IBS International Business School Ljubljana

The IBS implements its mission at the level of the first and second Bologna education. The strategic goals are defined in the strategic plan for the period 2023 to 2028 (available on the website). The strategic planning process should include goals that emphasise the acquisition of practical knowledge and ethics, which is defined in the institution's mission. The expert group suggests that the institution should include the promotion of an ethical and responsible attitude towards current issues of society and the environment in the strategic plan in a structured and transparent manner. The institution should take appropriate measures to include external stakeholders in the management and development of the institution's activities. The institution does not carry out adequate professional, scientific or research activities, as evidenced by the fact that the institution has no record of achievement in the fields and disciplines it covers. As a result, it is not possible to assess the quality of the academic, professional or research activities. As an academic research achievement during the last accreditation period, the Institute highlights the cooperation entered into with the University of Educons in 2022/23, which led to the hosting of two guest lecturers and the implementation of the project Empowering teachers for a student-centred approach, for which the IBS was the coordinator. The institute unsuccessfully applied for an ERASMUS project in 2021. The expert group considers that the scientific research and professional work are not compatible with Article 12 of the criteria as they do not allow the involvement of students in scientific research and professional work. The Institute does not have an appropriate system to monitor the satisfaction of participants in practical training, as it has recognised students with practical training based on work experience since 2018. As additional material after the expert group visit, the Institute has prepared a simple questionnaire for employers, but not for mentors of practical training. It would be useful to add questions for mentors to the existing survey for practical training. The student survey questionnaire also does not contain any questions on practical training, which prevents the institution from self-evaluating practical training. The SER drawn up by the institution does not contain an action plan with measures, objectives, deadlines and sponsors, which prevents the implementation and realisation of the planned measures from being monitored. At this point, the quality loop is not closed. The organisation does not include other internal and external stakeholders (professionals, mentors, project partners, employers) in the self-evaluation. The institution should establish a research group within the IBS, as the currently registered research group and its researchers do not collaborate or have a contractual relationship with the institution. Establish a system to monitor the development of academic research and the professional work of academic staff in line with the strategic goals. Appropriate measures must be taken to ensure the possibility of international exchanges of university teachers. Students particularly emphasised the personal approach of both teaching and professional staff, which ensures high quality and student-centred support and counselling, with a focus on support for international students in their first year. The institution offers many different solutions for the customised delivery of studies and study materials. When surveying students, it is necessary to ensure a representative sample of responses to the questionnaire or conduct another form of collecting feedback (e.g. student focus groups) while raising student awareness of the importance of a quality culture, the importance of the survey and self-evaluation at IBS. The institution should take measures to strengthen international exchange opportunities for students. The institution has modern equipment for the implementation of a hybrid pedagogical process. The institution's strategic plan should include a library development strategy as indicated in the Nakvis guidelines for hybrid education so that the institution can strengthen the operation of the library