At the university, responsibility for the quality operations and its development lies with everyone according to their job and role. Faculties are responsible for the performance and effectiveness of their degree programmes, and for assessing and developing the quality of teaching, study counselling and learning. Students are also involved in quality work, taking responsibility for studying and planning their studies, providing feedback as part of teaching, and participating in various working groups and bodies.

The faculties process students’ feedback regularly in working groups and events according to their own annual schedules. The topics covered and the feedback surveys vary between faculties and degree programmes. Feedback is used in a variety of ways to support the PSP and guidance discussions, and to enhance teaching, curricula, courses and modules, and students’ well-being.

<h2>Aim and purpose of using feedback&nbsp;</h2>

The collection and use of data are an essential part of the quality management of education with which the faculty maintains and develops the quality of education. Feedback surveys, education statistics and close contacts with student associations provide information on the quality of teaching and student experiences which is used to the strategic development of teaching, education, and decision-making. Education feedback is part of the faculty’s self-assessment, the education quality system, and support for teaching and learning. Feedback highlights, for example, potential shortcomings and provides information on students’ expectations, learning outcomes and learning ability.&nbsp;

<h2>The feedback we are using and their schedule&nbsp;</h2>

Feedback from students and alumni is collected at different phases to develop degree education. University-level feedback is collected in four phases: before the studies, during the studies, at graduation, and after the studies, with the focus on collecting feedback during the studies. The schedules of most feedback surveys are available <a href="https://create.plandisc.com/wheel/showPublic/WT9uTfz" target="_blank">in the circular calendar of education feedback at Tampere University</a>.&nbsp;

<h3>National feedback&nbsp;</h3>

<h4>Bachelor’s Feedback Survey&nbsp;&nbsp;</h4>

<ul>
	<li>The Bachelor’s Feedback Survey is universities’ national student feedback survey that maps students’ satisfaction with their studies and study experiences after they have completed the bachelor’s degree. Universities use the survey data to develop education and the Ministry of Education and Culture uses it to steer the education universities provide. The survey is targeted at all university students who have completed their bachelor’s degree. The survey results are available on the education administration’s reporting portal Vipunen – Education Statistics Finland.&nbsp;&nbsp;</li>
</ul>

<h4>Career surveys&nbsp;</h4>

<ul>
	<li>The aim of universities’ national career surveys is to produce extensive data on the employment of graduates, the relationship between education and work, and how university education corresponds to the skills needed in working life. In the career survey for master’s degree holders, the respondents have completed their degree five years previously.&nbsp; The employment of doctors is examined 3 years after graduation. The results are available on the Aarresaari Career Services Network of Finnish Universities and the Vipunen – Education Statistics Finland portal.&nbsp;</li>
</ul>

<h4>Finnish Student Health and Wellbeing Survey (KOTT)&nbsp;</h4>

<ul>
	<li>KOTT is the national survey on students’ health and well-being previously conducted by FSHS and currently by THL and Kela at 4–5-year intervals &nbsp;</li>
</ul>

<h3>Tampere University’s feedback&nbsp;</h3>

<h4>Feedback by graduating students (the doctoral degree)&nbsp;</h4>

<ul>
	<li>The purpose of the survey is to collect feedback from students in the final year of their studies on issues related to studies, academic guidance, services, and employment.&nbsp;</li>
</ul>

<h4>Employment follow-up</h4>

<ul>
	<li>The survey highlights issues related to current employment, the knowledge and skills needed in the job, employment, and difficulties in finding employment.&nbsp;</li>
</ul>

<h4>&nbsp;Survey for new students&nbsp;</h4>

<ul>
	<li>The purpose of the questionnaire is to map experiences at the beginning of studies and to develop the start of studies and students’ orientation.&nbsp;</li>
</ul>

<h4>First-year survey on study progress&nbsp;</h4>

<ul>
	<li>The survey explores issues related to study planning, commitment to studies, students’ well-being, and student and teacher tutoring.&nbsp;</li>
</ul>

<h4>Study well-being survey for 2nd- and 4th-year students&nbsp;</h4>

<ul>
	<li>The survey explores the efficiency of studying, the development of skills and expertise, and the well-being of students as well as experiences of the study and learning environment, students’ services, inclusion and equality, and the impact of the COVID-19 pandemic.</li>
</ul>

<h4>Applicant feedback&nbsp;</h4>

<ul>
	<li>The purpose of applicant feedback is to collect feedback from applicants who have participated in the joint, Open University and transfer admission processes.&nbsp;&nbsp;</li>
</ul>

<h4>International Student Barometer (ISB)&nbsp;</h4>

<ul>
	<li>International bachelor’s, master’s and doctoral students assess their experiences of studying, housing, living and support services in Finland. Several universities in Finland and abroad participate in the survey simultaneously, which enable the international comparison of students’ experiences. The survey is carried out by I-graduate which is an international benchmarking and research organisation that specialises in education.</li>
</ul>

<h4>Case-by-case surveys (e.g. accessibility and special arrangements)&nbsp;</h4>

<h4>Course unit feedback (OJP)&nbsp;</h4>

<ul>
	<li>The OJP system is used to gather feedback from the implementations of course units.&nbsp; In Sisu, one course may have several implementations on which an automatic feedback form is created in the OJP system (excluding exam implementations). By default, the form has common university content, but a teacher can add questions from a question bank. In the OJP system, response percentages have been regrettably low (~10-20%) compared to the previous Kaiku system (~70-90 %).&nbsp;</li>
</ul>

<h3>Faculty-, education- and degree programme-specific feedback&nbsp;</h3>

<ul>
	<li>Feedback events (For example, the annual open feedback sessions in architecture that address the course units in the previous academic year.)&nbsp;</li>
	<li>Trade unions’ surveys (For example, TEK survey for graduates, SAFA student survey, RIL summer job survey, RIL study survey)&nbsp;&nbsp;</li>
	<li>Well-being survey (At the faculty, a survey for students conducted by FSHS in connection to the inspection of the study environment (OPY).)&nbsp;</li>
	<li>Case-by-case surveys (e.g. the pandemic, streamlining, curriculum development)&nbsp;</li>
	<li>Guilds’, student associations’ and the Student Union’s surveys (among other things, various surveys conducted by Tarak and TamArk)</li>
	<li>Course-/implementation-specific feedback (possible interim/additional feedback on implementations; feedback collected via Flinga, Forms, etc. in the middle of the implementation)&nbsp;</li>
	<li>Individual feedback to students (Giving assessment-related feedback to the student)&nbsp;</li>
	<li>Critique sessions, assessment statements, etc. and other written/verbal feedback&nbsp;</li>
</ul>

<h2>Persons responsible for using feedback data&nbsp;</h2>

<h3>Education provided by the faculty&nbsp;</h3>

<ul>
	<li>Head of Study Services, Vice Dean for Education, Dean&nbsp;</li>
</ul>

<h3>Degree Programme&nbsp;</h3>

<ul>
	<li>Education Specialists, Heads of Degree Programmes&nbsp;&nbsp;</li>
</ul>

<h3>Course units/implementations&nbsp;</h3>

<ul>
	<li>Responsible teachers: feedback regarding one’s courses and implementations&nbsp;</li>
</ul>

<h3>Student&nbsp;</h3>

<ul>
	<li>The student is responsible for his or her learning and study planning and the completion of his or her studies.&nbsp;&nbsp;</li>
</ul>

<h2>Using feedback (policies, events)&nbsp;</h2>

Feedback data is systematically used in education management, decision-making and the development of learning and teaching. Feedback is collected not only from students but also from applicants, alumni, teachers, and various stakeholders. Feedback is discussed and used by the faculty as part of teaching, in various coordination, planning and working groups, teacher days and workshops, Faculty Council meetings, academic guidance discussions (PSP), career planning, development discussions, guilds’ coffee events and joint discussion events.

<h2>Actions and communication based on the feedback&nbsp;</h2>

The faculty decides on the measures taken and implemented based on feedback. The Heads of Degree Programmes and the Head of Doctoral Programme are responsible for the regular processing of feedback data as part of the development of the programme and quality management. The Heads of Degree Programmes and Doctoral Programmes prioritise and implement the measures taken based on programme-specific feedback. Responsible teachers develop their course units and implementations based on feedback. Feedback and development ideas are discussed with students at development events. Responsible teachers give students counter-feedback as part of teaching and academic guidance discussions. Students’ participation in the processing of feedback is important because it promotes an open, active, and reciprocal feedback culture. Feedback data is regularly processed, and the necessary measures are planned based on feedback whose impact is monitored and evaluated. Feedback, its processing and impact are communicated to both staff and students.

&nbsp;

Faculty of Built Environment (BEN)

Feedback is an essential part of the development of education at EDU. Our education uses research on feedback and feedback plays a vital role in the development of the degree programme. Feedback is not only seen as feedback collected and analysed via information systems but as part of everyday teaching, interaction between teachers and students and curriculum design. Evaluation and feedback are both pedagogical issues and research topics in the field of education. This document describes the feedback and evaluation data used in education sciences. It is particularly relevant to degree education but can also be applied to postgraduate education where appropriate.&nbsp;&nbsp;

<h2>Aim and purpose of using feedback&nbsp;</h2>

Regular annual student feedback surveys give us data on the learning and well-being of students and the quality of our teaching and services. The feedback enables us to better address the shortcomings in our teaching and services and to develop our education in interaction with the students. Feedback enables benchmarking good practices within the EDU community.

Based on education statistics (TuniReports, expert reports on education) we can identify aspects that support and hamper students’ study progress.

Feedback on course units and the different implementations is provided by the course feedback system (OJP). In addition to OJP, teachers gather feedback and assessment data on their course units and teaching in different ways. The assessment and feedback data are used to develop course units.

<h2>Feedback we are using and the schedule&nbsp;&nbsp;</h2>

From the annual student surveys, the degree programme specifically uses feedback related to supervision, academic guidance and counselling and students’ well-being (surveys for 1st, 2nd and 4th year students and the Bachelor’s Graduate Survey). We also use feedback related to employment (career surveys) when we plan our education provision. The Doctoral Programme in Education and Society uses data provided by the biennial survey conducted by the Doctoral School which provides feedback on doctoral programmes. There is also a survey for graduating doctoral students. From education statistics, we look specifically at data on the accrual of credits and degree completion.

Course feedback and data from feedback surveys and statistics are annually discussed at the degree programme and specialisation levels at events organised variously for education management, students, teachers, and support services staff. Feedback on the doctoral programme is discussed by the Doctoral Programme Planning Committee.&nbsp;

Course feedback is collected and processed by teachers at the end of their course.&nbsp;

Informal discussions between the teaching staff, study services staff and students in and outside learning situations can also be considered feedback. Teaching and services are continuously developed based on feedback that is also received via informal channels.

In autumn 2021, the need to better integrate the giving, receiving, and processing of feedback in its various forms into curriculum processes was identified as an area that should be developed. We have also identified the need to train students in the culture of giving and receiving feedback early in the studies. We also need to improve the way feedback is considered in the study modules.

<h2>Persons responsible for using feedback data&nbsp;</h2>

The Head of Degree Programme together with the curriculum design group are responsible for using feedback data and its regular processing at the degree programme level.&nbsp;&nbsp;

The teacher responsible for a study module is responsible for ensuring that course feedback is processed and used at the study module level as part of curriculum design.

Teachers responsible for course units are responsible for the collection, processing and use of feedback data during and after the courses they teach. If course units have more than one responsible teacher, it is vital to cooperate in the collection, processing and using of feedback.

Students can collect and use feedback from their own perspectives, but any overlaps are considered in collaboration.&nbsp;

The Head of Study Services informs the faculty’s education management and Education Specialists about the availability of university-level feedback reports and statistics data that is available in the reporting systems.&nbsp;

<h2>Using feedback (policies, events)</h2>

We use feedback in the context of teaching and to support PSP and academic guidance discussions. Feedback data inform the development of teaching, curricula, and education.

Teachers can use feedback during and after their courses. Teachers tell students about the meaning of feedback by considering the different perspectives of teachers and students to feedback (completing a course unit is a one-off event for students while teachers have a perspective to the curriculum and curriculum period) and give counter-feedback where possible. If possible, teachers tell students how they have used feedback to develop their courses at the beginning of the next implementation.&nbsp;

Course units can be developed based on course feedback. In addition to OJP feedback, teachers gather feedback and assessment data on their course units and teaching in different ways. Assessing and giving feedback is included in learning processes and course unit implementations. Students’ willingness to give feedback and the possibilities of using feedback will be increased by producing joint questions for the degree programme in the OPJ system. We will also add the possibility of evaluating course units as part of the study module, which will enable the feedback to be used more widely in the development of education and curriculum design in the longer term.

Based on the feedback, the teacher responsible for the study module, together with the teachers of the course units, review the achievement of the learning outcomes in the curriculum, the functioning of the course units as part of the curriculum and the alignment of completion methods in the context of curriculum development. The curriculum design group develops the curriculum based on feedback. If feedback indicates a need to align faculty-level priorities for teaching provision or curricula, the matter is discussed in the Education Steering Group chaired by Vice Dean. The feedback is discussed by the Faculty Council where appropriate.

Heads of Degree Programmes, together with Study Services personnel, review feedback survey data and education statistics and bring the necessary issues to the attention of the curriculum design group. Broader feedback policy needs can be discussed in the Education Steering Group under the leadership of the Vice Dean for Education.

Students are involved in the feedback process via meetings with the curriculum design group and Dean and in development sessions organised every semester. Development events are organised under the leadership of the Vice Dean for Education and Head of Degree Programme supported by faculty-level Study Services in cooperation with the students. The events discuss feedback on education and development ideas based on survey data and in view of the feedback culture. The Head of Degree Programme and the Head of Study Services collaborate with the student associations to increase students’ participation in feedback surveys.&nbsp;

<h2>Actions and communication based on feedback&nbsp;</h2>

The Head of Degree Programme and the curriculum design group of the degree programme are responsible for the prioritising and implementation of measures at the degree programme level. When necessary, the measures may be aligned in the Education Steering Group. Responsible teachers develop the studies they are responsible for based on the feedback together with the other teachers teaching the course unit. They also process the feedback and its implications with the students.

Feedback and development ideas are discussed with students in development events. In academic guidance sessions, counter-feedback and development ideas are discussed with the students. Feedback and its processing and impact are communicated to both staff and students in cooperation with the student associations using the faculty’s communication channels. Depending on the feedback, it is communicated by the teacher, Study Services, Head of Degree Programme or Vice Dean for Education.

Faculty of Education and Culture (EDU)

Descriptions of how the degree programmes at the Faculty of Engineering and Natural Sciences use feedback were collected in November 2021, and this document is a summary of them.

<h2>Aim and purpose of using feedback&nbsp;</h2>

The annual student feedback surveys give us data on the learning and well-being of our students and the quality of teaching and services.&nbsp; The data is important especially from the perspective of efficient studying and inclusion in the universities community.&nbsp;This feedback enables us to better respond to shortcomings in our teaching and services and to develop education and the academic guidance and counselling of students. Feedback also enables us to share good practices between the different degree programmes at our faculty.&nbsp;&nbsp;

We also collect course feedback, which provides a tool for individual teachers to develop their course unit and the curriculum.&nbsp;Collecting feedback helps students to take responsibility for the feedback they give and the related grounds. When gathering feedback, attention is paid to getting a large enough sample especially in feedback on teaching. The use of feedback may be limited by the reliability of available data.

University-level surveys and education statistics help us to pay attention to issues that support and hinder the progress our students are making in their studies.&nbsp;&nbsp;

We also use feedback to develop admissions.&nbsp;

<h2>The feedback we are using and their schedule&nbsp;</h2>

From the annual student surveys, we make specific use of feedback related to supervision, academic guidance and counselling and students’ well-being (surveys for 1st, 2nd and 4th year students and the Bachelor’s Graduate Survey), as well as feedback related to employment (career surveys) in planning our education provision. We process University-level feedback surveys at least on the specialist level and/or in the Units’ teaching development groups and with the Heads of Degree Programmes. 
 
Through cooperation with the guilds and joint meetings for students and teachers in the subjects we get continual feedback from students, for example, on study modules, the workload and teaching arrangements. Dean and Vice Dean for Education have regular meetings with guild representatives during the academic year and matters related to teaching and education are openly discussed in these events. Supported by the faculty, the guilds have conducted extensive surveys for their members, for example, on the quality of teaching and the well-being of students. &nbsp;

To develop teaching and available courses, we use feedback surveys conducted with our teaching staff and feedback on course units gathered with the OJP system. Course unit feedback is analysed twice a year in teaching development groups and the curriculum design groups of degree programmes.&nbsp;&nbsp;

From education statistics, we especially monitor the accrual of credits, the completion of degrees and admissions 1–2 times annually. Some degree programmes analyse the number of credits completed in advanced level studies and the amount of free choice studies from the curriculum development perspective. Information on the attractiveness of studies is used in the development of admissions.&nbsp;

In the faculty’s doctoral programmes, feedback during the studies is gathered with the university-level survey conducted with doctoral students biennially and/or with annual discussions on feedback and study progress.&nbsp;

<h2>Persons responsible for using feedback data&nbsp;&nbsp;</h2>

The Heads of Degree Programmes and Heads of Doctoral Programmes are responsible for the regular processing of feedback data as part of the development of the degree/doctoral programme, and quality management. Teachers responsible for course units are responsible for the collection, processing and use of feedback data and for counter-feedback given to the student. The student participates in education, gives feedback in which he or she assesses his or her learning, the suitability of the education and the attainment of learning outcomes. Students also participate in planning group meetings.&nbsp;&nbsp;

Teacher tutors oversee the collection of feedback from the groups they tutor and participate in the development of teacher tutoring. Education Specialists are responsible for developing students’ PSP guidance, the curriculum design process together with the Head of Degree Programme, and various preparation and assessment tasks related to the development of education. The curriculum design group of a degree programme is responsible for processing feedback data, monitoring development actions and assessing their impact.&nbsp;&nbsp;&nbsp;

Statistical data on education and feedback reports are available to Heads of Degree Programmes, Education Specialists and teachers in TuniReports and education reporting systems.

<h2>Using feedback (policies, events)&nbsp;</h2>

We use feedback widely to enhance teaching, curricula, teaching provision and the well-being of students. Feedback is handled in the Units’ teaching development groups and teachers’ meetings, planning groups, the faculty-level education steering group and the Faculty Council.

We regularly review feedback at the faculty level (Faculty Council and the faculty’s education steering group), at the degree programme level (Units’ teaching development and planning groups) and teachers’ meetings and discussions with the guilds. As a rule, feedback is analysed 1–2 times annually, but one degree programme uses feedback during the courses. This enables the reciprocal interaction of teachers and students and processing feedback whenever it is needed. In addition, one degree programme collects feedback from teacher tutors at 2–3-week intervals.

In the largest degree programme of the faculty (engineering) an annual development day is organised for teachers and students’ representatives where good practices related to teaching and feedback are shared. From 2022, a development day will also be introduced in the Degree Programme in Science and Engineering.&nbsp;

In doctoral programmes, we conduct an annual study progress and feedback survey for doctoral students and responsible supervisors. The curriculum design group of the doctoral programme drafts the survey. In addition, in the other doctoral programme we conduct a feedback discussion with the doctoral student, responsible supervisor and Education Specialist 6–12 months after the start of the studies to ensure that the student is integrated in the studies and is making progress.

<h2>Actions and communication based on feedback&nbsp;</h2>

The education steering group, under the leadership of Vice Dean for Education, decides on the measures to be taken in response to feedback and the implementation of measures at the Faculty level while the Heads of Degree Programmes and Doctoral Programmes are responsible for prioritising and implementing the measures. Teachers develop the studies they are responsible for based on feedback. They also process the feedback and its implications together with the students at the course unit level and/or in the teaching development and planning groups. Students are represented in the Units’ teaching development groups and the curriculum design groups of degree programmes.

Feedback and development ideas are discussed with students in development events. In academic guidance sessions, counter-feedback and development ideas are discussed with the students. Feedback data, its processing and impact are communicated to both staff and students.

Faculty of Engineering and Natural Sciences (ENS)

Faculty of Information Technology and Communication Sciences (ITC)

<h2>Aim and purpose of using feedback&nbsp;</h2>

Annual student feedback surveys, graduate surveys, feedback on teaching and close contact with student organisations are an important part of the development of our teaching and education. Feedback highlights potential shortcomings and provide information on students’ learning outcomes and learning ability. They also enable benchmarking good practices within and between educations and degree programmes.&nbsp;

Course feedback gives teachers a tool for assessing students’ learning and, through this, to improve teaching as part of the development of the degree programme and/or specialisation. Degree programmes use course feedback both among the staff and in collaboration with students to support curriculum design.

Education statistics help to pay attention to issues that support and hinder the progress our students are making in their studies.

<h2>The feedback we are using and their schedule&nbsp;</h2>

We use course feedback to develop teaching. Feedback collected on teaching is discussed by planning groups under the leadership of the Heads of Degree Programmes/Heads of Doctoral Programmes and, where appropriate, at the specialisation level. Some degree programmes also use feedback collected by students during the academic year, which is discussed once in each academic year. Feedback is also collected informally directly from the students and student organisations at various events (eg Dean’s lunch and the guilds’ coffee events). Students’ participation in the processing of feedback is important because it promotes an open, active, and reciprocal feedback culture.

Other feedback is used, for example, as part of developing curriculum design, supervision, and teacher-tutoring.

<h2>Persons responsible for the use of feedback data&nbsp;&nbsp;</h2>

The Heads of Degree Programmes/Heads of Doctoral Programmes are responsible for the regular processing of feedback data as part of the development of the programme and quality management.&nbsp;Teachers are responsible for gathering feedback on their teaching, and processing and using it. As a rule, feedback is gathered on all course units.&nbsp;Education specialists are responsible for compiling surveys and statistical data on study progress, graduation, employment, and internationalisation, as well as open feedback that is used by the degree programmes.&nbsp;The faculty’s Vice Dean for Education and Head of Study Affairs coordinate the faculty-level measures related to feedback use.

<h2>Using feedback&nbsp;</h2>

We use feedback in several ways to enhance teaching, curriculum design, teaching provision and the management of education. Feedback is discussed by the faculty’s education steering, development, and planning groups.&nbsp;

We regularly review feedback at the faculty and degree programme levels and in the faculty’s joint teaching development events. Every year, we organise a joint development event for the faculty’s staff and students in which we discuss, among other things, feedback, and ideas for developing education. The faculty also organises a joint lunch for student representatives, the Dean, Vice Dean for Education, and the Head of Study Services four times a year, in which feedback and ideas for development raised by the students are discussed informally. &nbsp;

<h2>Actions and communication based on the feedback&nbsp;</h2>

The Education Steering Group, under the leadership of the Vice Dean for Education, decides on the measures to be taken in response to feedback and the implementation of measures while the Heads of Degree Programmes and Heads of Doctoral Programmes are responsible for prioritising and implementing the measures. Teachers are responsible for gathering feedback on their teaching, and processing and using it. There are student representatives appointed by the students in the curriculum design groups of degree programmes and the faculty’s education development groups.

Feedback and development ideas are discussed with students at development events. Feedback, its processing and impact are communicated to both staff and students.&nbsp;

&nbsp;

Faculty of Management and Business (MAB)

<ul>
	<li>Degree Education in Biotechnology and Biomedical Engineering&nbsp;</li>
	<li>Licentiate’s Degree Education in Medicine&nbsp;</li>
	<li>Doctoral Degree Education in Medicine, Bioscience and Biomedical Engineering&nbsp;</li>
</ul>

<h2>Aim and purpose of using feedback&nbsp;</h2>

<h3>Feedback we are using and their schedule&nbsp;&nbsp;</h3>

The schedule of processing feedback is described under “Using feedback (policies, events)” below, but, if necessary, events can be arranged in the future.&nbsp;

<h3>Feedback gathered at the University level&nbsp;&nbsp;</h3>

At the University level, all graduating bachelors get to answer the national Bachelor’s Feedback Survey just before graduation. Medical students are asked to complete the Bachelor’s Feedback Survey in the autumn of the 5th year after they have completed their 4th year Bachelor’s qualification and all the studies in years 1–4 by the previous spring &nbsp;&nbsp;

Students who are about to graduate as Licentiates of Medicine and doctoral students are asked to provide feedback on issues related to studies, guidance, services, and employment with a Forms form.&nbsp;

Key education indicators (e.g. the number of completed degrees) are available in real time on the TuniReports system (<a href="https://tuni.fi/tunireports" target="_blank">https://tuni.fi/tunireports</a>). The reports are used in the strategic planning of education.&nbsp;&nbsp;

Feedback from the University’s surveys, the student union’s well-being surveys and the surveys for 1st, 2nd and 4th year students, Bachelors Feedback Survey, and employment-related feedback from career monitoring surveys are used in the planning of education on a needs basis.&nbsp;&nbsp;

In Degree Education in Biotechnology and Biomedical Engineering, feedback is mainly gathered in the OJP course unit feedback system after each course. Teachers can also collect feedback during their courses to enhance teaching and learning.

In Licentiate’s Degree Education in Medicine, student feedback is collected immediately after the end of the courses. Giving feedback is compulsory and it is collected using both OJP and Forms. In medicine, feedback on practical training periods is also collected from the supervising teacher and the student. Students can give and receive immediate feedback on their clinical skills (hand skills) and interpersonal skills in teaching situations.&nbsp;&nbsp;&nbsp;

In degree education, we use feedback on well-being gathered by subject associations and guilds.&nbsp;

In courses organised by the Doctoral Programme, course feedback is collected immediately after the end of courses using a Forms form. Doctoral students organise an annual follow-up group meeting. The members of the group evaluate the progress of the dissertation/research and provide support and feedback, for example, on the research question or research methods. After the meeting of the follow-up group, the doctoral candidate and the external members of the supervision group discuss supervision arrangements without the responsible supervisor and other supervisors. In addition to feedback on supervision, students can give feedback on the organisation of their doctoral studies and suggest developments. Doctoral students, supervisors, and supervision group members each fill in their own Forms after the meeting, which they must return by the end of March each year.&nbsp;

At the university level, feedback on issues related to studies, academic guidance and counselling, services and employment is collected from graduating doctoral and engineering students with a Forms form.&nbsp;&nbsp;

<h2>Persons responsible for using feedback data&nbsp;&nbsp;</h2>

Committees that process feedback elect a Head of Degree Programme to act as the Chair. The Secretaries of the committees from Study Services (Education Specialists and the Head of Study Services) ensure that feedback is included on the agendas of the committees that deal with feedback.&nbsp;&nbsp;

In Degree Education in Biotechnology and Biomedical Engineering, the teacher of each course is responsible for collecting and processing feedback data.&nbsp;&nbsp;&nbsp;

In the Licentiate’s Degree Education in Medicine, course-specific compulsory feedback is handled by Study Services. In medical training, Study Services create a study attainment on feedback in Sisu, in which the follow-up and registering happen.&nbsp;

The Head of Doctoral Programme is responsible for the collection and initial processing of all feedback on the doctoral programme, excluding the University-level survey of doctoral graduates. However, Head of Study Services conveys the data from the graduate survey to the doctoral programme for analysis. The Head Professor of the Doctoral Programme, together with the doctoral programme steering group, are responsible for analysing the feedback and acting on it.&nbsp;&nbsp;

<h2>Using feedback (policies, events)&nbsp;</h2>

<h3>Policies&nbsp;&nbsp;</h3>

In all course units of Degree Education in Biotechnology and Biomedical Engineering and the course units in the preclinical phase of Licentiate’s Degree Education in Medicine (the first 3.5 years) students give feedback on each course unit via the OJP system. A further development is to make students aware of the things that have changed based on feedback on a course or module. &nbsp;

In addition to the University’s common feedback questions, students can give feedback by answering the specific feedback questions for the course in addition to the structured and free-form feedback questions.

For medical students, course-specific feedback is a component of the period and part of the six-year curriculum (0 credits). The feedback is integrated into the Sisu study information system.&nbsp;Students give feedback on all forms of teaching in the preclinical periods, e.g., seminars, exams, group work, clinical skills teaching. In clinical periods, students provide feedback on all the teaching given in health care settings (wards, outpatient clinics, health centres, etc.) using a Forms form. Students can suggest improvements when giving feedback.&nbsp;All feedback forms include a student’s self-assessment section.&nbsp;&nbsp;

The Doctoral Programme conducts an annual evaluation and forms a situation picture of its performance. A review of students’ feedback is part of the evaluation process. As a result of the evaluation, the programme’s steering group lists the measures and resources needed to implement and develop the programme in the following year. If the annual monitoring reports reveal any alarming issues at individual level, they are always dealt with case-by-case. Student members participate in the handling and analysis of feedback.&nbsp;

<h3>Events organised and actions taken in response to feedback&nbsp;&nbsp;</h3>

The faculty has bodies and a process for dealing with feedback, in which feedback data are available to the responsible teachers and through them to individual teachers.&nbsp;&nbsp;&nbsp;

In degree education, course feedback is handled by the degree programmes according to the remit of working groups. The groups are chaired by the Heads of Degree Programmes and the secretaries are Study Services personnel. Student representatives are vital actors in these groups.&nbsp;No general feedback sessions for students/staff are organised by the degree programmes but may be organised in the future if necessary.&nbsp;&nbsp;

The changes made in response to feedback are reflected annually in degree education and students’ learning, which is evaluated.

 
Feedback is acted upon and communicated as described above. The changes are made by the teacher, discipline, or Study Services. Responsible teachers also take the initiative to develop the studies they are responsible for based on feedback.

In Degree Education in Biotechnology and Biomedical Engineering students’ feedback is processed after each period. After the feedback group’s deliberations, a summary prepared by the group’s secretary is discussed by the curriculum design group.&nbsp;&nbsp;

The teachers of course units are informed of the proposed changes. General comments are also compiled from the feedback and communicated to all teachers. The feedback is used in education development events. Feedback on the performance of individual teachers is dealt with by the Head of Degree Programme in discussion with the teacher concerned.&nbsp;&nbsp;

Feedback on Licentiate’s Degree Education in Medicine is discussed by the degree education planning group once a month. The responsible teachers of course units are informed of the proposed changes. The feedback is handled in course-specific planning groups once in each semester. Feedback from the clinical phase is discussed in the disciplines’ (medical specialty) planning groups each month. These groups include representation from the discipline, University, and the practical training site organisations.&nbsp;&nbsp;

In courses organised by the Doctoral Programme, course feedback is collected immediately after the end of courses with a Forms form.

Each doctoral students organises an annual meeting for his or her supervisory group. The members of the group evaluate the students’ progress with the dissertation/research and provide support and feedback, for example, on the research question or research methods. After the follow-up meeting, the doctoral candidate and the external members of the supervision group discuss supervision arrangements without the responsible supervisor and other supervisors. In addition to feedback on supervision, students can give feedback on the organisation of their doctoral studies and to make suggestions for development. Doctoral students, supervisors, and supervision group members each fill in their own Forms form after the meeting, which they must submit by the end of March each year.&nbsp;&nbsp;

The Head of Doctoral Programme compiles a summary of the feedback, which is shared with the members of the supervision group and addressed in the steering group of the Doctoral Programme. The Doctoral Programme has not organised general feedback sessions yet, but such events may be organised in the future if necessary.

The Doctoral Programme changes and develops its practices in accordance with the feedback received. The aim is to implement the measures as quickly as possible, considering the required decision-making process (e.g., a decision by the Faculty Council) and possible transition periods.

<h3>Communication across degree programmes and with stakeholders&nbsp;&nbsp;</h3>

The student feedback process is described in MET Faculty’s Handbook.&nbsp;&nbsp;

<ul>
	<li>Needs for change across several degree programmes are discussed in the engineering education co-operation body (TEKO), the faculty’s education steering group, the planning committee for science and engineering, and in matters concerning the joint teaching in science and medicine, the planning groups of the course units.&nbsp;&nbsp;</li>
	<li>Feedback on teaching in the clinical phase of basic medical education is conveyed after each period by the faculty’s Study Services to actors in clinical specialities of Pirkanmaa Hospital District (PSHP) (professors, clinical teachers and PSHP’s research and teaching coordinators). At the end of semesters, the feedback sent earlier is also forwarded to the hospital district in the form of semester- and discipline-specific summaries to the above-mentioned and to the Heads of Division and Responsibility Areas of PSHP.&nbsp; Feedback is part of the quality system of the Pirkanmaa Hospital District which is why it is discussed at the meetings of PSHP’s representative body and the Board of Directors.&nbsp;</li>
</ul>

Based on the feedback received and processed, the measures taken in the doctoral programme are communicated to postgraduate students and supervisors by e-mail. In addition, information sessions have been organised via Teams/Zoom. Changes made to the courses will be communicated by the teachers during the following implementation.&nbsp;&nbsp;

&nbsp;

Feedback systems at the faculties

OpenFaculty of Built Environment (BEN)

OpenFaculty of Education and Culture (EDU)

OpenFaculty of Engineering and Natural Sciences (ENS)

OpenFaculty of Information Technology and Communication Sciences (ITC)

OpenFaculty of Management and Business (MAB)

OpenFaculty of Medicine and Health Technology (MET)

OpenFaculty of Social Sciences (SOC)