Teachers
Teachers are involved in quality assurance processes through their roles as course guarantors and as members of Programme Boards and Subject-area Boards.
Teachers, however, are first and foremost responsible for delivering teaching and therefore have a direct impact on the learning experience and academic success of students. In cooperation with course and programme guarantors, they ensure that teaching is aligned with Article 3, Teaching and Learning, of the Standards for Degree Programme Quality at Masaryk University:
Article 3: Teaching and Learning
(1) The objectives, student workload, teaching methods, and assessment methods of a course are aligned with its learning outcomes.
(2) Teachers design, deliver, and reflect on their teaching in accordance with the Competence Framework for Higher Education Teachers at Masaryk University.
(3) Students have access to study materials appropriate to the mode of study and the teaching methods used.
(4) Taking into account its type and profile, the degree programme enables students to participate in research projects, grant-funded activities, and other scholarly and creative activities.
(5) Taking into account its type and profile, the degree programme collaborates with employers and professional practice, and regularly evaluates these activities.
(6) Student performance is assessed according to transparent, objective, and predefined criteria.
(7) Throughout their studies, students receive and provide feedback that supports them in achieving the intended learning outcomes.
(8) Students have access to study support regardless of any social or health-related disadvantage.
Masaryk University provides teachers with support in meeting these standards. High-quality teaching at Masaryk University is defined by the Competence Framework for Higher Education Teachers. The Framework outlines five pedagogical competences focused on the teaching and learning process, covering areas such as teaching design, teaching and supporting student learning, assessment, feedback, and reflection. As such, it can serve as a valuable point of reference for teachers seeking to develop their pedagogical competences. Support for this development is also provided through the Centre for the Development of Pedagogical Competences and the Faculty Communities of Active Teachers.