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

221 - 236 of 236 programmes

Results per page

Zdravstvena nega (first cycle degree)

Qualification/award
- Bachelor
Level

first cycle (NQF 7)
Programme type

Full recognised degree programme

DEQAR Report ID

89526
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 was tasked with assessing two of the Faculty of Health Science’s study programs – Healthcare 1st cycle and Healthcare 2nd cycle. The first cycle is more general and widely oriented and the second, master's level, provides further orientation and specialization options. The quality assurance procedure manual from 2013 was found to be are outdated and therefore needs to be updated. Self-evaluation processes are otherwise being carried out properly, and analysis of surveys and statistics are being carried out. The data contributes to the creation of informed improvement measures, however, those are sometimes quite generalised and not very targeted, especially at the level of individual study programs. On the other hand, the implementation of measures from the yearly action plan at the faculty level is being monitored closely and the achievement of goals is documented well. In the process of self-evaluation, it would be sensible to encourage a more active role of members of the program council and external stakeholders and to include them in the updating of study content. The group of experts also proposes to strengthen the information of students about the results of self-evaluation, with an emphasis on updates that were the result of their initiatives, especially from student surveys. All this contributes to the development of quality culture and the conclusion of a quality loop. Course facilitators encourage students to take an active role in the learning process and introduce student-centred learning, teaching and assessment. Attention is focused on optimizing the implementation of the study process by eliminating needless duplication of content. The need to extend the 1st level program was duly recognized - efforts are being made to correct the situation in this regard, and students are also aware of the struggle. They generally report quite high workloads but are of the opinion that the faculty takes care to balance their study obligations and clinical work as much as possible. Students also believe that the faculty adapts relatively well to their work obligations in most cases, but there are some possible improvements yet to be made. The learning process in the undergraduate program is organised so that a part of the accredited clinical exercises is carried out on mannequins and models, and in the simulation centre. Even though this satisfies the need for a gradual introduction to work in a clinical environment, the group of experts warns of possible discrepancies with the guidelines of the regulated profession. In addition to working to regulate the relevant legal bases during the transitional period, the group of experts proposes appropriate changes to make the curricula and syllabus in order to comply with the directive. We also propose to consider the modularity of the master's study program in the 2nd level, as well as the relationship 39 between the number of enrolled students and the resources needed to implement the program, and the possibilities of employability. The success of the teacher's scientific research work is currently a weak point, as some individuals are not active enough in this field. It is also necessary to pay more attention to the compliance of study course providers with their references in the relevant field of work. Part of the reason appears to be the high pedagogical workload of some teachers. We propose measures that would enable course providers to be more involved in more research work and to encourage their activity and excellence in this regard. The faculty cooperates very well with related and partner institutions. More than 20 contracts or agreements have been concluded with domestic and foreign institutions, as well as around 70 Erasmus + agreements. International engagement is well supported and is attended by students, researchers, as well as professional staff, who also see the experience as an opportunity to transfer good practices. However, it would be worthwhile to take measures to allow longer mobility of researchers to promote high-quality research in cooperation with foreign institutions. Students are adequately represented, entry, content and exit tutoring is provided. Assistance to students with special needs is organized in a personalized way, and a commendable effort is being made to detect and eliminate cases of discrimination or inconsistent treatment. However, students point out that they face additional costs associated with the purchase of clinical work equipment, and that sometimes the study requires the purchase of additional study literature or copying the material, which puts the financially weaker in an unequal position and raises authorship copyright concerns. We recommend reviewing and resolving such situations. Students and graduates generally believe that their studies have provided them with an appropriate level of eligibility for a successful entry into the work environment. Graduates are well employable in both domestic and foreign environments. The faculty proved its worth especially during the Covid19 pandemic when it made sure that clinical exercises were organized and continued smoothly, which further testifies to the generally well established mutual trust and cooperation with other health institutions and the wider environment.

The group of experts was tasked with assessing two of the Faculty of Health Science’s study programs – Healthcare 1st cycle and Healthcare 2nd cycle. The first cycle is more general and widely oriented and the second, master's level, provides further orientation and specialization options. The quality assurance procedure manual from 2013 was found to be are outdated and therefore needs to be updat...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89526/
Agency's identifier

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

Zdravstvena nega (second cycle degree)

Qualification/award
- Master
Level

second cycle (NQF 8)
Programme type

Full recognised degree programme

DEQAR Report ID

89526
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 was tasked with assessing two of the Faculty of Health Science’s study programs – Healthcare 1st cycle and Healthcare 2nd cycle. The first cycle is more general and widely oriented and the second, master's level, provides further orientation and specialization options. The quality assurance procedure manual from 2013 was found to be are outdated and therefore needs to be updated. Self-evaluation processes are otherwise being carried out properly, and analysis of surveys and statistics are being carried out. The data contributes to the creation of informed improvement measures, however, those are sometimes quite generalised and not very targeted, especially at the level of individual study programs. On the other hand, the implementation of measures from the yearly action plan at the faculty level is being monitored closely and the achievement of goals is documented well. In the process of self-evaluation, it would be sensible to encourage a more active role of members of the program council and external stakeholders and to include them in the updating of study content. The group of experts also proposes to strengthen the information of students about the results of self-evaluation, with an emphasis on updates that were the result of their initiatives, especially from student surveys. All this contributes to the development of quality culture and the conclusion of a quality loop. Course facilitators encourage students to take an active role in the learning process and introduce student-centred learning, teaching and assessment. Attention is focused on optimizing the implementation of the study process by eliminating needless duplication of content. The need to extend the 1st level program was duly recognized - efforts are being made to correct the situation in this regard, and students are also aware of the struggle. They generally report quite high workloads but are of the opinion that the faculty takes care to balance their study obligations and clinical work as much as possible. Students also believe that the faculty adapts relatively well to their work obligations in most cases, but there are some possible improvements yet to be made. The learning process in the undergraduate program is organised so that a part of the accredited clinical exercises is carried out on mannequins and models, and in the simulation centre. Even though this satisfies the need for a gradual introduction to work in a clinical environment, the group of experts warns of possible discrepancies with the guidelines of the regulated profession. In addition to working to regulate the relevant legal bases during the transitional period, the group of experts proposes appropriate changes to make the curricula and syllabus in order to comply with the directive. We also propose to consider the modularity of the master's study program in the 2nd level, as well as the relationship 39 between the number of enrolled students and the resources needed to implement the program, and the possibilities of employability. The success of the teacher's scientific research work is currently a weak point, as some individuals are not active enough in this field. It is also necessary to pay more attention to the compliance of study course providers with their references in the relevant field of work. Part of the reason appears to be the high pedagogical workload of some teachers. We propose measures that would enable course providers to be more involved in more research work and to encourage their activity and excellence in this regard. The faculty cooperates very well with related and partner institutions. More than 20 contracts or agreements have been concluded with domestic and foreign institutions, as well as around 70 Erasmus + agreements. International engagement is well supported and is attended by students, researchers, as well as professional staff, who also see the experience as an opportunity to transfer good practices. However, it would be worthwhile to take measures to allow longer mobility of researchers to promote high-quality research in cooperation with foreign institutions. Students are adequately represented, entry, content and exit tutoring is provided. Assistance to students with special needs is organized in a personalized way, and a commendable effort is being made to detect and eliminate cases of discrimination or inconsistent treatment. However, students point out that they face additional costs associated with the purchase of clinical work equipment, and that sometimes the study requires the purchase of additional study literature or copying the material, which puts the financially weaker in an unequal position and raises authorship copyright concerns. We recommend reviewing and resolving such situations. Students and graduates generally believe that their studies have provided them with an appropriate level of eligibility for a successful entry into the work environment. Graduates are well employable in both domestic and foreign environments. The faculty proved its worth especially during the Covid19 pandemic when it made sure that clinical exercises were organized and continued smoothly, which further testifies to the generally well established mutual trust and cooperation with other health institutions and the wider environment.

The group of experts was tasked with assessing two of the Faculty of Health Science’s study programs – Healthcare 1st cycle and Healthcare 2nd cycle. The first cycle is more general and widely oriented and the second, master's level, provides further orientation and specialization options. The quality assurance procedure manual from 2013 was found to be are outdated and therefore needs to be updat...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89526/
Agency's identifier

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

Zdravstvena nega v psihiatriji (short cycle degree)

Qualification/award
Level

short cycle
Programme type

Full recognised degree programme

DEQAR Report ID

89513
Agency

Slovenian Quality Assurance Agency (SQAA)
Type

Accreditation of new study programmes
Status

part of obligatory EQA system
Formal decision

positive
Date

20/10/2022
Valid until

not applicable
Summary

Report summary

The Faculty of Health Sciences at the University of Maribor has been effectively operating since 1993. It offers a first cycle Bachelor's degree programme in Nursing and second and third cycle postgraduate degree programmes. On the basis of a review of the documentation received, the team of experts concluded that the study programme for advanced training - Nursing in Psychiatry was prepared in accordance with the applicable criteria. The syllabus with its units of study ensures that the fundamental objectives of the advanced study programme are met. The design of the division between compulsory and elective courses is reasonable for the type of study programme (advanced training), as it follows the method of bedside learning. In terms of content consistency and coherence, the study programme is appropriately designed and reflects the substantive needs of clinical settings for further professional development of registered nurses/graduate health professionals. The relevance of the learning outcomes set out in the curricula of the courses to the objectives and competences of the study programme and to its content is reflected in the fact that, after the study, the student is equipped to transfer the acquired knowledge and competences to the working environment, in the narrower professional field of nursing (psychiatry). It is clear from the syllabus and curricula of the Advanced Training Programme — Psychiatric Nursing that teaching will take the form of lectures and clinical exercises — practical training in a clinical setting. Health and social care services have expressed their support for the advanced training programme and will provide a sufficient number of qualified clinical tutors to deliver the clinical exercises. The Faculty of Health Sciences has provided a list of senior lecturers foreseen to participate in the CPD programme. Each unit tutor is elected to the appropriate habilitation title, with the corresponding field of election, according to the subject. In addition to their expertise, it is recommended that the Faculty take into account their research work, in line with the content of the course, when selecting course tutors. Through the Research Institute, the faculty should strengthen research work in the field of the Fulfilling Curriculum and encourage higher education teachers to carry out individual research work as part of faculty projects. In the following period, the references of the course tutors should be strengthened, and it is therefore proposed that an individual research plan be drawn up for each course tutor. The faculty has provided appropriate evidence showing that it has adequate material conditions related to the implementation of the study programme, in accordance with the criteria. It has a simulation centre which enables students to learn competences and skills which, for reasons of patient safety, they cannot learn in health care institutions. The Faculty has adequately equipped premises with modern facilities for the teaching process. The Faculty of Health Sciences has a clear development strategy up to 2030. It has adequate staffing and space conditions for its implementation. The conditions for enrolment in the advanced training programme are in line with Article 38 of the Law on Higher Education. No work experience is required. The expert panel that evaluated the Advanced Training Programme in Psychiatric Nursing concludes that the programme fulfils the criteria for accreditation. The faculty has integrated the opportunities provided by group of experts into the advanced training programme.

The Faculty of Health Sciences at the University of Maribor has been effectively operating since 1993. It offers a first cycle Bachelor's degree programme in Nursing and second and third cycle postgraduate degree programmes. On the basis of a review of the documentation received, the team of experts concluded that the study programme for advanced training - Nursing in Psychiatry was prepared in ac...
Report and decision
- Evaluation report (Slovenian)
Permalink

https://data.deqar.eu/report/89513/
Agency's identifier

6033-21/2021/12
Verifiable Credential
- DEQAR format

University of Maribor

Univerza v Mariboru

Basic information

Erasmus Institution Code

SCHema for Academia

Erasmus Charter for Higher Education (ECHE)

Participant Identification Code (PIC)

EU VAT number

IAU World Higher Education Database (WHED)

National External Quality Assurance Requirements

External Quality Assurance Reports and Decisions

Institutional level

Results per page

Report summary

Programme level

Results per page

Report summary

Report summary

Report summary

Did you find the information you were looking for?

blabla

Verifiable Credentials