Quality Assurance


Quality Management Department plays an executive role. It supports Quality Assurance Councils in implementing quality management thanks to action planning, elaboration of reports on self-evaluation, development of specific quality assurance documents, staff training in quality assurance, and organization of internal and external evaluation.


An effective quality assurance should mean not only development of clear procedures that are relevant to assessing academic work and research, in the broad sense, which should be consistently taken into account , but also the ability of developing a quality culture among academic staff, students, and university managers.

It is obvious that excellence in education and research cannot be achieved without a quality culture.

The IRIM assumes that the institution’s quality culture is a means of achieving academic excellence in academic teaching /learning and scientific research.


The key objective of the system of quality assurance is to improve the quality of the organization system and institute resource management in order to increase the efficiency of academic teaching and scientific research.
Quality assurance is monitored by the Directorate for Quality Management, Faculty Board for Quality Assurance and Quality Assurance Officers of the Departments.

The internal factors (at the level of faculties) that should be taken into account during the academic year are:
the competent academic staff who are ready for perfection;
the quality of teaching courses with the maximum use of multimedia technologies (authentic audio / video presentations in PP etc.);

  • the teacher-student and student-teacher relations that are to ensure a good communication between parties of education process and to become prerequisites in achieving objectives of the teaching process;
  • qualitative analytical programs both in terms of compliance to all the rigors and content,
    the development and publication of educational materials in order to provide the support of reference both for academic teachers and for students from different faculties / specialties.

The key principles of the subdivisions are:

  • human resources are a key factor for complex development and quality assurance;
    education service quality reveals itself via qualitative education service of education
    divisions, and it is an imperative for competitive education;
  • guarantee of inter-institution mechanisms and quality management are provided by quality improvement of programs, activities, and their results;
  • cultivation of cognitive and professional competences of students within the faculties is an option possibility of assimilation, a wide and consistent application of human values, such as moral, civic, cultural, aesthetic ones in order to foster a personality in the plenitude.

Activity of each member of the academic teaching staff was focused on the following parameters of quality assurance:

  • processes and strategies that contribute to education effectiveness;
  • capacity of internal organization of the faculties;
  • concession of priority tasks and steady progress trend;
    mobilization and students’ academic performance, students’ social and professional development, and assessment of social, cultural and civic morality components that are based both on knowledge acquisition, in general, and on storage of Europe’s knowledge, in particular;
  • integration of new educational technologies, such as information ones, audio-visual
    methods and elements of the creative technology in the academic teaching / learning
  • quality assurance in university research activity (an active participation in the academic
    scientific research;
  • expertise of courses quality , reasonable monitoring of academic performance, progress
  • assurance, improvement of general and vocational competences of graduates;
    continuous amelioration of the quality of academic teaching/ training , exchange of
    domain experience and permanent analysis of didactic work of academic teaching staff by
    the IRIM quality assurance commission;
  • exploration and improvement of different didactic forms (self-instruction, didactic seminars, public presentations, and workshops);
  • reciprocal sitting-in at open lectures and participation in other didactic activities
    (seminars, public presentations, and workshops);
  • presentation and analysis of reports at the chair meetings;
  • self-evaluation of academic staff on the performance of individual plan planning and

Indicators of quality increase

Indicators of quality increase will be listed in the following functional compartments:

  • syllabi of Cycle I;
  • syllabi of Cycle II;
  • evaluation and academic performance;
  • academic portfolio;
  • diversified educational support;
  • individual work sheet ;
  • open lectures;
  • inter-university cooperation ;
  • international scientific cooperation;
  • professional cooperation and social dialogue as dialogue with national and international