University of Maribor

Univerza v Mariboru

Basic information

Identifiers
- DEQARINST2337
- SI0002
- ROR: https://ror.org/01d5jce07
- SI-ETER.BAS.NATID: 108
- Erasmus: SI MARIBOR01
- SCHAC: um.si
- Erasmus-Charter: E10209163
- EU-PIC: 999903646
- EU-VAT: SI71674705
- WHED: IAU-020665
Provider type

higher education institution
Legal seat(s)

Maribor, Slovenia
Further location(s)

Slovenj Gradec, Slovenia
Novo Mesto, Slovenia
Murska Sobota, Slovenia
Koper, Slovenia
Krško, Slovenia
Celje, Slovenia
Ljubljana, Slovenia
Kranj, Slovenia
Postojna, Slovenia
Trbovlje, Slovenia
Nova Gorica, Slovenia
Website

https://www.um.si/en/Pages/default.aspx
Founding year

1975
QF-EHEA levels

third cycle, second cycle, first cycle, short cycle
Permalink

https://data.deqar.eu/institution/2337/

National External Quality Assurance Requirements

Accreditation of a study programme
is granted for an indefinite period or the application is denied.
Re-accreditation of a higher education institution
is granted for a period of maximum five years (or less) or, if quality standards are not meet the accreditation is denied.
Initial accreditation of a higher education institutions
is granted for a period of five years or, if quality standards are not meet, the application is denied.
Accreditation of changes of higher education institutions
Changes to another type, merger by acquisition, merger by the formation of a new entity or division of higher education institutions, changing the location in Slovenia
Further information on external quality assurance in Slovenia

External Quality Assurance Reports and Decisions

Institutional level

2 reports

Results per page

Institutional re-accreditation

DEQAR Report ID

89674
Agency

Slovenian Quality Assurance Agency (SQAA)
Type

Re-accreditation of higher education institutions
Status

part of obligatory EQA system
Formal decision

positive
Date

29/09/2022
Valid until

not applicable
Summary

Report summary

University of Maribor has well-defined vision and mission and the thereupon based strategic goals 2021-2030. Strategic planning is feasible and comprehensive, and places particular emphasis on numerous aspects of the University's links to its environment and its capacities. The University is endeavouring to attain a national and European identity, but could employ the European ESG Standards with greater precision. Outsourced and non-academic staff should be included more into the University's strategic planning. The University monitors its work on a yearly basis in self-evaluation reports and the University's annual management report, which could be upgraded with the use of performance indicators and periodic assessments. The University's well conceived strategy could be further improved with the estimated realisation dates as guidelines, in addition to performance indicators and regular formative assessments. The internal organisation of the University enables varied cooperation between internal and external stakeholders in the management and development of activities. Cooperation among higher education teachers and associates, and professional and administrative staff, and their inclusion in participatory decision making are excellent. Students are treated as equal partners and actively participate in the University's activities. Collaboration among researchers should be encouraged more. Business representatives, employers and other external stakeholders liaise with the representatives of the University and the Faculties at conferences and meetings of various forms as well as through Programme Boards. Their opinions and suggestions should be better systematised and taken into account by the University. A good working atmosphere and positive interpersonal relationships have been established at the University of Maribor, and its employees have expressed satisfaction with their workplace. The University demonstrates the development and improvement of research, scientific and artistic activities. 109 research teams are active at the seventeen Members, but the University has strategically decided to define four basic areas. Research activity is extensive, some Members are internationally competitive. The University shows progress in the area of research, but there is still room for improvement. It has some top researchers, but they are few and their potential is not exploited to the fullest. Success in attracting national or international research projects should be appropriately financially rewarded. The transfer of research findings into practice is even weaker. Research and teaching activities need to be understood as complementary and not mutually competitive, and the synergy between them needs to be strongly encouraged. Outstanding research achievements could be more clearly and frequently presented on the websites of the University and its Members. The practical part of studies is obligatory for professional study programmes, and is optional in other programmes or is conducted as an additional study requirement. Activities of practical training take place outside the University premises, which allows students to familiarise themselves with the professional obligations of their discipline, and to get to know their potential employers. Procedures that measure the level of satisfaction with practical training, both on the part of students and the institutions that supervise (mentor) their work, vary greatly among the Faculties, but assessment results are evaluated regularly. All Faculties could improve the quality of practical training if they opened themselves to the international environment. 54 University of Maribor monitors the needs for knowledge and the employment needs of the environment through various means. It conducts a university survey on academic satisfaction and employability as well as employment of its graduates, but since 2016 this mechanism cannot be used anymore due to the regulation on information privacy. The University monitors the employability of its graduates to some extent through individual Members' Alumni Clubs and through Career Centres, while it also communicates with various employers (many are included into the Members' Programme Boards); students do their practical traning in collaboration with their future employers. Employers should participate as much as possible in the provision of feedback on graduates' competencies, particularly in relation to the integration of contents that enhance employability into undergraduate study programmes. The University should establish more transparent communication of information on employability to all the interested parties at the University and individual Faculties. University of Maribor has established a comprehensive and sophisticated quality assurance system, defined in the UM Rules of Procedure on Quality, and enables a closed quality loop in all areas of the higher education institution's activities. The level of the culture of quality is not defined clearly and precisely enough, although it is improvementoriented. The University could upgrade the supporting systems with the aim of improving action inside the quality loop. University of Maribor has already enabled its Members the appointment of vice-deans for quality development; now the management of the Faculties have to take a leading role in making the changes that are necessary for the development of the culture of quality. It is important to implement two key principles of quality which promote and sustain the development of the culture of quality, namely autonomy/accountability and participation in the culture of communication and trust. University of Maribor informs the stakeholders and the public in a timely manner about study programmes and its activities. The University has established a visible URL ("um.si") for its online presence, while the websites of its Members still need to be standardised. Exceptional research and teaching achievements have not been given enough attention on these websites. On a quarterly basis, the University publishes a printed magazine UMniverzum, which presents employees' achievements and other news. It also publishes a weekly newsletter for students, employees and the interested publics, which is distributed via e-mail. The Rectorate and the Faculties are actively present on a variety of social media platforms. The University should develop a communication strategy and plan the improvement of information quality. The role of the university press and its recognisability in the Slovenian and international research environments could be more active. The University of Maribor's efforts to achieve human resources development in accordance with the »European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers« have been acknowledged with a special prize. Staffing is not hierarchically adequate: there are approximately 70% of lecturers and only 30% of assistents among the teaching staff. Furthermore, only 30% of them are employed fulltime, while others are outsourced (external contractors). At the same time, the number of researchers is disproportionately low in comparison with the proportion of teaching staff. Habilitation criteria are adequate and well balanced. Most teachers and researchers demonstrate reasonable achievements, though some Faculties employ or collaborate with course holders who are not active in research. The University has a well developed system 55 of staff training; however, the introduction of mandatory pedagogical training in the area of higher education didactics for beginner assistants is worth considering. The University does not have any systematic plans or concretely defined goals for regulating the area of gender balance. University of Maribor is adequately staffed with professional-technical in managerial-administrative workers who provide effective assistance and advise to students and other stakeholders. Staffing is sufficient and adequately qualified. A large anonymous survey on employee satisfaction is performed on a yearly basis. On the basis of these data, the University is creating a positive working atmosphere. Considerable resources have been invested in the training and advancement of staff. Professional staff should be additionally trained for the partly English-speaking working environment as well as in the area of the general etiquette. The University provides students with adequate assistance and advice and takes into consideration the diversity of students and their needs. The University has a number of well developed advisory services for students, which are available at the Faculties and at the Rectorate. It could also establish the use of communication channels through which information could be transmitted to all the concerned students, and thereby provide a rapid and reliable route of informing students. The University has an established tutoring system, which should be unified particularly in relation to the recognition of tutoring work and support or remuneration offered to student tutors. The University could improve the student mobility web portal in a way that would make information more understandable and accessible to students, and arrange for the recognition of knowledge and skills acquired on international exchanges that would be unified on the University level. Students are provided with satisfactory conditions for quality studies, scientific, professional, research or artistic work as well as extracurricular activities. Student satisfaction with the study process is regularly monitored with the student satisfaction survey. Data indicate that the level of satisfaction is rising. Students are well included into professional activities and research through various projects, thematic and final assignments (diploma or Master theses), practical traning, case-based learning in mandatory and elective courses, and through joint publication of scientific articles by teachers and students. The University offers a wide range of extracurricular activities. Some of the activities organised by the University are formally recognised with ECTS credits. Active inclusion of students from dislocated units into student representative bodies is well developed. The reintroduction of a prorector for dislocated units at the university level could ensure a greater unity with the University and thereby a better study experience for all students. University of Maribor protects student rights. Representatives of students from different Faculties are organised into the Student Council, which elects its representatives into the University Senate, the Board of Directors and various committees. The fact that stands out at the University of Maribor is that the students have a representative in the University management, namely the student prorector. The University ensures identification and prevention of the discrimination of vulnerable groups of students and the discrimination based on students' personal circumstances and beliefs; the term ‘conflict situation’ could be replaced with a more suitable one in all Acts and procedures, and the application procedure could be modified. 56 Students participate in evaluating and updating the contents and implementing the activities of the University of Maribor. The prorector for student affairs is someone who is a student himself, which ensures the inclusion of students at all levels of the university system. Students regularly take part in self-evaluation through student surveys, while student representatives also actively participate in the writing process, and add their comments on the self-evaluation report. Additionally, they may express their opinions within the committees in which they participate. In accordance with the UM Rules of Quality Evaluation, approval by students is necessary for the adoption of the institutional selfevaluation report or a Member's self-evaluation report. It would be reasonable if the University considered more diverse means of acquiring student opinions (e.g. focus groups, interviews). Thus more qualitative information could be obtained and some topics that have not yet been included into the existing questionnaires could be incorporated into the student survey. It would be reasonable if student surveys were conducted immediately after the completion of a learning unit. Students should be informed as quickly as possible of any adaptations implemented on the basis of survey results. Students' opinions regarding teachers' performance has a growing impact, but can still be overruled and nullified by the Senate. Although such cases are rare, it would be reasonable to consider changing this institute, to promote a close and trustful partnership with students. It might be beneficial to examine the possibility of providing advice or further training in teaching skills for those implementors of courses (teachers) who require such support. University of Maribor provides adequate premises and equipment for implementing its activity. It owns the major part of the premises used for its educational, research and professional activities, while others are rented through relevant contracts for various time periods. Student Dormitories, which provide accommodation to students, operate as one of the University Members. Since 2018, the University has an appointed prorector of infrastructure. The University should provide additional resources for the reconstruction of deteriorated facilities and the adaptation of facilities to people with special needs. It should also develop a long-term strategy for the maintenance and modernisation of top-quality scientific research equipment as well as the unification of the information system at the level of the whole University. Adaptations of the study process are made for students with different forms of disability. Students with special needs participate as equal members in the Student Council and committees. A tutor is provided to students with special needs. Some facilities where extracurricular activities take place are not accessible to physically impaired persons. The University should update the system of ensuring study process adaptations to students with special needs so that the latter will not be forced to continuously draw attention to the consideration of their rights. University of Maribor ensures adequate and stable financial resources for the implementation and further development of the higher education activity. Additional income could be ensured through developing lifelong learning programmes and consolidating additional support for the commercially oriented patent activity, with the participation of the University. The University could increase its research cooperation with the environment and attainment of grants, sponsorships, and donations from the economic environment. University has a comprehensive library system, which enables a physical and online access to research- and study-related literature. Both the central library (the University 57 Library Maribor) and the individual libraries work as an integral part of the University and provide quality services. They share some of the common services. The libraries are generally well supplied, bibliographical support is of high quality. In cases when basic study materials are not always available to students in a sufficient number of copies, alternatives need to be provided. Access to (the majority of) electronic resources is possible through remote access, i.e. computers in the library. The University is developing a vision of the changing role of the library, envisaging it as the "students' third home", which could boost their satisfaction, health and psychological well-being as a way of enhancing their academic performance. The University should also consider the future role of the library in establishing links between the University and external stakeholders and the creation of opportunities for knowledge exchange. The provisions of Article 14 of the Higher Education Act have been fully observed. We have noticed that enrolment requirements for a considerable number of university-level study programmes are not regulated in accordance with the provisions of Article 38 of the Higher Education Act.

University of Maribor has well-defined vision and mission and the thereupon based strategic goals 2021-2030. Strategic planning is feasible and comprehensive, and places particular emphasis on numerous aspects of the University's links to its environment and its capacities. The University is endeavouring to attain a national and European identity, but could employ the European ESG Standards with g...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89674/
Agency's identifier

6031-9/2020/25
Verifiable Credential
- DEQAR format

Programme level

101 - 120 of 236 programmes

Results per page

Logistika sistemov (first cycle degree)

Qualification/award
- Bachelor
Level

first cycle (NQF 7)
Programme type

Full recognised degree programme

DEQAR Report ID

89662
Agency

Slovenian Quality Assurance Agency (SQAA)
Type

Extraordinary evaluation of study programmes
Status

part of obligatory EQA system
Formal decision

positive
Date

29/09/2022
Valid until

not applicable
Summary

Report summary

The group of experts evaluated three study programs at the Faculty of Logistics, University of Maribor. The first was Economic and Technical Logistics, a higher education professional program of the 1st level. The second was Systems Logistics, a 1st level university program that also includes the basics for approaching research work and, in addition to mastering basic concepts in logistics, prepares students to consider improving logistics concepts in the work environment. The third is Systems Logistics, a 2nd level master's program that focuses on the use of scientific approaches in logistics and trains professionals who can take on leadership roles. An international module has also recently been introduced at the master's level program. Students and graduates report high levels of satisfaction with all three study programs, they feel they have been equipped with the adequate qualifications to enter the work environment most would enrol in the same program again. The self-evaluation is carried out in accordance with a form based on the SQAA Criteria, followed by the preparation of the annual action plan. However, the process focuses almost exclusively on the faculty level, and too little on individual study programs and their specifics. The faculty is active in updating and further developing study contents and successfully operates in the international field, but does not systematically document those efforts and does not monitor it in self-evaluation reports. There was a lack of documentation found regarding concrete activities on improving and upgrading study programs over the years. Better recording of the changes implemented would contribute to progress traceability and greater transparency of development processes. We also recommend raising awareness of the importance of self-evaluation among students and staff. This would contribute to a better understanding of the role of self-evaluation and greater motivation of all stakeholders to contribute reflections, thus influencing a general development of quality culture. We also noticed that the Quality Commission has too little influence on the contents and application of the self-evaluation report findings. They need to become active advisers and co-creators of measures for program changes and overgrow the current status of mere observers. There are five research laboratories at the faculty with specific orientations. Scientific research work at the faculty is well established and financially supported, and researchers include the results of their research in their pedagogical work. However, once again there is a lack of clear recording regarding the integration of research results into curricula. Without that, it is not possible to track changes and follow the progress made in the study 38 content. There is also a lack of analysis of the effectiveness in integrating research findings on the student's learning outcomes. The faculty's cooperation with the economy is exemplary, and close involvement with the business environment is an outstanding feature of the faculty. Practical training in the work environment is an important part of the study process. A system of double mentoring has been established - the student coordinates work obligations and desired to learn outcomes together with the mentor (employer) in the company, and is also guided by a mentor at the faculty, who monitors both the content and the organisational aspects of practical training. Practical training also often leads to employment, which indicates good cooperation and appropriate competencies acquired by graduates during their studies. Employability is at a very high level, and companies often turn to the faculty with initiatives to participate in projects, sometimes even with a request to find specific staff. This shows the trust enjoyed by the faculty in the wider environment and represents a distinct advantage. From the point of view of continuous cooperation with graduates and the wider working environment, it would be sensible to consider reviving lifelong learning and training programs for the economy, which could deepen cooperation and contribute to the continuous flow of knowledge and skills. Following trends in the professional environment is also the main basis for updating study content, but the process of obtaining information from the stakeholders is currently quite informal and unstructured. The gathering of information on necessary changes is ongoing and produces appropriate results - study programs are contemporary and in line with the needs of the work environment, but the current way of working does not provide a basis for systematic and traceable updating of study contents. Higher education teachers and associates have been taking up student-centred learning, teaching and assessment techniques, they use digital technologies and are provided with appropriate training in this regard. Theoretical training is supported by laboratory work and practical examples and enriched by the involvement of outside experts. They also take students on excursions and encourage them to participate in projects with companies, especially master's degree students, who also have the opportunity to publish and/or present the results of their work at the conference. The master's program is especially attractive for students who want to acquire knowledge for the development of new solutions in logistics and the advancement of the profession. The need for renovation or the transformation of the program was successfully detected at the faculty. The group of experts recommends the targeting of measures for the modernization of the program, where a single, dominant orientation should be clearly defined, which can be broader, management-oriented, or fully dedicated to teaching specialised content in logistics. The program should be coherent and clearly defined. Support and counselling services at the faculty for students and employees are appropriate, as well as information and support at all levels of study. An exemplary support system for 39 students with special needs has been established, and in February 2019 they also received the Athlete-Friendly Education Certificate, which can be highlighted as an advantage. In general, the workload of students is balanced, and schedules are adjusted to the awareness that a large proportion of students are already employed. There is also an active alumni club and a career centre - given the excellent connection between the faculty and the economy, the two departments could be employed to organize more events and activities to permeate and deepen the relationship between the educational and business environment. Above all, they should grasp the opportunities they have for the systematic collection of opinions and data about graduates, their careers and the competencies they need. International cooperation is present but can be further strengthened. Mobility is provided through the Erasmus network, some higher education teachers are also involved in international research projects, but it would make sense to build a solid foundation for closer and lasting research collaborations with institutions from abroad. In general, the faculty operates successfully, enjoys a good reputation and produces staff who are highly valued in the business environment, and opportunities arise mainly in the field of better recording and processing of data and further reflection in order to close the quality loop

The group of experts evaluated three study programs at the Faculty of Logistics, University of Maribor. The first was Economic and Technical Logistics, a higher education professional program of the 1st level. The second was Systems Logistics, a 1st level university program that also includes the basics for approaching research work and, in addition to mastering basic concepts in logistics, prepar...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89662/
Agency's identifier

6031-9/2020/19-UM-FL
Verifiable Credential
- DEQAR format

Logistika sistemov (second cycle degree)

Qualification/award
- Master
Level

second cycle (NQF 8)
Programme type

Full recognised degree programme

DEQAR Report ID

89662
Agency

Slovenian Quality Assurance Agency (SQAA)
Type

Extraordinary evaluation of study programmes
Status

part of obligatory EQA system
Formal decision

positive
Date

29/09/2022
Valid until

not applicable
Summary

Report summary

The group of experts evaluated three study programs at the Faculty of Logistics, University of Maribor. The first was Economic and Technical Logistics, a higher education professional program of the 1st level. The second was Systems Logistics, a 1st level university program that also includes the basics for approaching research work and, in addition to mastering basic concepts in logistics, prepares students to consider improving logistics concepts in the work environment. The third is Systems Logistics, a 2nd level master's program that focuses on the use of scientific approaches in logistics and trains professionals who can take on leadership roles. An international module has also recently been introduced at the master's level program. Students and graduates report high levels of satisfaction with all three study programs, they feel they have been equipped with the adequate qualifications to enter the work environment most would enrol in the same program again. The self-evaluation is carried out in accordance with a form based on the SQAA Criteria, followed by the preparation of the annual action plan. However, the process focuses almost exclusively on the faculty level, and too little on individual study programs and their specifics. The faculty is active in updating and further developing study contents and successfully operates in the international field, but does not systematically document those efforts and does not monitor it in self-evaluation reports. There was a lack of documentation found regarding concrete activities on improving and upgrading study programs over the years. Better recording of the changes implemented would contribute to progress traceability and greater transparency of development processes. We also recommend raising awareness of the importance of self-evaluation among students and staff. This would contribute to a better understanding of the role of self-evaluation and greater motivation of all stakeholders to contribute reflections, thus influencing a general development of quality culture. We also noticed that the Quality Commission has too little influence on the contents and application of the self-evaluation report findings. They need to become active advisers and co-creators of measures for program changes and overgrow the current status of mere observers. There are five research laboratories at the faculty with specific orientations. Scientific research work at the faculty is well established and financially supported, and researchers include the results of their research in their pedagogical work. However, once again there is a lack of clear recording regarding the integration of research results into curricula. Without that, it is not possible to track changes and follow the progress made in the study 38 content. There is also a lack of analysis of the effectiveness in integrating research findings on the student's learning outcomes. The faculty's cooperation with the economy is exemplary, and close involvement with the business environment is an outstanding feature of the faculty. Practical training in the work environment is an important part of the study process. A system of double mentoring has been established - the student coordinates work obligations and desired to learn outcomes together with the mentor (employer) in the company, and is also guided by a mentor at the faculty, who monitors both the content and the organisational aspects of practical training. Practical training also often leads to employment, which indicates good cooperation and appropriate competencies acquired by graduates during their studies. Employability is at a very high level, and companies often turn to the faculty with initiatives to participate in projects, sometimes even with a request to find specific staff. This shows the trust enjoyed by the faculty in the wider environment and represents a distinct advantage. From the point of view of continuous cooperation with graduates and the wider working environment, it would be sensible to consider reviving lifelong learning and training programs for the economy, which could deepen cooperation and contribute to the continuous flow of knowledge and skills. Following trends in the professional environment is also the main basis for updating study content, but the process of obtaining information from the stakeholders is currently quite informal and unstructured. The gathering of information on necessary changes is ongoing and produces appropriate results - study programs are contemporary and in line with the needs of the work environment, but the current way of working does not provide a basis for systematic and traceable updating of study contents. Higher education teachers and associates have been taking up student-centred learning, teaching and assessment techniques, they use digital technologies and are provided with appropriate training in this regard. Theoretical training is supported by laboratory work and practical examples and enriched by the involvement of outside experts. They also take students on excursions and encourage them to participate in projects with companies, especially master's degree students, who also have the opportunity to publish and/or present the results of their work at the conference. The master's program is especially attractive for students who want to acquire knowledge for the development of new solutions in logistics and the advancement of the profession. The need for renovation or the transformation of the program was successfully detected at the faculty. The group of experts recommends the targeting of measures for the modernization of the program, where a single, dominant orientation should be clearly defined, which can be broader, management-oriented, or fully dedicated to teaching specialised content in logistics. The program should be coherent and clearly defined. Support and counselling services at the faculty for students and employees are appropriate, as well as information and support at all levels of study. An exemplary support system for 39 students with special needs has been established, and in February 2019 they also received the Athlete-Friendly Education Certificate, which can be highlighted as an advantage. In general, the workload of students is balanced, and schedules are adjusted to the awareness that a large proportion of students are already employed. There is also an active alumni club and a career centre - given the excellent connection between the faculty and the economy, the two departments could be employed to organize more events and activities to permeate and deepen the relationship between the educational and business environment. Above all, they should grasp the opportunities they have for the systematic collection of opinions and data about graduates, their careers and the competencies they need. International cooperation is present but can be further strengthened. Mobility is provided through the Erasmus network, some higher education teachers are also involved in international research projects, but it would make sense to build a solid foundation for closer and lasting research collaborations with institutions from abroad. In general, the faculty operates successfully, enjoys a good reputation and produces staff who are highly valued in the business environment, and opportunities arise mainly in the field of better recording and processing of data and further reflection in order to close the quality loop

The group of experts evaluated three study programs at the Faculty of Logistics, University of Maribor. The first was Economic and Technical Logistics, a higher education professional program of the 1st level. The second was Systems Logistics, a 1st level university program that also includes the basics for approaching research work and, in addition to mastering basic concepts in logistics, prepar...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89662/
Agency's identifier

6031-9/2020/19-UM-FL
Verifiable Credential
- DEQAR format

Logistika sistemov (third cycle degree)

Qualification/award
- Doctorate
Level

third cycle (NQF 10)
Programme type

Full recognised degree programme

DEQAR Report ID

100023
Agency

Slovenian Quality Assurance Agency (SQAA)
Type

External (sample) evaluation of a study programme
Status

part of obligatory EQA system
Formal decision

not applicable
Date

21/09/2023
Valid until

not applicable
Summary

Report summary

The Faculty prepares a self-evaluation report on the functioning of the Faculty and the implementation of study programmes, in accordance with the UM guidelines. The faculty also prepares a self-evaluation report for the study programme "Logistics of Systems" at the 3rd level. The expert group notes that the self-evaluation report of the study programme should also include an action plan, on the basis of which the effectiveness of the implementation of measures/activities to improve and update the study programme could be monitored. Lecturers regularly implement minor additions to the subjects in the study programme to reflect the dynamic changes in the field of logistics activity, including updating of resources. The faculty does not conduct student surveys during the 3rd level studies. In an interview with the faculty leadership, the programme coordinator and the doctoral students, a group of experts concluded that the faculty collects the data for the change of the study programme in an informal way, but the collection of this data is not systematised. The faculty needs to appropriately formalise the monitoring and collection of 3rd level students' opinions, comments and suggestions regarding the implementation and content of the study programme (quality loop). The faculty has several possibilities to collect data from the students (questionnaires, focus groups or individual interviews with students). It is useful to consider introducing a self-evaluation survey of study providers, where proposals for changes and updates to the study programme could be directly identified. It is also necessary to take an appropriate measure to inform students and external stakeholders about the contents and measures of self-evaluation report. The Faculty has established a system for collecting proposals for changes to the study programme from external stakeholders through the Faculty Programme Council. The Faculty Programme Council consists of representatives of the project partners and employers. Minutes are kept at the meetings of the Programme Council. As the Programme Council has only recently been established, the impact of the proposals to change the study programme is not yet clear. The 3rd degree programme "Logistics of Systems" focuses on students' independent work, which is typical for 3rd degree programmes. Students carry out part of their independent work in the laboratories of the faculty. The laboratories are appropriately adapted and equipped for the type of study. As part of the orientation, students carry out various activities (measurements) in the laboratories. In individual courses, students write and publish original and transparent scientific articles based on research results. The study is very individual due to the small number of students. In the interview with the subject holders, the lack of tutors was highlighted, so the holders suggested reducing the number of students enrolled. The students confirmed in the interviews that the accredited hours of lectures and consultations are indeed conducted in accordance with the curriculum. However, they would like to see more contact hours in the compulsory courses, as students currently do a lot of independent work. The faculty does not measure the workload of third level students with independent work. It would be useful to set up a system to monitor the workload of students with independent work and compare it with the defined credit points for each course. Each year, mentors and students write a report on their participation and progress in their studies. The report is submitted to the coordinator of the doctoral programme. The doctoral students describe the professors as professional, approachable and responsive. The faculty monitors competences and learning goals based on the students' scientific publications, but this is only possible in the 2nd and 3rd year, not in the 1st year. The expert group suggests that the faculty introduce a system for monitoring the achievement of competences and learning goals in the 1st year. The project office mainly involves students in ARRS projects. Students are also involved in research in laboratories, or they carry out research with project partners from industry. The students' research activities are also reflected in their publications in scientific research publications. In interviews with a group of experts, the 3rd level students emphasised that they needed to be better informed about the possibilities of participating in different projects and research. Based on the documentation provided and interviews with academic staff, it can be concluded that the Faculty of Logistics at UM has a sufficient number of qualified lecturers to run the 3rd level doctoral programme. In the period from 2017 to 2021, the Faculty acquired and implemented seven research and development projects, six development and research and international projects and two marketing projects. In the last five years, UM FL acquired projects financed with public funds, funds from abroad or funds from the business sector with a total value of 993,503.034 EUR. Projects whose leaders are also holders of third-level study programmes at UM FL are taken into account. In the interviews, non-teaching staff expressed high motivation for the work and confirmed that they have guaranteed conditions for professional and personal development. The University of Maribor prepares "Izpolopolni UM"trainings for staff. Employees receive a monthly invitation and a training programme. The Faculty has suitable premises and quality equipment for the implementation of its mission, vision and goals. The faculty is financially stable. Students are enabled to progress smoothly and complete their studies if they regularly fulfill their obligations. Before starting their studies, students sign a special study and supervision agreement with the faculty, which defines all the rights and obligations of both the student and the faculty. The Faculty offers scholarships for doctoral studies, both for Slovenian and foreign students. In order to facilitate the students' progress, it has also introduced a postponement of the payment of tuition fees until the transfer of scholarship holder. The expert group concludes that it is necessary to shorten the study period accordingly, which was also agreed by the faculty leadership during the interviews. The faculty estimates that the cause is inactive students who have already been asked to finish or complete their studies. Also due to the experience with inactive students, the faculty has conversations with students before enrolment in which they try to present to them the complexity and burden of studying for a third degree. Lecturers are guaranteed autonomy in teaching and research, which is in accordance with the Code of Ethics of UM. In accordance with the 7th standard of Article 12 of the criteria, the Faculty informs stakeholders about its study programmes and activities through the website. The selfevaluation report of the faculty is also published on the website, but not the self-evaluation report of the study programme. As self-evaluation report is an extensive document, the expert group suggests publishing the summary for the foreign partners in Slovenian and English.

The Faculty prepares a self-evaluation report on the functioning of the Faculty and the implementation of study programmes, in accordance with the UM guidelines. The faculty also prepares a self-evaluation report for the study programme "Logistics of Systems" at the 3rd level. The expert group notes that the self-evaluation report of the study programme should also include an action plan, on the b...
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- Evaluation report (Slovenian)
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University of Maribor

Univerza v Mariboru

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