Teaching Quality Assurance

Continuously improving the quality of the educational processes at Bocconi University has for years relied on a series of surveys aimed at measuring students’ perceptions and their satisfaction with various aspects of the programs. 

The data collected through these surveys are used as a starting point to identify the factors that hinder or boost the quality of teaching and learning processes and generate positive changes in the structures, tools and methods used, as well as in the behavior of all those involved in teaching activities.      

The surveys cover all programs:

The review of a Study Program is a planned and periodic process designed to monitor the progress of Study Program activities, assess the adequacy of defined learning objectives in light of achieved outcomes and evaluate the effectiveness of program organization. This process involves identifying any unsatisfactory or unexpected results to implement necessary corrective measures and improvements. 

The review process is conducted by a review group, consisting – at Bocconi University – of the Study Program Director, who chairs the group, the assistant director, an administrative staff member and at least one student representative from the corresponding Study Program Committee. 

There are two types of reviews: 

The Annual Study Program Form (SUA-CdS) is a fundamental part of the Quality Assurance system in education and acts as a tool through which a study program communicates essential information to external stakeholders, primarily families and students.  

The SUA-CdS is organized into a set of tables, which are in turn divided into sections, each corresponding to a specific area: 

Table A: Learning Objectives: Contains information on consultations with representative organizations from the employment sector, professional profiles, expected job prospects, learning outcomes, admission requirements and the final exam. 

Table B: Student Experience: Encompasses the outline of the educational path and evaluation methods for knowledge and skills. It lists academic schedules, exams and graduation sessions. It provides information about core Faculty, the learning environment – including classrooms, computer labs, laboratories, study areas and libraries – and available support services. Moreover, it presents feedback data gathered from students and graduates. 

Table C: Learning Outcomes: Summarizes key statistical data regarding student admission, progression and graduation, as well as graduates' employment placement. It also includes feedback from organizations and companies with which internship agreements have been established. 

Table D: Study Program Organization and Quality Management: Illustrates the organizational structure and responsibilities of the study program and its Quality Assurance processes, activity planning, etc. 

The SUA-CdS is prepared and revised on an annual basis by the Study Program's Director, serving as a valuable tool for planning, execution, administration, self-assessment and revision of each Study Program. 

Consultation with the main stakeholders involved in the University's educational offerings is a fundamental aspect of the Quality Assurance processes for Study Programs and PhD Programs. 

In 2017, there was a substantial overhaul of the methods and mechanisms employed for ongoing stakeholder consultation. This resulted in the creation of dedicated “permanent Roundtables" initially set up at the level of both undergraduate and graduate study programs, and subsequently extended to PhD programs.  

Key stakeholders are identified in the following groups/categories:   

• Companies and national/international public/private institutions operating in sectors related to the Study Programs' career paths; 
• Trade associations; 
• Professional organizations; 
• Academic institutions in Italy and abroad (especially regarding PhD programs); 
• Bocconi Alumni Association; 
• University students and faculty. 

Maintaining consistent dialogue and constructive engagement with stakeholder groups is crucial for effectively identifying significant developments within the studied disciplines, as well as understanding the evolving learning requirements demanded by the job market. 

The University can thereby develop (or refine) educational pathways accurately tailored to the external reference context. It also ensures the ongoing relevance and coherence of the content, tools and teaching methods employed. This guarantees that graduates and PhDs acquire continually pertinent knowledge and skills aligned with the requisite profiles. 

Stakeholder consultation occurs at two key stages: 

1. During the initial design phase or during revision/redevelopment of the Program, aiming to gather valuable insights and inputs to refine the respective project thoroughly. 
2. Throughout the process, aiming to periodically assess the continued validity and adequacy of learning objectives, expected profiles upon graduation, and the structure of study programs. This is done through the collection of opinions and feedback while considering disciplinary developments and evolving needs in industry, services, academia and professions. 

The consultations do not simply involve presenting the content and/or performance of a program; they also encourage interaction among stakeholders, fostering discussion and gathering opinions, feedback and suggestions. 

The consultation process is carried out by convening dedicated roundtables groups, which vary depending on the undergraduate, graduate or PhD programs.