On May 21, ANQA conducted a monitoring at the French University in Armenia.
In 2024, the French University in Armenia underwent a joint external review by ANQA and French High Council for the Evaluation of Research and Higher Education (Hcéres).
Monitoring is part of a continuous enhancement process, aiming to observe how institutional post-accreditation changes are reflected in academic programmes (APs), teaching, assessment and the student learning experience.
The monitoring focused on the institution's efforts to develop its educational and academic model, ensuring that its applied orientation remains aligned with labour market needs, while strengthening research-based learning, analytical skills and the outcome-based management of academic programmes.
As part of the monitoring, meetings were held with the institution’s management staff, head of the Quality Assurance Department, students of the APs that underwent self-audit, AP managers and teachers.
Outcome-based education at the core of monitoring
The monitoring highlighted that institutional development should be viewed not only through existing documents and procedures, but also through their impact on student learning.
The discussions focused on student competences, their connection with the AP outcomes, the teaching methods used for their development and assessment. From the perspective of outcome-based education, the AP quality is reflected in graduates' capacity to demonstrate professional behavior in various professional contexts, apply knowledge, conduct situational analysis and make informed decisions.
Research-based learning and professional thinking
The discussions explored how research approaches, data use, engagement with professional literature and sources, analytical assignments and professional case analysis contribute to the development of students' professional and analytical thinking.
Research was viewed not only as a separate scientific activity, but as a component that enriches the AP content, teaching, assessment and student learning experience.
AI integration APs
The monitoring also addressed the integration of AI into APs. The discussions highlighted that the use of AI can serve as an important tool for the development of students' digital, analytical, and professional competences in response to the demands of the rapidly evolving labour market. Meanwhile, it was emphasised that the use of AI should be aligned with the AP outcomes, assessment criteria, verification of data and sources, as well as students' independent analytical work.
Through this approach, assessment focuses not on the ready-made output generated by AI, but on students' capacity to formulate professional issues, critically analyse AI-generated responses, verify data and justify their decisions.
Assessment as a mechanism for measuring competences
One of the key highlights of the discussions was the alignment between assessment and the AP outcomes. It was emphasised that assessment criteria should focus not on the reproduction of theoretical material or the verification of formal requirements, but on students' capacity to analyse, apply knowledge, work with data and sources, provide justification and make professional decisions. In this context, case-based and project-based assignments were considered important tools for the formation and assessment of students' professional, analytical, and research competences.
Assessment should capture not only students' knowledge, but also their capacity to apply it in various professional situations.
Self-audit and data-driven QA
The AP self-audit were also under discussion. It was addressed how the self-audit results can support the revision of learning outcomes, the use of mapping, the clarification of links between courses, the assignment enhancement and the continuous AP development. From the perspective of the QA system development, strengthening of data-driven approaches was also highlighted. The establishment of databases, digital tools, frameworks for the AP revision and development of teachers' methodological skills were considered fundamental to more evidence-based and effective decision-making.
Key takeaway from the monitoring
The key takeaway from the monitoring was that the real impact of quality assurance should be reflected in students' learning experience and the development of their competences. The quality of an academic programme is measurable when there is clear evidence of students' competence development throughout their studies, the assignments used to assess these competences, the assessment criteria and the way assessment results support the continuous AP enhancement.