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Quality areas

At Inland Norway University of Applied Sciences (INN), our work with quality management is arranged under eight areas.

Quality areas


The study programmes form the central unit for quality work, which is why the quality areas primarily describe the activities of the study programmes. By using these areas in evaluations, analyses and development processes, the study programmes become a pivotal point for quality management practices. The eight areas are used consistently throughout to ensure that work with education quality is systematic and comprehensive. The various types of surveys, analyses and assessments, reporting, planning and other activities use this structure insofar as it is deemed appropriate.

Internationalisation is not described as a separate quality area, we regard internationalisation as a perspective that should be integrated in all eight quality areas.

Some keywords about our ambitions in the eight areas:

  1. Professional competence of the academic environment
    The academic environments shall ensure the knowledge base for their educational offering by keeping up to date and participating in research and development work nationally and internationally. INN University shall have a high proportion of first-level competence (associate professors/professors) in all study programmes. Students shall be welcomed to the academic community and to R&D activities related to the education.
  2. The educational competence of the academic environment
    The academic environments must have high competence in terms of planning, implementing and reflecting on their own teaching. They should have thorough knowledge of a variety of different teaching and assessment methods and master relevant teaching technology. The academic environments must conduct or initiate research on teaching and learning.
  3. Student recruitment and start of studies
    INN university shall recruit well-qualified students. Information on study programmes must be up to date and relevant. Planning and completion of Study-start ensures that students are included in a social community. Academic activities must get started quickly and inspire and motivate students to make their best efforts.
  4. Teaching and studying
    Students should develop good strategies to acquire new knowledge. They must be active participants in a learning community. Together with academic staff and in contact with employer and community organisation, students will gain increased knowledge, experience and education. Lessons should motivate students, and there should be good procedures for feedback and follow-up of students.
  5. Students' learning outcomes
    The learning outcome descriptions should be comprehensive and relevant to the competencies that students will have attained after completing their education. Students shall complete the study programme within the specified period of time. The teaching, learning and assessment methods should help students achieve a defined learning outcome.
  6. Students' learning environment
    There must be emphasis on continuous improvement of the conditions that secure a good learning environment. A holistic learning environment encompasses physical, organisational and psychosocial conditions, and how the different circumstances affect students' learning and wellbeing. There must be a good student participation. Good structures for student democracy will ensure the development and improvement of the learning environment.
  7. Study programme´s interaction with society and working life
    Study programmes should be relevant to society and working life. Relevance must be ensured through cooperation in various fora. Here, the Council for Cooperation with Working Life (RSA) is an important venue, but industry cooperation at various faculties and programmes makes for important arenas as well. Relevance must also be ensured through job placement and work practice at employer organisations. Other important sources include feedback from former students in the form of candidate surveys, and through alumni networks.
  8. Design and management of the study programmes
    There must be close correlation between learning outcome descriptions and teaching and assessment methods in the study programmes. The programmes must be evaluated regularly and according to established evaluation procedures; the results must be used for improvement. Study programmes’ leadership and management should be clearly established and follow other chains of management.