Evaluation is a “tool” in the context of the pursuit of quality assurance in higher education institutions. As a general concept, it is found in everyday life in the form of a cognitive and emotional process, which individuals engage in order to assign a value to the people and things that surround them. In the field of education, it is most commonly associated with the assessment of learners as a tool for evaluating the level of knowledge, skills and abilities in relation to the teaching objectives set before the start of educational phenomena (Petropoulou, Kasimatis, Retalis, 2015). However, the scope of educational evaluation is clearly broader and more multidimensional.

In a relevant UN report on evaluation (UNEG, Norms for Evaluation in the UN System), it is emphasized that evaluation, as part of a solid normative and scientific framework, is “the most systematic and impartial assessment possible of an activity, project, programme, strategy, policy, field, sector, topic, institutional performance, etc. It analyses the level of realisation of both expected and unexpected results, examining their sequencing, processes, contextual factors and causality, through the use of criteria such as relevance, effectiveness, efficiency, impact and sustainability. And it must provide credible, evidence-based, constructive information, and dictates that its recommendations be adapted to the decision-making processes of organisations and stakeholder groups.”

Internal evaluation is carried out by evaluators belonging to the organisation implementing the programme under evaluation and is often confused with the concept of self-evaluation carried out by the actors of the programme itself.

Below is the latest Self-Assessment Report of our University, as well as tools for the evaluation of individual functions of the University:

Final Self-Evaluation Report of the Institution (2015)