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S S E E L L F F

E E V V A A L L U U A A T T I I O O N N R R E E P P O O R R T T

PREPARED FOR THE

E E E U UR U R RO O OP P PE E E A A A N N N U U UN N N I IV I V V E E E R R R S SI S I IT T TY Y Y A A A S S S S S S O O O C C C I I I A A A T T T I I I O O O N N N

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FOREWORD

“Politehnica” University of Timisoara welcomes this opportunity to be included in the EUA’s Institutional Evaluation Programme, and is aware of the importance and the benefits of an evaluation process carried out by an international agency.

“Politehnica” University of Timisoara occupies a recognized and honourable position among other Romanian peers ranked as advanced research and teaching universities. This achievement is, at the same time, very demanding, and induces us the need to acquire a better self-understanding in order to face the upcoming challenges. We believe that “Politehnica” University of Timisoara has the capacity and the resources to progress as a provider of advanced research and higher education services. Therefore, we would very much appreciate the views of our EUA colleagues on our efforts for further developments.

I wish to transmit my warmest welcome to the EUA evaluation team, and I look forward to discussing this report with you in detail.

Viorel Aurel Serban Rector

“Politehnica” University of Timisoara

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ABBREVIATIONS

ANC – Agenţia Naţională pentru Calificări (National Agency for Qualifications) ANUMU – Agenţia Naţională de Informatizare a

Managementului Universitar (The National Agency for Computerization of Universitz Management)

ANOSR – Alianţa Naţională a Organizaţiilor Studenţeşti din România (National Alliance of Student Organizations of Romania)

ARACIS – Agenţia Română pentru Asigurarea Calităţii în Învăţământul Superior (National Agency for Quality Assurance in Higher Educatio)

AUDEM – Alliance of Universities for Democracy

AUF – Agence Universitaire de la Francophonie (The Association of Francophone Universities)

AUPELF – Association des Universités Partiellement ou Entièrement de Langue Française (Association of Partially or Wholly French Language Universities)

CA – Consiliul de Administraţie (Concil of Administration)

CCCICSE – Centrul de Cercetări în Controlul Inteligent al Conversiei şi Stocării Energiei (Research Centre in Smart Energy Conversion and Storage)

CCIM – Centrul de Cercetare în Inginerie Medicală (Medical Engineering Research Centre)

CCM – Centrul de Cercertări Multimedia (Multimedia Research Centre)

CD – Consiliul Departamentului (Council of Department)

CEAC – Comisia pentru Evaluarea şi Asigurarea Calităţii (Commision for Evaluation and Quality Assurance)

CEMSIG – Centrul de Cercetare pentru Mecanica Materialelor şi Siguranţa Structurilor (Research Center for Mechanics of Materials and Structural Safety)

CEP – Centrul de Educaţie Permanentă (Centre for Continuing Education)

CF – Consiliul Facultăţii (Council of Faculty) CICS – Centrul de Informare şi Consiliere al

Studenţilor (Centre for Students’

Counselling and Information)

CNATDCU – Consiliul Naţional de Atestare a Titlurilor, Diplomelor şi Certificatelor

Universitare (National Council for Titles, Diplomas and Certificates)

CNCS – Consiliul Naţional al Cercetării Ştiinţifice (National Scientific Research Council)

CNFIS – Consiliul Naţional de Finanţare a Învăţământului Superior (National Council for Higher Education Funding) CNR – Consiliul Naţional al Rectorilor (National

Council of Rectors)

CNUT – Consorţiul Naţional al Universităţilor Tehnice (The National Consortium of Technical Universities)

COBUT – Catalogul Online al Bibliotecii Universitare Timişoara (The Online Catalogue of the University Library) CSD – Consiliul Școlii Doctorale (Council of the

Doctoral School)

CSID – Centrul de Studii în Învățământ la Distanță (E-learning Centre)

CSUD – Consiliul pentru Studiile Universitare de Doctorat (Council for Doctoral Studies) CTE – Centrul pentru Tehnologii Educaționale

(Centre for Learning Technologies) DGA – Direcția General-Administrativă (General

Administrative Directorate)

DGAC – Direcția Generală de Asigurare a Calității (Directorate for Quality Assurance)

DKMT – Danube - Kris - Mures - Tisa Euroregion

DOCIS – Dezvoltarea unui Sistem Operațional al Calificărilor din Învățământul Superior (Developing an operational system of higher education qualifications in Romania Project)

DPPEMP – Departamentul de Promovare a Programelor și Evidență și Monitorizare a Proiectelor (Department for Program Promotion and Project Recording and Monitoring)

ECTS – European Credit Transfer and Accumulation System

ENQA – European Association for Quality Assurance in Higher Education

EQAR – European Quality Assurance Register for Higher Education

ESG – Standards and Guidelines for Quality Assurance in European Higher Education Area

ESU – European Students’ Union EUA – European University Association

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GISC – Program de Gestiune a Școlarității (School Management Application) ICER-TM – Institutul de Cercetări pentru Energii

Regenerabile Timișoara (Research Institute for Renewable Energy - Timişoara)

IEP – Institutional Evaluation Programme

INSPEC – Indexing database of scientific and technical literature, published by the Institution of Engineering and Technology

MECTS – Ministerul Educației, Cercetării, Tineretului și Sportului (Ministry of Education, Research, Youth and Sports) OICS – Oficiul de Informare și Consiliere a

Studenților (Office for Students’

Counselling and Information) PDCA – Plan-Do-Check-Act

PIB – Produsul Intern Brut (Gross Domestic Product)

POR – Programul Operațional Regional (Regional Operational Program)

POSCCE – Programul Operațional Sectorial Creșterea Competitivității Economice

(Sectoral Operational Programme Increase of Economic Competitiveness) POSDRU – Programul Operațional Sectorial de

Dezvoltare a Resurselor Umane (Sectoral Operational Programme Human Resources Development)

PUT – “Politehnica” University of Timişoara RODSD – Regulamentul de Organizare și

Desfășurare a Studiilor Doctorale (Organisational and Operational Guidelines for PhD Studies)

ROFCA – Regulamentul de Organizare și Funcționare a Consiliului de Administrație (Organisational and Operational Guidelines of the Council of Administration)

SCD – Serviciul pentru Cercetare și Dezvoltare (Research and Development Division) UEFISCDI – Unitatea Executivă pentru

Finanțarea Învățământului Superior, a Cercetării, Dezvoltării și Inovării (Executive Agency for Higher Education, Research Development and Innovation Funding)

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1. Introduction

1.1. Participation of “Politehnica” University of Timişoara in the Institutional Evaluation Programme of the European University Association

“Politehnica” University of Timişoara, for which the acronym PUT is further on used, stated its intention of being institutionally evaluated by the European University Association (EUA) on the 27th of March 2012, when it signed the document entitled the Memorandum of Understanding. PUT is fully aware of the fact that the Institutional Evaluation Programme (IEP) is an independent service offered by the European University Association to the international academic community in order to support the higher education institutions to evaluate their institutional processes and procedures in comparison with the international practices. Moreover, PUT is also knowledgeable of the fact that IEP focuses on the decision-making institutional processes and structures, offering support in order to increase the efficiency of the university strategic management.

In this context, PUT has greeted the opportunity of participating in the programme Performance in Research, Performance in Teaching – Quality, Diversity and Innovation in Romanian Universities conducted by the Executive Agency for Higher Education, Research Development & Innovation Funding (UEFISCDI) and the European University Association (EUA). This programme fulfils the need to reform higher education in accordance with the provisions of the National Education Law (1/2011).

Before stating its intention of being evaluated institutionally by the EUA, PUT took part, in 2011, in a programme which ranked the Romanian universities. The main objective of the programme was to classify the Romanian universities into three categories: advanced research and teaching universities; teaching and scientific research universities; teaching and learning universities. As a result of this national evaluation programme, PUT was ranked as one of the twelve advanced research and teaching universities in Romania (Appendix A1.1.-1¹).

PUT considers that the institutional evaluation of EUA is a good opportunity of evaluating the institutional objectives, the fulfilment of the assumed mission, the decision-making processes, the institutional structures, the significance of the internal quality assurance processes and the strategic management efficiency.

Moreover, it offers PUT the opportunity of reflecting on the changes that have to be made in order to determine the development of the strategic management at an institutional level and to improve the quality assurance mechanisms.

1.2. Self-evaluation process within “Politehnica” University of Timişoara

The institutional self-evaluation process has developed in accordance with the provisions stipulated in the Guidelines for Institutions (January 2012). The self-evaluation committee was established by the Decision of the Rector of “Politehnica” University of Timişoara on account of the Administration Committee Decision No.

3/ 26.03.2012 concerning the institutional evaluation of PUT by EUA.

The twelve members of the self-evaluation committee represent the academic fields and the administrative structures of PUT. They are not directly subordinated to each other and they are highly experienced in all the basic processes of the university. The self-evaluation committee has consisted of the following members:

Coordinator: Prof.Dr.Eng. Toma L. Dragomir (Automation and Applied Informatics Department) – Director of the General Directorate of Quality Assurance;

Assistant Coordinator:

Prof.Dr.Eng. Marius Crisan (Department of Computer and Software Engineering) - Quality Assurance Director at the Faculty of Automation and Computers;

Secretary Lect.Dr. Mirela Pop (Department of Communication and Foreign Languages) – Vice-dean of the Faculty of Communication Sciences;

Members: Prof.Dr.Eng. Mircea Popa – Vice-rector of PUT in charge of the educational issues;

Prof. Dr. Eng. Dan Lascu (Head of the Applied Electronics Department);

Lect. Dr. Mugurel Gabriel Dragomir (Head of the Department for Teaching Staff Training)

Prof. Dr. Eng. Valeriu Dolga (Department of Mechatronics) – member of the PUT

1 The appendix is taken out of the existing online document of MERYS. In addition to this document, we have added further information regarding the 2010-2011 academic year. This information has been included on columns and is coloured in grey.

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Senate;

Eng. Cristian Vladimir Telescu (General Administrative Directorate) – PUT Technical Director;

Eng. Vasile Ruşeţ - Director of the PUT Entrepreneurship Department;

Lect. Dr. Eng. Daniel Hădărugă (Department of Applied Chemistry and Organic- Natural Compound Engineering) - member of the PUT Senate;

Lect. Dr. Liviu Cădariu-Brăiloiu (Department of Mathematics) - member of the PUT Senate;

Norbert Kazamer (student) – member of the CA of PUT

The general coordination of the self-evaluation process has been ensured by the vice-rector Prof. Dr. Eng.

Corneliu Davidescu. The university management has closely monitored the entire self-evaluation process and has supported the committee during this activity. In this laborious self-evaluation process, a large number of members of the university community have been involved: teaching and administrative staff, students, members of the Faculty Councils and of the Departments, members of the Senate and the university management. The main activities that have been carried out are listed below:

- planning and distribution of the tasks and responsibilities among the members of the self-evaluation committee, scheduling of the work meetings;

- information sessions for the members of the PUT community with respect to the procedures, objective and opportunity of the institutional evaluation made by the EUA;

- coordination of the activities of the self-evaluation committee and of the work groups, coordination of the meetings, mediation of the communication among the members of the committee;

- collection of the data and information necessary for writing the report;

- elaboration of the questionnaires for the teaching and administrative staff, for the students, on the one hand and on the other, of a questionnaire for the SWOT analysis of PUT in order to evaluate the perception of the members of the PUT community with respect to the management, the organization and the functioning of the university;

- questionnaire distribution, processing, centralization and analysis of the evaluation results;

- work meetings held to discuss the strengths and weaknesses of the university;

- elaboration of the report and its presentation to the university management.

The main positive outcomes of the self-evaluation process are the following: the completion of an institutional self-evaluation which is different from the one done by the National Agency for Quality Assurance in Higher Education (ARACIS) or from the one done on the occasion of the universities ranking.

This new kind of self-evaluation refers to the strategy of PUT with respect to the management of the university basic and support processes. The SWOT analysis (Appendix A1.2.-1) has exceeded the size of the consulting procedures normally used in the university. The gathered information has been discussed with the PUT management and will be used in the new PUT strategic plan and in the internal policy regarding the quality assurance. The importance of the institutional self-evaluation process has motivated the members of the self-evaluation committee. The group discussions have had a dynamic and responsible character, based on good fellowship, communication and analytic debate. The data collection, the preparation of the documents and of the work materials have been done responsibly. All the members of PUT community have constructively reacted to this challenge.

The main difficulty encountered during the self-evaluation process have been primarily determined by the overlapping of the elections calendar of the PUT management and governance structures with the deadline for the self-evaluation report completion. This explains, on the one hand, the constant reference to the previous legislature and not to the management activities of the newly elected management structures and, on the other, the delayed delivery of the document entitled Memorandum of Understanding.

1.3. Objective and structure of the self-evaluation report

The objective of the report is the completion of an institutional self-evaluation that shows:

i) the state of the university regarding its mission and objectives in order to make the university processes and management more efficient by adopting an adequate quality policy;

ii) the manner in which the strong points should be further developed, the weak points should be corrected and eliminated, the opportunities should be materialised and the external threats should be foreseen.

iii) the vision of the entire PUT community (management, researchers, teaching and administrative staff, students), rendered objectively by the self-evaluation committee, with respect to the institutional norms, values, mission and objectives, to the institutional management, organisation and functioning, to the efficiency

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of the internal mechanisms of evaluation and quality assurance, to the capacity of the institution to face the external changes and challenges;

The present self-evaluation report has been conceived and structured in accordance with the Guidelines for Institutions stipulated in IEP of EUA. The self-evaluation report is made up of four chapters. Chapter 1 consists of a short analysis of the self-evaluation process. Chapter 2 presents a brief overview of the Romanian educational system, focussing mainly on the technical higher education system, of the institution and of the local, regional and national opportunities in the labour market. Chapter 3 answers four key- questions: What is the institution trying to do?, How is the institution trying to do it?, How does the institution know it works?, How does the institution change in order to improve? This part of the report points to the balance between the collected data and information regarding the processes and structures of PUT and to the analysis of the strong and weak points of the institutional processes: management processes, basic processes (educational and scientific research processes) and administrative processes. The conclusions are summarised in chapter 4 and they emphasise the strengths, weaknesses, opportunities and threats and offer an action plan to remedy weaknesses and to further develop strengths. The report is accompanied by a set of appendices to which the text makes reference to.

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2. Institutional context

2.1. Brief overview of the educational context 2.1.1. Romanian education system

The Romanian education system is managed, at a national level, by the Ministry of Education, Research, Youth and Sports (MECTS). In order to fulfil its specific responsibilities, the Ministry cooperates with other ministries and institutional structures subordinated to the Government.

The general legal framework for the organisation, administration and provision of education is established by the Constitution, the Education Law (1/2011), ordinary laws and a number of governmental and ministry ordinances.

In Romania, the compulsory education (ages 6-16) may be followed by post-secondary education (ages 16- 18/19) and by higher education.

2.1.2. Romanian higher education system

In Romania, the higher education institutions (universities, academies and postgraduate schools) include faculties, university colleges, departments and units for scientific research, design and micro-production. The mission of the higher education institutions is either education and research or only education.

Since the 2005/06 academic year, all the higher education institutions, private and public, have been obliged by the Law no. 288/2004 to implement the Bologna Agreement, i.e. to offer one or more educational programmes having a three-cycle structure: bachelor, master and doctorate.

In order to complete the bachelor’s studies, the graduates have to sit a final exam. The content of the exam and the specific criteria are established by the University Senate. The graduates passing the exam are awarded a diploma specifying the competences acquired in that particular profile and specialisation. The successful students can attend the second cycle of higher education, namely the master's one. By passing a final exam, the graduates complete the master’s studies and are awarded a diploma that specifies the competences acquired in that particular profile and specialisation. The doctoral studies are completed by a thesis publicly defended in front of a committee of specialists approved by the University Senate.

In Romania, the academic evaluation has been performed since 1997, and the quality assurance since 2005, when ARACIS was created. ARACIS is a full member of the European Association for Quality Assurance in Higher Education (ENQA), as of September 2009, and registered in the European Quality Assurance Register for Higher Education (EQAR). The ARACIS External Evaluation Methodology regarding quality assurance, provisional functioning, license and accreditation of higher education institutions and study programmes are established by the government Emergency Ordinances No. 75/2005 and No. 75/2011 regarding the quality assurance in education, in compliance with the European Standards and Guidelines for Quality Assurance in Higher Education (ESG). A new methodology is still being developed.

2.1.3. Romanian technical higher education system

The technical higher education is one of the main values of the Romanian educational system. Four of the accredited public universities (“Politehnica” University of Bucharest, Technical University of Cluj-Napoca, Technical University “Gh. Asachi” of Iaşi and “Politehnica” University of Timişoara) form a group of technical universities organised in a National Consortium. They are in continuous sharing of ideas and dissemination of experience.

In the field of the engineering sciences, the academic quality of the university study programmes are defined by standards, reference standards and lists of performance indicators applied according to the Specific Standards of Academic Evaluation for Engineering Sciences approved by ARACIS in 2006.

The Romanian technical universities develop mainly study programmes in the engineering field, but they may also offer study programmes in other scientific fields of national interest, complementary to the engineering sciences. This is also the case of PUT (Appendix 2.1.3.-1). The bachelor’s degree includes 180, 240 or 360 transferable study credits compatible with ECTS and lasts three, four or, respectively, six years, depending on the field and area of the specialisations. The master's degree includes 90 or 120 transferable

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study credits and lasts for one or two years, respectively. Doctoral studies are organised in doctoral schools and correspond to three years of full time work.

2.2. Current regional and national labour market context

The investments done in the last 10 years in various regions of Romania have lead to an increased demand of work force that is specialised in industry (4.8%), constructions (3.9%), transportation, storage and communication (2.1%). In this part of the country, the West Region², the economic results are superior to the national average. In terms of the gross domestic product (GDP), the West Region is usually on the second place after the region to which the capital of the country belongs. Analysing the regional GDP in terms of resource categories, it comes out that the most important contributions to the GDP are generated by the following sectors: industry, real estate, rentals and service delivery mainly to the production, transportation, storage and communication fields (http://www.adrvest.ro/attach_files/RIS_2009_2013.pdf (pp. 24-25)).

The universities have tried to fulfil the demand existing in the labour market. From this perspective, PUT has developed programmes both in the technical and in the complementary fields. In the last 5 years, about 2400 students have graduated from PUT each year. The students enrolling at PUT usually come from the West Region and represent about a third of the total number of admitted students (in 2011 they represented 30.91%). In Timișoara and in the region, there are many foreign companies capable of absorbing a large number of graduates (particularly in the IT field). Their decision to start a business here has been taken after analysing the quality of the existing work force and the capacity of the universities to constantly provide highly qualified work force. Moreover, the service delivery system has also developed lately due to the high demand in the labour market.

The universities have a constant dialogue and partnership with the economic milieu in order to adapt to their demands by developing new curricula or by adjusting the old ones, by developing post university courses, master’s or even bachelor’s programmes. Nevertheless, at a local, regional and national level, there are still some situations in which the universities provide too many or too few graduates to the labour market.

This is actually the result of the fact that the demand in the labour market is not always transparent and it is constantly changing. At the present moment, PUT has a balanced educational offer illustrated by the fact that, in some cases, the absorption rate of the graduates is greater than 80% (in the economic crisis year 2010:

Architecture - 98%, Mechanics - 88%, Management - 86 %, Automatics and Computer Sciences - 80%).

2.3. Brief description of PUT 2.3.1. History

PUT is a higher education and scientific research institution, of national interest, that belongs to the Romanian national education system and contributes through its activities to the global education strategy, integrating itself in the tradition of the Romanian university education and contributing to the scientific, professional and civic formation of the young people, to their integration in the economic and social life, to the permanent education of university graduates, and to the production of science and technology.

PUT was founded in 1920 through the Decrees No. 2521/ 10.06.1920 and 4822/11.11.1920, under the name “Şcoala Politehnică din Timişoara” (“The Polytechnic School of Timișoara”). The current name of the university has been established by the Government Ordinance No. 568/1995 and confirmed by the Government Ordinance No. 294/ 1997 and No. 535/1999, respectively the Government Ordinance No.

676/2007 and No. 635/2008. The university was founded shortly after the 1918 union in one state of all the Romanian territories. In 2010, PUT celebrated 90 years of existence.

During its continuous existence and functioning, the university had the following names: Şcoala Politehnică din Timişoara (The Polytechnic School of Timișoara) (1920-1948), Institutul Politehnic Timişoara (The Polytechnic Institute of Timișoara) (1948-1970), Institutul Politehnic “Traian Vuia” din Timişoara (The

“Traian Vuia” Polytechnic Institute of Timișoara) (1970-1991), Universitatea Tehnică din Timişoara “Traian Vuia” (The “Traian Vuia” Technical University of Timișoara) (1991-1995). At present, the name of the university is “Politehnica” University of Timişoara.

2.3.2. Geographical position

2 The West Region is situated on the border shared by Romania with Hungary and Serbia. From an administrative-territorial viewpoint, it consists of four counties: Arad, Caras-Severin, Hunedoara and Timis. The West Region has a surface of 32.034 km2, which represents 13,4% of the entire Romanian territory.

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PUT is placed in the Western part of Romania and has locations in Timişoara and Hunedoara.

Timişoara is one of the largest Romanian cities, with a population of 301,761 inhabitants (the third most populous city in the country, according the National Institute of Statistics, after the census of 2011) and the most important city in Western Romania. It is considered the capital city of the historical region of Banat and is located on the Banat Plain, along the Bega River. Timişoara is an important academic and cultural city with four public universities: “Politehnica” University of Timişoara, West University of Timişoara, University of Medicine and Pharmacy and University of Agricultural Sciences of Banat.

Hunedoara is located at about 200 km East of Timisoara in an important industrial area with a long tradition in metal processing.

2.3.3. Legal status

PUT, located at 300006 Timişoara, Piaţa Victoriei 2, is a legal person and has university autonomy according to the Law of Education 1/2011 and to its own new University Charter (2011). In its relations with the society, the university identifies itself through: name, seal, logo and flag, established through the Senate’s decision and it also has a public online image at www.upt.ro.

The PUT activity concurs with the principles of the Magna Charta of the European Universities –in September 2005, PUT was one of the universities which signed the Magna Charta Universitatum– and with the ideals of the Romanian education system, aiming at a free, complete and harmonious development of the human individuality and at the formation of competent, autonomous and creative professional personalities.

2.3.4. Institutional accreditation and positioning of PUT in the 2011 classification exercise

PUT has attained, as a result of the institutional evaluation taking place in 2009 (Appendix A2.3.4-1.1), a

“High Confidence rating”, as attested by the Certificate No.31/2009 (Appendix A2.3.4.-1.2) delivered on July 30, 2009 by ARACIS.

The European University Association has classified PUT in the category of advanced research and education universities according to the MECTS Order No. 5262/05.09.2011. This grade has resulted from the classification exercise on the data reported by the Romanian accredited higher education institutions. PUT was included in Category A with 6 study programmes in Category A, 7 in Category B, and 4 in Category C (Appendix A2.3.4.-2).

2.3.5. Institutional affiliation

The university is affiliated to: The National Council of Rectors in Romania (CNR), The European University Association (EUA), The European Conference of Technology Universities Rectors, The University Alliance for Democracy (AUDEM), The Association of Francophone Universities (AUF), The Association of Universities with Partial or Integral Teaching in French (AUPELF), The National Association for Computerization of University Management (ANIMU) and The National Consortium of Technical Universities (CNUT).

2.3.6. University institutional structure

In Romania, the university structure is regulated by the Law of National Education No. 1/2011. Each university has two types of distinct academic entities: faculties and departments. PUT is composed of academic and administrative units.

The structural pattern of PUT is based on its specific mission and objectives formulated in accordance with the University Charter (2011) and consists of: departments, faculties, a Continuous Education Centre, an E- learning Centre, research institutes, research centres, a Teaching Staff Training Centre, "Know-how transfer"

Centre, a library, a publishing house, a printing house, a production unit and a TV studio. The administrative units are: directorates, services, offices, compartments, workshops, etc. Their position and interrelations are highlighted in the organisational chart of the university (Appendices A2.3.6.-1.1 and A2.3.6.-1.2).

The departments are basic structural and functional academic units directly subordinated to the university that ensure the production and synthesis of knowledge in one or more areas by advanced research, research- development-innovation, and the transfer of know-how to the society through initial and continuous education activities at graduate and post-graduate level. PUT has actually 25 autonomous departments.

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The faculties elaborate and manage the university study programmes, by forms and degrees, in one or more related fields and/or interdisciplinary study programmes. PUT has actually 10 faculties that coordinate 159 study programmes (70 accredited bachelor’s degree programmes out of which 51 are active and 89 accredited master’s degree programmes out of which 67 are active). PUT also offers 2 distance learning study programmes.

Research Institutes and Research Centres: PUT considers that the scientific research is a priority of the university mission, conferring personality and distinction to the university, and that reaching excellence in scientific research is a target on medium and long term. The research is managed and monitored according to the Regulation on the Organisation and the Process of the Scientific Research in Research Institutes and Centres. Regarding our research centres, one of them is accredited at a research excellence level, three of them as national research centres, and 21 more have obtained accreditation by the National Scientific Research Council (CNCS). Starting with 2012, PUT has a new research institute: Institute of Research for Renewable Energy ICER-TM.

Laboratories: There are four types of laboratories in PUT: testing laboratories, research laboratories, research and didactic laboratories and didactic laboratories. A number of 314 laboratories of the total number of 411 are described in a volume published in 2009.

The University Library, founded in 1921, is organised as a main entity with 6 subsidiaries (5 in Timisoara and one in Hunedoara). The surface area of the main library is ~1800 m², from which 150 m² are occupied by lecture rooms, with a capacity of 50 seats. The University Library holds about 427 000 volumes and offers access to specialised databases and full text online magazines. Its activity is fully computerized, the online catalogue (COBUT) stores all the volumes acquired since 1983 (meaning 216000 volumes) and may be consulted both at the library buildings and on the Internet. The University Library will move in the near future to a new location with a surface area of 7180 m² and 1720 m² reading halls, for 600 readers, and will be the largest university library in Romania.

The Publishing House and the Printing House: The university has its own Publishing house - Editura

„Politehnica” -, accredited by CNCS. The „Politehnica” Publishing House publishes principally teaching materials, books in specialised fields, seminar and laboratory guides, doctoral theses and 13 periodicals (Scientific Bulletin of “Politehnica” University of Timişoara). The university publishing house has published 556 titles in the last 5 years.

The PUT TV Studio – “Teleuniversitatea Timişoara” - has obtained the licence in 1994. It is an academic non-profit TV program with educational scope. It broadcasts for two hours a day.

Other important institutional structures are: the Department for Mobility and International Cooperation, the Centre for Students’ Counselling and Information (CICS) that offers guidance to students, the Educational Technologies Centre (CTE), the Multimedia Learning Centre Open Source (CIMAD), the Distance Learning Centre (CSID) and the Directorate for Quality Assurance (DGAC).

2.3.7. Physical infrastructure

At present, PUT administers a surface of 56047.64 m² own spaces for academic activities, 64770.27 m² student foyers in Timisoara and 2448.51 m²student foyers in Hunedoara, 6409.11 m² student restaurants in Timisoara and a 412.84 m² student restaurant in Hunedoara and 62401.96 m² sport bases in Timisoara. The space alotted to each faculty (at the end of the 2010-2011 academic year, that is before the new PUT Charter has been adopted) is included in Appendix A2.3.7.-1.

According to the Rector’s Report (2012), during April 2004 - March 2012, the university has invested approximately 55 million euro from its own sources in infrastructure development, rehabilitation of the academic and research spaces, administrative, social and open sport facilities. There were rehabilitated 50 buildings and 300 laboratories (equipped with over 4000 computers). There were rehabilitated and modernised most of the university classrooms. New lecture halls were created, one of them with 380 seats.

Eight new buildings were constructed (University Library, Research Institute for Renewable Energy, Hydraulic Machineries Building of the Faculty of Mechanics, Science and Engineering of Materials Building of the Faculty of Mechanics – not finished yet, Swimming Pool Complex, Polyvalent Sports Hall,

“Politehnica” Park).

2.3.8. Social, dining, sport facilities and health services

Accommodation: For student’s accommodation, PUT has, in Timişoara, 16 student foyers (64770.27 m²), with approximately 5500 beds, and, in Hunedoara, one student foyer (2448.51 m²).

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Dining Facilities: There are three restaurants and a Fast Food (6409.11 m²) for students and academic staff, located in Timişoara, in the university student campus, and a restaurant (412.84 m²) in Hunedoara.

Sport facilities: In Timişoara, the university has 3 sport bases covering a surface area of 62401.96 m² (football, tennis, handball, basket, fields, sport halls, multifunctional hall, locker-rooms, storage-rooms). In Hunedoara, PUT has a sport hall of 597.22 m². Since 2008, the university has also had an enclosed semi- olympic swimming-pool.

Health services: Health services are ensured by a student day clinic and a student hospital, located in the student campus.

2.3.9. Guidance to students

CICS offers the university students information and counselling regarding the teaching process, facilities, career guidance, competence evaluation, etc. CICS organises periodic trainings, workshops and seminars for students, focusing on communication, leadership, time management, organisational management, CV editing, job interview preparation, etc. CICS also publishes informational materials for students (the Student’s Guide, Information and Career Guide, brochures and leaflets), it monitors the absorption rate of the university students by the labour-market. Moreover, it organises study or information trips or visits.

2.3.10. Academic and administrative staff, students

PUT has a total of 699 permanent teaching staff members (127 full professors, 132 associate professors, 219 lecturers and 221 assistant professors) (1^st of October 2011). The total number of academic staff members is 806 (699 teaching staff + 107 research assistants).

There are 16651 students (13719 undergraduate students, 2932 graduate students) studying in undergraduate and graduate programmes. According to the Rector’s Report (2012), 74% of the students are enrolled in the bachelor’s degree, 21% in the master’s degree, 3% are doctoral students of part-time work and 2% are doctoral students of full time work.

PUT has a total of 566 administrative staff members.

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3. Self-Evaluation Results

3.1. Mission, goals, norms and values: What is the University trying to do?

3.1.1. Mission and objectives of the institution

PUT is one of the biggest public universities in the Western part of Romania. It is among the institutions with great potential, which are responsible for the development of higher education and science in Romania. It is an institution with a strong aim: to serve and improve the Romanian economy, culture and society as a whole.

The specification and the execution of the PUT mission, goals and activities declared in art.10 of the University Charter (2011) are based on applying the principles of the university autonomy and academic freedom. PUT missions, defined along the lines of the current and future individual and societal needs, are the following:

a) to generate and transfer knowledge to society through advanced scientific research, development and innovation by disseminating the results through publication and/or implementation;

b) to provide superior training both at university-level within the Bologna paradigm, on all three cycles (bachelor, master, doctoral studies), or within a specially-regulated system, and at postgraduate level, in accordance with the concept of lifelong learning, in order to enhance one’s personal development, employability and to meet the competences required by the social environment;

c) to contribute by setting directions for social development at a local, regional, national and international level;

d) to foster, promote and defend some fundamental values crystallized during the evolution of humanity:

freedom of thought, speech and action, equity, truth, fairness and honesty.

PUT overall strategic objectives have been outlined in the strategic plans of the university. The current ones are specified in PUT’s Strategic Development Plan 2008-2012, which is presented in Appendix A3.1.1.- 1. In short, these objectives concern:

a) scientific research and technological development, design, consultancy, technical assistance, expertise, production, etc. in the global context of the European Research Area;

b) training of highly qualified specialists:

- at graduate and postgraduate level, according to the levels agreed upon in the Bologna process (bachelor, master, doctoral) or to their equivalents in the structure prior to the Bologna system;

- at postgraduate level, in the global context of the European Space for Higher Education (specialization, improvement, lifelong learning, etc.);

c) improvement of scientific research, education and services, accomplished by:

- granting PUT members a professional and social status according to the social importance of the assumed mission;

- the development of the university’s infrastructure;

- the adaptation of the educational content, teaching technologies and evaluation methods, scientific research and technological development, production and services to the global technological and scientific progress tendencies and to the social and economic development dynamics of the country;

- the subordination of all the university processes to the principles of quality management systems, corroborated with transparency and honesty;

d) cooperation with national and foreign universities to develop a modern and efficient education system;

e) integration in global, European and national informational circuits through scientific, technological, teaching, cultural and general information - including online - activities and publications.

The objectives of PUT will be further discussed in paragraph 3.3 in light of their achievement through management and quality assurance.

3.1.2. Governance and management 3.1.2.1. Institutional form

In Romania, all state universities are subordinated to MECTS, which determines the general rules and regulations and establishes the number of students for all universities.

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PUT autonomy is stipulated in PUT Charter (art. 12): “University autonomy, granted and guaranteed by the Romanian Constitution and regulated by law, includes defining the educational and scientific offer, financial governance and management, setting up the internal organization, the employment policies, the selection of students, the appointment of the rector, of the chair of the Senate, of the vice-rectors, of the deans, of the vice-deans, of the heads of department and of the senior administrative staff, the exercise of management rights and the constitution and management of university heritage.”

The University aims to be a unitary, functionally and territorially distributed institution. Its unitary character is given by the fact that it integrates multiple technical domains with complementary nontechnical areas of teaching and research. The implications of this approach are the common, unitary procedures, matched with distributed delivery.

According to the Organizational Chart in the University Charter (Appendix A2.3.6.-1.1), PUT has two types of structures:

• Academic structures: the department, the faculty, the Centre for Lifelong Learning, the E-learning Centre, the Research Institute, the Research Centre, the Teacher Training Centre, the Know-How Transfer Centre, the library, the publishing house, the printing house, the production unit and the TV station;

• Administrative structures: departments, services, offices, divisions, workshops.

The effective cooperation between the academic and the administrative structures builds on establishing clearly delineated tasks, on minimizing arbitrariness and redundancy in both educational and research activities, as well as on enhancing administrative support.

The aim is to achieve the best possible coordination of all activities. The extent and the level of centralization and decentralization are determined by:

• the domain-based decentralization of the educational process into faculties with domain-specific, yet structurally uniform curricula;

• the domain-based decentralization of the research process, with special emphasis on the importance of research tasks and responsibilities both within and across the university departments and research institutes/centres;

• the faculty-based decentralization of student practice programs;

• the centralization of education marketing programs, of social and administrative services, of public acquisitions, of the know-how transfer and of student councils.

3.1.2.2. Human Resources

The University has comprehensive human resources policies. The university staff comprises all the people who are engaged in a legal labour relation with the university. The staff members may hold: teaching positions, research positions, auxiliary teaching positions, and non-teaching positions. Teaching and research positions may be held by full staff members, associate staff members, and guest staff members within legal limitations. Additionally, PUT may also rely on external human resources to cover teaching positions, as well as on master and PhD students to participate in academic research projects.

PUT’s policy on academic staff is fully autonomous. In line with its Charter and national standards, it is open and transparent, observes the PUT development strategy and is consistent with the teacher evaluation results.

The staff being the most valuable asset, PUT aims to ensure a proper internal climate and appropriate work conditions, based on mutual respect, comity and cooperation between the community members, irrespective of their category or hierarchic position. The PUT head management is constantly interested both in increasing staff income and in applying a balanced policy regarding staff promotion within PUT’s academic hierarchy.

3.1.2.3. Quality Assurance

The concern for the quality of the activities and of the products made - mainly graduates and research- has always characterized PUT. PUT was among the few universities in Romania which took part at the pro quality and pro Bologna actions initiated by MECTS between 1999-2000 (introduction of the ECTS system in the university and elaboration of quality management system documents for the departments, within TEMPUS programmes). Starting from 2005, PUT has been fully enrolled in activities developed at national level. PUT implements the European orientation, particularly the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (ESG), adopted by ministers in Bergen (2005), and disseminated them within the university.

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The problem of quality assurance is extensively presented in Section 3.3 of the current self-evaluation report. The PUT management is mainly made according to the plan-do-check- act principle, planning being made according to strategic plans, implemented through operational plans, as well as through sector action plans. The basic processes, such as – didactic, research and management - as well as the support processes and the associated activities are managed through regulations and procedures. They are monitored, analysed and evaluated at different levels (senate, administration councils, faculty councils, departments). The continuous improvement is made both by applying higher and higher standards imposed by the national and European standards, as well as by using own university standards, together with corrective and preventive measures at different levels.

Once the university elections ended, these structures are to be reanalyzed according to the new PUT Charter.

3.1.3. Academic Profile

3.1.3.1. Balance among teaching, research and service to society

According to the 2011 national university ranking, PUT is an advanced research and education university.

Consequently, the balance among teaching, research and service to society is in compliance with this positioning.

Thus, the key goal is to develop high-level research activities that will have a positive impact both on teaching, by facilitating research-driven learning, and on the quality of the services to society. Special attention is paid, in this context, to the goal of providing high-quality education during all the three Bologna cycles within the technical field, in particular. Equally important is the university’s contribution to society through technical and marketing activities in professional, civic and business organisations, as well as through charity and promotion of genuine local and regional values.

3.1.3.2. Academic priorities

In order to achieve its teaching goal, the prioritisation of study programs and research domains is carried out according to the global level of development and to the worldwide top priority fields, as well as to the local, regional and European labour market needs.

In the context of diversifying its academic programs, priority is given to those developed in foreign languages (organized through "Politehnica International" program), those with a high number of available student places, and those developed in the distance education system, which are convenient to the companies in the area. At the same time, the still actual traditional technical programs are consolidated.

The high priority research domains reflect both national and European trends such as interdisciplinary researches (e.g. renewable energies, IT and nanotechnologies). Such domains are to be connected more closely to doctoral, postdoctoral and postgraduate programs, and are to promote the transfer of know-how to society.

3.1.3.3. The student-centred approach

Being consistent with its mission and applying the student-centred approach, PUT aims to provide professional undergraduate and postgraduate higher education. In this respect, the article 127 of the PUT Charter states: “PUT considers that its educational activities must be organized and carried out by placing the student, and the future graduate, respectively, at the core of all its endeavours related to curriculum and syllabus design, to student projects and practice placements, to establishing competencies for the future graduate, to access to the university’s infrastructure, and to the destination of funds.”

According to the 2008-2012 Strategic Plan (Appendix A3.1.1.-1), in relation to its students, PUT aims to promote a fair and transparent admission system, to offer international study programs, optimal training, access to technical equipment and books, scholarships, to ensure the right to build their own career, respect towards one’s own person and personality, a functional tutorial system, responsiveness to students' opinions, communication and cooperation with student organisations, decent living conditions.

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The student-teacher relation is based on partnership and each party takes responsibility for students’

academic results. Also, students are encouraged to participate in all decision-making bodies, at all levels. PUT students are full-right members of the academic community, with representatives in all management bodies.

The study entitled “The Quality System – Student-centered education”

(http://www.PUT.ro/pdf/calitate/REFERAT.pdf), which was conducted by PUT in 2009, also reflects the interest of the university in the student-centred approach in education.

3.1.4. Academic-related activities

PUT intends to continue its tradition of enhancing its relations with society by promoting a variety of actions through its structures.

Tailoring the educational offer to the needs of the labour market lies at the heart of this endeavour. The activities that serve this purpose include: - gearing the educational process towards the development of qualifications required by the labour market, - establishing the number of student places according to labour market requirements, - raising the awareness of social partners about educational matters.

The technical, demographic and economic developments within the globalization process have led to a limited temporal validity of acquired competences. That is why lifelong learning activities have become a key component of PUT strategy with regard to the social environment.

PUT takes into account the enhancement of its relationship with the economic and the socio-cultural environment of Western Romania, in particular, and, additionally, the exploitation of a wider national or international area, by strengthening its ties with the industry and with the companies whose profile matches the university’s domains of specialization. These are aimed to be effective by consulting, spin-off, technology transfer, participation to industrial parks and defining its own scientific competence pole. PUT wishes to continue its cooperation with the local, county, regional and national authorities, thus acting as a complex catalyst for development and as a binder for the various social actors.

3.1.5. Funding

Although PUT’s funding comes mainly from the MECTS, in accordance with the CNFIS procedures, PUT attracts solid financial revenues from additional funding resources as well. The university’s own income is mainly generated by a wide range of research activities developed within competition-based national and international projects, consultancy services, tuition fees, provision of hostels and canteen-related services, rents, sponsorships, donations from research-supporting enterprises and organizations etc. Details of the fund distribution can be found in (Appendix A3.1.5-1).

Demonstrating increased research potential, the university is committed to boost application and implementation of EU-funded projects and to encourage young researchers to apply for related EU grants.

PUT’s ranking in Romania’s first-category universities, described as Advanced research and education universities, should lead to increased budget-based financing, as it is claimed by MECTS. In this context, PUT supports the adjustment of the current basic financing system based on certain performance-related indicators that should accurately quantify the results of each university and assess the quality of processes directly influencing teaching and research activities.

3.1.6. Defined Position. Vision of the Institution with Respect to Its Present and Future Positioning The first-category position held by PUT following the 2011 national ranking is not only rewarding but challenging as well for the long-term evolution. Consequenly, PUT has set three important goals on a national, regional and international level, respectively:

- to reinforce its position within the first-category universities;

- to consolidate its position as the leading technical university in engineering education and scientific research both in the Western part of Romania and in the DKMT geo-strategic area;

- to rank higher in internationally-recognised academic classifications . 3.1.7. Rationale of the Strategic Choices

PUT has solid knowledge of and appreciates the Bologna system-based higher education policy implemented in the European academic space and acknowledges its competitive framework in terms of training services and research output. In light of the mission statement of PUT’s Charter, PUT promotes a

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positive framework enabling integration in this space and sustainability based on research, advanced teaching and involvement in social issues.

We believe that our vision, as previously described in 3.1.1 to 3.1.10, is fairly realistic and the envisioned mission can be achieved. The present self-evaluation proves helpful in the clarification of certain aspects and in the subsequent refinement of our orientation and activity.

Within the limits of university autonomy, our endeavour also depends on the extent to which Romanian society is interested in higher education, on legislation stability and on the overall development of the Romanian society.

3.2. Governance and Activities: How is the University trying to do it?

3.2.1. Formal Governance and Management Practice

In view of achieving its mission and objectives, PUT manages the planned activities (of teaching, of research and services for the society) taking into account the emerging opportunities, restrictions and constraints.

3.2.1.1. Analysis of Management Practice in PUT a) Decision making process within PUT

PUT structures and the connections between them are presented in the flow chart of Appendix A2.3.6.-1.2 The structural academic elements within PUT are synthesized as follows:

The organizational structures and the decision making processes within PUT observe the legislation in force and the academic autonomy attributes of chapter IV of PUT Charter. The decision making is structured on several levels marked as „Level 1”, „Level 2 F”,, „Level 2D” and „Level 2R”. Levels 2 are subordinated to level 1. Between levels 2 there are interactions in educational and research processes. The figure highlights only the link Level 2F – Level 2D.

We appreciate the internal organizational structure of PUT to be coherent, flexible, balanced, offering the possibility of efficient implementation of the strategic and operational plans. The flexibility and balance unfold, for example, in the number and size of the faculties and departments making the university. The coherence appears through the harmonization of the academic and administrative personnel’s role within this structure with a vertical subordination to the BA of PUT and a collaborative dependency on levels 2.

In detail, with reference to the above mentioned, we retain:

• The university level (Level 1): the Senate, the Council of Administration (CA), the Board for PhD studies (CSUD) and the Board of the doctoral school (CSD) are the managing structures at the university level.

• Senate, the highest forum of regulation, decision and debate within the university, it has its tasks stipulated in art. 164 paragraph (7) of PUT Charter. It takes decisions by compulsory decisions for the

BOARD OF ADMINISTRATION SENATE

FACULTIES

1 10

DEPARTMENTS

1 25

RESEARCH INSTITUTE RESEARCH CENTRE

TELEVISION STATION AND OTHERS Level 1

Level 2D Level 2F

Level 2 R

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whole academic community and the organizational structures of PUT and coordinates the university’s activity by approving the strategic plan of institutional development and the operational plans at the Rector’s proposal.

• The Council of Administration (CA) provides, under the leadership of the Rector, the executive management of the university, based on the Organizational and Operational Guidelines of the Board of Administration (ROFCA) and by following the regulations, methodologies and any other rules established by the Senate, as well as the strategic decisions of the Senate; the Board of Administration includes the deans of the faculties.

• The Council for PhD Studies (CSUD) and the Council of the Doctoral School (CSD) within PUT are established, organized and function in accordance with the Organizational and Operational Guidelines for PhD Studies (RODSD) and they are liable for the strategy and management of the Doctoral School;

• The level of faculties (Level 2F) – the management structure is the Council of Faculty (CF) with duties of debate and decision in accordance with art. 168 in PUT Charter; The Council of Faculty sets the mission and objectives of the faculty; the directors of departments are members of the Board of Faculty;

• The level of departments (Level 2D) – the management structure is the Council of Department (CD) with tasks of debate and decision in accordance with art. 170 of the Charter.

SWOT-S: The academic environment appreciates as strength the existence of well-structured strategic and operational plans for the university and faculties and the fact that the academic and administrative entities implement their objectives by using proper regulations and procedures. Another strong point is represented by the involvement of the academic community, trade unions and student organizations in drawing up regulations.

• The level of research institutes and centres and of the other structures mentioned at point 2.3.7 in this report (the Centre for Continuing Education, the e-Learning Centre, the Research Institute, the Research Centre, the Teaching Staff Training Department, the „know-how” Transfer Centre, the Library, the Publishing House, the Printing House, the Production Unit, PUT television station) (Level 2R): their attributions are mentioned in chapter V of PUT Charter and in the flow chart in Appendix A 2.3.6.-1.2.

All the people in the decisional bodies of PUT are elected in accordance with the laws in force. Also, all the managing structures of the university are validly convened if and only if the meeting is attended by at least two thirds of the total number of their members and the decisions are taken with the favourable vote of over 50% of the present members.

In the context of university autonomy, PUT exercises, through its collective and individual management bodies, established by law, the management prerogatives, exclusively and free of any interferences. Thus, in the field of patrimony management, PUT maintains, uses, expands/reduces and manages its patrimony, free of any interference. We remember from the SWOT analysis:

SWOT-S: PUT provides a very good management of the patrimony and takes action to increase it by investments in infrastructure (e.g. building a modern sports facility free of charge for employees and university students, a new building for library and technology transfer centre, and the establishment of an institute for renewable energies).

b) Co-ordination among faculties/institutes

According to the scheme in the previous paragraph, the faculties and departments are directly subordinated to the Board of Administration, the faculties having mainly attributions related to the study programmes and student management, while the departments have attributions related to performing research and using high qualification in offering study disciplines for all the study cycles in Bologna system.

Within PUT, study programmes are managed by faculties. At the faculty level, the university-student relationship is regulated on an annual basis through the study contract which stipulates the rights and obligations of the parties. In terms of management, the issue of study programmes is approached through collaboration/hierarchical subordination between the Board of Administration of PUT and the faculty.

The means of cooperation – coordination is further exemplified.

The Faculty elaborates the study programmes on forms and cycles of study in one or several related fields and/or study programmes with interdisciplinary character through the boards (see 3.3.2) and manages these university study programmes, respectively the students who are attending the study programmes in its jurisdiction. The PhD students and postdoctoral students are ascribed by the faculty to carry out research courses in a department or, if necessary, in several departments consecutively. In order to cover the disciplines in the study programmes, the faculty contracts the different disciplines based on a teaching services agreement or an order form against payment at the relevant departments and, if necessary, at the e-Learning Centre.

c) Institutional Leadership Control and Decision

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The Senate constitutes specialized commissions which generate proposals of methodologies, regulations, procedures and amendments and which perform studies, analyses, audits and other actions meant to control the activities within the university and its entities. The Senate monitors the activity of the Rector and the Board of Administration, approves the institutional development strategic plan and the operational plans, the structure and organisation of the university, the budget draft and budget execution, the quality assurance code and the ethics and deontology code, setting up study programmes, the norms for sizing study groups, the norms for setting up the function chart for the teaching staff/ research staff, the criteria and methodologies for occupying teaching positions and research positions, the results of the contests for occupying the teaching and research positions, the projects of national and international cooperation and association, the affiliation of the university to national and international academic and professional bodies, the formation of consortia, respectively the fusion with other universities.

The Board of Administration provides, under the Rector’s management, the executive management of the university, the implementation of the institutional development strategic plan, the operational plans and other long term and medium term strategies. It develops global and sectorial policies, including regarding the structure and organisation of the university, organises admission exams, elaborates the budget draft, provides budgetary execution and makes the annual statement of accounts, designs the norms for sizing the study groups and the norms for setting up the function chart for the teaching staff, research staff, support teaching staff and non-teaching staff, proposes criteria for filling teaching positions and research positions, observes the financial situation of faculties, departments, doctoral schools and other structures of the university. The Board of Administration also approves: the tender for teaching and research positions of departments and doctoral schools, the function chart and proposals of faculties to confer/suspend/withdraw the quality of student, the financial conditions of studies, and the yearly acquisition plan.

The Board of Faculty sets up specialized commissions. It analyses, debates and makes decisions at the faculty level. It formulates the mission and the objectives of the faculty and elaborates its strategies and policies, provides the educational marketing and proposes the setting up of new study programmes, new curricula, it controls the syllabuses of disciplines, it observes the covering of study disciplines with teaching staff, evaluates the quality of the learning process, the ethics and deontology in the faculty. The Board of Faculty also approves: the internal organisation and functioning rules of the faculty, employing/ dismissal at the faculty level, granting scholarships and income support to students, yearly reports of the dean and proposes cooperation projects, national and international affiliation and/or association of the faculty.

The Board of Department, as an authority of debate and decision, approves the internal organisation and functioning rules of the department, employing/dismissal at the level of the department for all categories of staff: teaching staff, support teaching staff, non-teaching staff, the research plan of the department, granting merit pay for the employees of the department and proposes national and international cooperation, affiliation and/or association of the department.

The above presentation reveals the fact that the educational decisional responsibilities within PUT are assigned at the level of faculties and they are controlled by the Board of Administration and the Board of Faculty. The decisions regarding research and educational services are made at the level of the department by the head of the department and the Board of Department.

According to PUT Charter (Art. 172), PUT Rector is the credit coordinator of the university, of all its funds, budgetary or income, except the funds originated from projects, whose management is exclusively ensured by the project manager. All support processes are provided by the General Administrative Director (DGA). Due to undersized administrative staff, a series of support processes are provided by the teaching staff.

In the above mentioned context, the following aspects stressed in the SWOT analysis should be considered:

SWOT-S: Transparency in the decision making process at the level of structures and employees, by consulting with and considering the notifications made by the academic community.

SWOT-W: A significant level of bureaucracy, particular to the higher education system. A slow financial records system of the research activity and time-consuming for the researchers involved in research programs and research contracts, all due to the high level of bureaucracy of the financial-accounting activities at national level.

SWOT-W: Suspension and temporization of communication between university entities, which impacts the efficiency of certain activities.

Teaching staff policy within PUT is completely autonomous, complies with national standards, is open and transparent, follows the development strategy of PUT and is correlated with the evaluation activity of the academic staff. It was decentralized at faculties and departments level whose role is to form a uniform staff structure, for the present and on medium-term, without putting any pressure on other collectives.

The employment of permanent teachers, both for an undetermined and a determined period, is made only through contest and materializes in an employment agreement. Both Romanian citizens and foreign citizens

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E E E U UR U R RO O OP P PE E E A A A N N N U U UN N N I IV I V V E E E R R R S SI S I IT T TY Y Y A A A S S S S S S O O O C C C I I I A A A T T T I I I O O O N N N

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FOREWORD

CONTENTS

ABBREVIATIONS

1. Introduction

2. Institutional context

3. Self-Evaluation Results

BOARD OF ADMINISTRATION SENATE