Outlook
In the past, the University of Göttingen has had good experiences with its long-standing and continually developing approach to quality in the area of teaching and learning. Broad participation by all stakeholders involved in the processes and quality criteria in particular has made it possible to implement good ideas for quality development in this area. One positive side-effect of this is the growing quality culture within the University, which is now visible in many areas and is continually developing and becoming established.
Over the past ten years the University of Göttingen has constantly refined its quality management system in the area of teaching and learning, especially within the framework of the Teaching Quality Pact. This Quality Management Guide also shows the efforts that the University has been making to develop and expand its own quality system in teaching and learning. At the heart of our own quality development is the task of developing the right system for the University of Göttingen and its structures. This needs to involve all stakeholders and allow them to live, apply, and shape the quality of the University. Therefore, in order to continue to develop our own standards of quality, it is also necessary to obtain feedback from stakeholders about the quality management system, as well as about this Quality Management Guide.
The successful application for the second tranche of funding for the Göttingen Campus QPLUS programme which is scheduled to run from October 2016 to December 2020, means that measures that were successfully introduced in the first phase, in particular in the area of the teaching and learning quality management system, can be refined and further developed. At the end of the project it will then be necessary to examine which measures have sustainably improved the quality of teaching and study conditions and should be permanently established.
In 2017 the Presidential Board of the University of Göttingen decided to move from programme accreditation to system accreditation and thereby provided the conditions for more autonomy regarding the quality assurance of its study programmes.
The University sees quality development in teaching and learning as an ongoing process, which should also be pursued in future with the involvement of all stakeholders in an atmosphere of trust.