, e.g. expenses for library/representation costs: 1/10 would need rethinking. A regular publication for disseminating the research results for the stakeholders is also advisable.

Quality grade Satisfactory level of quality

5.5. Scientific/artistic and professional activities and achievements of the higher education institution improve the teaching process.

Analysis The Faculty established 5 central laboratories with up-to date equipment, which are shared by departments on the joining fields. The list of research equipment is available on the website. The Faculty also has laboratory practice halls where undergraduate and graduate practical teaching is taking place. In the evaluation of the advancement, candidates shall prove that they assisted students in the preparation of final or master theses and published at least one paper in co-authorship with student. In the examined period 268 were papers published with graduate or postgraduate students as a result of the participation in 23 research projects. This list has been presented on the site visit. Examples are presented of how research results are included in the teaching such as in plant physiology or in plant protection. The scientific knowledge is also published in the university textbooks. The FAZOS announced 10 lifelong learning programmes; 3 of them are new (2018 and 2019) and reliable figures regarding the success of these programs is not yet possible. There is currently no monitoring system to follow-up on the quality of the programs, their needs and expectations of (potential) participants, but such a system is scheduled for the near future.

Recommendations for improvement Continuous follow-up of needs, content, expectations of lifelong learning programs: they are a strong instrument to link alumni and other parties to FAZOS and for the image building of FAZOS.

Quality grade Satisfactory level of quality

APPENDICES

1. Quality assessment summary - tables

Quality grade by assessment area

Assessment area Unsatisfactory Minimum level Satisfactory level High level of level of quality of quality of quality quality I. Internal quality assurance x and the social role of the higher education institution x II. Study programmes

III. Teaching process and x student support

IV. Teaching and institutional x capacities x V. Scientific/artistic activity

Quality grade by standard

I. Internal quality assurance and the social Unsatisfactory Minimum level Satisfactory level High level of role of the higher level of quality of quality of quality quality education institution 1.1. The higher education x institution has established a functional internal quality assurance system. 1.2. The higher education x institution implements recommendations for quality improvement from previous evaluations. 1.3. The higher education x institution supports academic integrity and freedom, prevents all types of unethical behaviour, intolerance and discrimination. 1.4. The higher education x institution ensures the availability of information on important aspects of its activities (teaching, scientific/artistic and social). 1.5. The higher education x institution understands and encourages the development of its social role. 1.6. Lifelong learning x programmes delivered by the higher education institution are aligned with the strategic goals and the mission of the higher education institution, and social needs.

Quality grade by standard

Unsatisfactory Minimum level Satisfactory level High level of II. Study programmes level of quality of quality of quality quality 2.1. The general objectives of x all study programmes are in line with the mission and strategic goals of the higher education institution and the needs of the society. 2.2. The intended learning x outcomes at the level of study programmes delivered by the higher education institution are aligned with the level and profile of qualifications gained. 2.3. The higher education x institution provides evidence of the achievement of intended learning outcomes of the study programmes it delivers. 2.4. The HEI uses feedback x from students, employers, professional organisations and alumni in the procedures of planning, proposing and approving new programmes, and revising or closing the existing programmes. 2.5. The higher education x institution ensures that ECTS allocation is adequate. 2.6. Student practice is an x integral part of study programmes (where applicable).

Quality grade by standard

Minimum III. Teaching process and Unsatisfactory Satisfactory level High level of level of student support level of quality of quality quality quality 3.1. Admission criteria or criteria for the continuation of x studies are in line with the requirements of the study programme, clearly defined, published and consistently applied. 3.2. The higher education institution gathers and analyses x information on student progress and uses it to ensure the continuity and completion of study. 3.3. The higher education institution ensures student- x centred learning. 3.4. The higher education institution ensures adequate x student support. 3.5. The higher education institution ensures support to x students from vulnerable and under-represented groups. 3.6. The higher education institution allows students to x gain international experience. 3.7. The higher education institution ensures adequate x study conditions for foreign students. 3.8. The higher education institution ensures an objective x and consistent evaluation and assessment of student achievements. 3.9. The higher education institution issues diplomas and x Diploma Supplements in accordance with the relevant regulations. 3.10. The higher education institution is committed to the x employability of graduates.

Quality grade by standard

Minimum IV. Teaching and Unsatisfactory Satisfactory level High level of level of level of quality of quality quality institutional capacities quality 4.1. The higher education x institution ensures adequate teaching capacities. 4.2. Teacher recruitment, x advancement and re- appointment is based on objective and transparent procedures which include the evaluation of exellence. 4.3. The higher education x institution provides support to teachers in their professional development. 4.4. The space, equipment and x the entire infrastructure (laboratories, IT services, work facilities etc.) are appropriate for the delivery of study programmes, ensuring the achievement of the intended learning outcomes and the implementation of scientific/artistic activity. 4.5. The library and library x equipment, including the access to additional resources, ensure the availability of literature and other resources necessary for a high-quality study, research and teaching. 4.6. The higher education x institution rationally manages its financial resources.

Quality grade by standard

V. Scientific/artistic Unsatisfactory Minimum level Satisfactory level High level of activity level of quality of quality of quality quality 5.1. Teachers and associates x employed at the higher education institution are committed to the achievement of high quality and quantity of scientific research. 5.2. The higher education x institution provides evidence for the social relevance of its scientific / artistic / professional research and transfer of knowledge. 5.3. Scientific/artistic and x professional achievements of the higher education institution are recognized in the regional, national and international context. 5.4. The scientific / artistic x activity of the higher education institution is both sustainable and developmental. 5.5. Scientific/artistic and x professional activities and achievements of the higher education institution improve the teaching process.

2. Site visit protocol

Edukacija Stručnog Training of Panel members povjerenstva

Mjesto događanja: Venue: Agencija za znanost i visoko Agency for science and higher education in obrazovanje Zagreb

Donje Svetice 38/5, Zagreb

Ponedjeljak, 25. studenog 2019. Monday,25th November 2019.

10:00 – 11:30 Edukacija članova Stručnog Training for the expert panel members povjerenstva (short presentation of ASHE, (kratko predstavljanje rada introduction to the higher education Agencije, upoznavanje sa sustavom system in Croatia, introduction to the visokog obrazovanja u Republici re-accreditation procedure, Standards Hrvatskoj, for the evaluation of quality and upoznavanje s Postupkom writing the final report) reakreditacije, Standardima za vrednovanje kvalitete i načinom pisanja završnog izvješća) 11:30 – 12:00 Snack ručak Snack lunch 12:00 – 15:30 Priprema Stručnog povjerenstva za Preparation of the expert panel posjet Fakultetu agrobiotehničkih members for the site visit (working on znanosti Osijek, Sveučilišta J. J. the Self-evaluation document and Strossmayera u Osijeku (rad na Standards for the evaluation of quality) Samoanalizi i Standardima za Questions for the site visit vrednovanje kvalitete ) Pitanja za posjet 15.30 - Polazak za Osijek Departure for Osijek

Reakreditacija Re-accreditation of the Fakulteta agrobiotehničkih znanosti Faculty of Agrobiotechnical Sciences Osijek Osijek Sveučilišta J. J. Strossmayera u Osijeku University of J. J. Strossmayer in Osijek

PROTOKOL POSJETA VISIT PROTOCOL Utorak, 26. studenog 2019. Tuesday, 26th November 2019. Mjesto događanja: Venue:

Vladimira Preloga 1, 31000, Osijek Vladimira Preloga 1, 31000, Osijek

Utorak, 26. studenog 2019. Tuesday, 26th November 2019.

9:00 – 10:00 Sastanak s dekanom, prodekanima i Meeting with the dean, vice-deans and tajnicom fakulteta (bez prezentacija) secretary (no presentations) 10:00 – 11:00 Sastanak članova Stručnog povjerenstva Internal meeting of the panel members (Analiza dokumenata) (Document analysis) 11:00 – 11:45 Sastanak s radnom grupom koja je Meeting with the working group that priredila Samoanalizu (koordinatori compiled the Self-evaluation poglavlja) i Povjerenstvom za (coordinators of assessment areas) and osiguravanje kvalitete Quality Assurance Committee 11:45 – 12:45 Sastanak sa studentima (otvoren Meeting with the students (open sastanak za sve studente) meeting for all students) 12:45 – 14:15 Radni ručak Stručnog povjerenstva Working lunch 14:15 – 15:15 Sastanak s nastavnicima (u stalnom Meeting with full-time employed radnom odnosu, nisu na rukovodećim teachers who do not have managerial mjestima) positions

15:15 – 16:00 Sastanak s Alumnima Meeting with the Alumni 16:00 – 16:45 Sastanak s vanjskim dionicima - Meeting with external stakeholders - predstavnicima strukovnih i representatives of professional profesionalnih udruženja, poslovna organisations, business sector/industry zajednica, poslodavci, stručnjaci iz sector, professional experts, non- prakse, organizacijama civilnog društva, governmental organisations, external vanjski predavači lecturers 16:45 - 17:45 Organizacija dodatnog sastanka o Organisation of additional meeting on otvorenim pitanjima, prema potrebi open questions, if needed

Wednesday, 27th November Srijeda, 27. studenog 2019. 2019. 9:00 – 10:00 Sastanak članova Stručnog Internal meeting of the panel povjerenstva (Analiza members (Document analysis) dokumenata) 10:00– 10:45 Sastanak s prodekanom za nastavu i Meeting with the vice-dean for upravljanje kvalitetom education and quality management 10:45 – 12:30 Obilazak pokušališta Antunovac i Visit of experiment station Tenja Antunovac and Tenja 12:30 – 13:15 Sastanak s asistentima Meeting with teaching assistants 13:15 – 14:45 Radni ručak Stručnog povjerenstva Working lunch 14:45 – 16:15 Obilazak Fakulteta (knjižnica, Tour of the Faculty (library, laboratoriji, uredi studentskih laboratories, student services, službi, ured međunarodne suradnje, international office, IT services, informatička služba, učionice) i classrooms) and participation in prisustvovanje nastavi teaching classes 16:00 - 16:10 Interni sastanak članova Stručnog Internal meeting of the panel povjerenstva members 16:10 - 17:10 Sastanak s predstojnicima zavoda Meeting with heads of departments 17:10 - 18:10 Organizacija dodatnog sastanka o Organisation of additional meeting otvorenim pitanjima, prema potrebi on open questions, if needed

Četvrtak, 28. studenog 2019. Thursday, 28th November 2019.

9:00 – 10:00 Sastanak članova Stručnog povjerenstva Internal meeting of the panel members (Analiza dokumenata) (Document analysis) 10:00 – 10:45 Sastanak s prodekanom za znanost i Meeting with vice dean for science and poslijediplomske studije i postgraduate studies and vice dean for prodekanicom za međunarodnu international cooperation and suradnju te predstavnicima ureda za representatives from Office for science znanost 10:45 – 11:30 Sastanak s voditeljima znanstvenih Meeting with the heads of research projekata projects 11:30 – 11:45 Sastanak članova Stručnog povjerenstva Internal meeting of the panel members 11:45 – 12:45 Radni ručak Stručnog povjerenstva Working lunch 12:45 – 15:45 Posjet i obilazak dislocirane lokacije u Visiting dislocated location in Vinkovci, Vinkovcima, prisustvovanje nastavi site tour and participation in teaching classes 15:45 – 16:45 Organizacija dodatnog sastanka o Organisation of additional meeting on otvorenim pitanjima, prema potrebi open questions, if needed 16:45 – 17:00 Interni sastanak članova Stručnog Internal meeting of the panel members povjerenstva 17:00 – 17:10 Završni sastanak s dekanom, Exit meeting with the dean, vice-deans prodekanima i tajnicom fakulteta and secretary

Petak, 29. studenog 2019. Friday 29th November 2019.

9:00 – 12:00 Sastanak Stručnog povjerenstva – Joint meeting of the expert panel members pisanje nacrta završnog izvješća - Drafting the final report 12:00 Polazak za Zagreb Departure for Zagreb

SUMMARY The quality assurance at FAZOS is in line with the relevant regulations. FAZOS has implemented recommendations from the previous evaluations, supports academic integrity and freedom, guards ethical behaviour, and helps vulnerable students. There are staff who are temporarily overloaded in teaching assignments. The Faculty offers a variety of programs that cover all agronomic disciplines. The programs are being revised and new study programs are being planned. Little attention has been paid to the international recognition of study programs as well as the training of students for the international labour market. Learning outcomes are confusing and often qualitatively inconsistent with the Croatian Qualification Framework. Overall, the teaching process and student support are at a satisfactory level. Admission criteria for enrolment in all programmes are clearly described. Procedures for monitoring student progress are clearly defined and the mentoring system elaborated; however, the drop-out rate is very high during the first year. Special workshops are organized to improve teachers’ teaching skills and to implement innovative methods of teaching. Students need more practical skills – more laboratory work, fieldwork and practice. International mobility is weak, the number of outgoing and incoming students is extremely small. Incoming staff mobility could also be increased. The library could be improved. Adequate room for study is still missing. The number of international journals could be increased. Lab equipment is good and it is ensured for each research field separately. The financial plan is well-structured and goes in the way to ensure the teaching quality, research work and student life. In the last five years the Faculty published a high number of scientific and review papers in categories A1-A3, the total number of Q1-Q2 papers is 56 in this period, with the average IF of 4,4. The quality of the PhD theses is acceptable. The Faculty resources are efficiently used for the development of the competiveness of the region. Projects resulted in training courses for farmers in production for global market and marketing. The Faculty is a co-founder of the Competence Center of Applied Biosciences Healthy Food Chain Ltd and the Agro- Cluster. The Slavonica conference and the Open Door Days are good examples of the knowledge transfer. The Faculty employees have been awarded for their research performance. In line with the four focus areas 17 research groups have been formed which also consist of researchers from other faculties. The Faculty acquired state-of-the art-facilities. The Open Door Days of the Faculty is also part of the popularisation of science which has been carried out in the last 7 years. Examples are presented of how research results are included in the teaching. The overall grade is satisfactory. Recommendations for improvement are given.