Joint Report of the Evaluation Commission
Riga Technical University (RTU)
Study Programme
30 May 1997
This is a summary of the findings of the evaluation commission. Each commission member will
also submit a more detailed individual report,
Curriculum
The curricula evaluated at RTU are for a three year BA programme in Economics and a
subsequent two year programme in Engineering (technically this is referred to in English as
the Economical Engineering Programme). There is also the option of enrolling in a three year
BA programme in Economics followed by a three year MA programme in Economics.
The commission notes the following strengths and weaknesses of the overall curriculum:
Strengths: The RTU undergraduate economics programme appears to provide an excellent
background in quantitative and mathematical methods. Exams and problem sets were observed
for first year students. The level of mathematics was quite sound for economics study. The
problem sets included excellent applications of algebra and calculus to economic problems.
There is also a good course providing an overview of quantitative methodology in economics.
The economics programmes (BA and MA) also cover the key topics of core subjects in
Microeconomics and Macroeconomics. There is also a clear delineation in the level of rigor
between undergraduate and graduate courses,
Weaknesses: Given the high level of mathematics preparation received by students, the
commission feels undergraduate students should be offered more challenging courses in
Microeconomic and Macroeconomic Theory. At this point students only receive training up to
what is commonly referred to as a "principles" level. The students preparation in mathematics
clearly gives them a background sufficient to pursue Micro and Macro study at the
"intermediate" level during their BA studies. Stili, the basic background provided in
quantitative methods and Micro and Macro in the first year is relatively solid. Thus, the
commission is somewhat concerned that this initial preparation is not more fully exploited by
offering a broader range of courses in Applied Microeconomics (Public Economics, Labour
Economics, Industrial Economics, etc.) and Applied Macroeconomics (Monetary Policy, Growth
Theory, Development Economics, etc.). The commission also saw little evidence of a
commitment to Applied Econometrics - in particular applied Microeconometrics.
The commission would also have preferred to receive more detailed information about
specific course content and course outlines - particularly in English. As a further note,
none of the commission members have sufficient expertise to adequately judge the two
year engineering programming.
Learning Facilities
Learning facilities of consequence include classroom facilities, computer facilities, and
library facilities.
In the first two cases, RTU appears to have facilities adequate to meet their needs. The
classrooms are generally in need of repair, but certainly provide an adequate learning
environment. The commission observed two computing labs. The facilities here are also
adequate. The labs themselves provide good learning and work environments. The computers
themselves, while not state-of-the-art, are adequate and in adequate numbers to meet the needs
of the student body. As the faculty of RTU noted, they could use more computers. A
commitment could also be made to software acquisition. Particularly software used in more
complex data analysis. Microsoft Excel serves as the main software package for
quantitative work. While Excel is sufficient for many applications it is somewhat limited
in the scope of its capabilities. In particular, it is completely inadequate for use with large data
bases.
The library provides material sufficient for basic undergraduate studies. A broad range of basic
texts are available in the open book stacks. However, there is a grave shortage of more
advanced material, in particular advanced textbooks and professional journals, that are more
useful for research. This will make the further development of postgraduate programmes
difficult as such materials are essential to thesis preparation at the postgraduate level.
The cornmission recognises that upgrading computer and library facilities are quite difficult
given current finical circumstances. At this point, the cornmission is of the opinion that an
upgrading of professional level literature in the library is RTU's primary need.
Student Development
, The commission was quite pleased by the enthusiasm and the openness of the students we
met. The students obviously have great enthusiasm for their studies. The commission was
quite impressed by its meeting with the student parliament and is glad to see a student body
that is so active within the university. As one commission member noted, RTU students
might want to more actively pursue contacts with students outside RTU. AIESEC is one
excellent means of doing so.
The commission also notes that students seem to have very good relations with the staff and
faculty of RTU. The students are comfortable with RTU staff, there is considerable
interaction between students and staff, and student input appears to play a major role in RTU
policy. Students even enjoy veto rights over RTU policy.
The Faculty and Staff
The commission was also pleased by the enthusiasm and openness of the faculty and staff of
RTU. In all cases they were cooperative and forthcoming. As it is late in the year, there were
not so many classes in session, but we did get to observe work (exams and problem sets) the
students are required to do. Generally, we found this work to be demanding of students.
Outside the classroom, there is cause for concern about the research and scholarly activity
of the RTU faculty. The commission observed relatively little scientific activity at the level
recognised as adequate to an international college or university. While some faculty members
are obviously quite active, research and scholarly activity amongst the faculty as a whole is
rather limited.
Final Recommendation
While there is considerable room for curriculum and academic development at RTU (this
statement can be made about Economics Programmes throughout the region), the commission
recommends that the BA and Masters Study Programmes in Economics be granted
accreditation. The commission notes that in six years, when RTU goes through the evaluation
process again, a considerably broader Economics Programme should be offered. One that
builds on the excellent quantitative background students currently receive at RTU.
The commission also has no objection to granting accreditation the five year
Economics/Engineering Programme, though, as noted above, the commission is unqualified
to judge Engineering Programmes.
Novērtēšanas komisijas eksperta profesora Jura Krūmiņa ziņojums Novērtēšanas
komisijai par RTU Inženierekonomikas fakultātes studiju programmas
"Ekonomika" novērtējumu 1997.g. 30.maijā
Materiāli, kas izmantoti ziņojuma sagatavošanai:
1. RTU Inženierekonomikas fakultātes Studiju programmas "Eonomika" akreditācijas
dokumenti. Rīga, 1996.g. 20.dec, 250 Ipp.
2. RTU informatīvie materiāli, studiju kursu programmas, izdales materiāli studentiem.
3. Piedalīšanās nodarbībā - Personības psiholoģija (2. Kurss).
4. Tikšanās ar augstskolas un fakultātes vadību, studentu pašpārvaldi, akadēmisko personālu un
studentiem.
5. Iepazīšanās ar fakultātes materiālo bāzi un RTU bibliotēku.
STUDIJU PROGRAMMA
1. Studiju programma "Eonomika" paredz trīs gadu ilgas jeb sešu semestru bakalaura akadēmiskās
studijas un trīs gadu jeb sešu semestru maģistra akadēmiskās studijas vai inženiera ekonomista 2
gadu ilgas profesionālās studijās. Studiju ilgums doktorantūrā ir trīs gadi.
2. Studiju programmu realizē: Ražošanas un uz'ņēmējdarbības institūts (divi profilinstitūti, viena
katedra, studiju laboratorija un divas datorzāles), Starptautisko ekonomisko sakaru un muitas
institūts (divi profilinstitūti, viena katedra, RTU koledžas Muitas nodaļa, datorzāle, Darba un
civilās aizsardzības institūts (divas katedras un laboratorija), divas patstāvīgas fakultātes
struktūrvienības - ekonomikas teorijas katedra un uzņēmējdarbības vadīšanas profilinstitūts, kā
ari citas RTU struktūrvienības.
3. Kopējais studiju darba apjoms semestrī ir 800 stundas, no kurām 400 stundas ir nodarbības
auditorijā un 400 studentu patstāvīgais darbs. Lekcijas ir 56%, praktiskie darbi 31%, bet
laboratorijas darbi - 13% no kopējā auditoriju darba apjoma. Pavisam ir jāizstrādā astoņi studiju
darbi, kuri kalpo par pamatu bakalaura darbam.
4. Studiju programmas priekšmetu struktūra ir šāda: Universitātes obligātie priekšmeti 36%,
ekonomikas profila priekšmeti 23%, virziena Ekonomika obligātie studiju priekšmeti 25%,
virziena Ekonomika ierobežotās izvēles priekšmeti 8%, brīvās izvēles studiju priekšmeti 6%,
bakalaura darbs 2% (kopā 120 kredītpunkti jeb 100%). Pēdējos gados ievērojami samazināts
priekšmetu skaits studiju programmās, palielinot to ietilpību kredītpunktos. Līdzīga studiju
struktūra ir maģistratūrā, taču tajā maģistra darba izstrādei paredzēts 25A kredītpunktu apjoma.
Doktora disertācijas apjoms līdzinās 60 kredītpunktiem. Studiju programmās tiek nodrošināts
augsts kvantitatīvo metožu pasniegšanas līmenis. Tomēr akadēmisko pamatkursu apjoms
Mikroekonomikā un Makroekonomikā galvenokārt aprobežojas ar sākotnējo līmeni , iztrūkstot
vidējam (Intermediate) līmenim. Lielāku dažādību varētu vēlēties arī ietiškās Mikro un
Makroekonomikas jomā.
5. Katrs students semestra sākumā saņem materiālus par studiju programmu un tās prasībām
semestrim. Konsultācijas studenti var saņemt bez tam ari institūtos, katedrās un dekanātā.
Akadēmiskai kalendārs visiem pieejams. Kā jauna iniciatīva jāmin trīs semstru viengadīgā
profesionālā studiju programma.
6. Studentu līdzdalība nodarbībās tiek stimulēta un ir pietiekami aktīva. Darba un citu apstākļu dēļ
klašu piepildījums akreditācijas dienās nebija pilnīgs. Pieļaujama pārbaudījumu atkārtota
kārtošana, ko studenti izmanto.
7. Pastāv pietiekami pieejamas sporta un rekreācijas iespējas, ir peldbaseins. RTU ir
nodrošināta sabiedriskā ēdināšana labā kvalitātē.
Secinājums: Studiju programmu "Ekonomists" visos tās līmeņos var rekomendēt akreditācijai.
Fakultātes akadēmiskais potenciāls ļauj realizēt doktorantūras studijas.
STUDIJU PROCESS
1. Studiju process paredz lekcijas, seminārus un studentu patstāvīgo darbu. Pietiekama vērība
paredzēta personālo datoru lietošanai. Datorklases nodrošinātas ar mūsdienu prasībām
atbilstošiem datoriem. Ieteicams iegādāties vairāk drukas ierīču, lai nodrošinātu visiem
studentiem labākas iespējas iegūt izdrukas uz papīra. Pietiekami labi funkcionē lokālais
datortīkls, kas tiek izmantots gan no studentu, gan pasniedzēju puses. Metodiskais darbs tiek
regulāri apspriests, tai skaitā konferencēs ar citu augstskolu mācībspēku piedalīšanos.
2. Studiju slodze visumā sadalīta vienmērīgi. Dekanāts veic pietiekamu uzraudzību pār slodzes
plānošanu un izpildi.
3. Studiju procesā dominē bakalaura studijas (1319 no 1718 studentiem), inženierstudijas 153, bet
maģistratūra 220 studenti. Doktoranti ir 26. Fakultātes potenciāls ļauj palielināt studējošo
īpatsveru maģistratūrā un augstākajās profesionālās studijās.
Secinājums: studiju procesa vadība ir pietiekami labi organizēta, perspektīvā jāpalielina
maģistratūras studiju loma.
STUDENTI
1. Studentu motivācija studijām ir pietiekami liela,. Atsevišķi studenti pirms iestāšanās ir studējuši
citās augstskolās. Viņu iepriekšējais studiju darba apjoms tiek izvērtēts un pielīdzināts RTU
prasībām. Studentu piesaistīšanu sekmē fakultātes atrašanās pašā pilsētas centrā.
2. Studentu motivācija tālākām studijām ir visai augsta. Studenti aktīvi iesaistījušies
starptautiskajā studentu organizācijā AISEC.
3. Studentu akadēmiskā mobilitāte vēl nav kļuvusi pietiekami liela, bet augstskolai ir nodomi to
nākotnē izvērst. To varētu apgrūtināt pagaidām ne visai augstā svešvalodu prasme.
4. Studentu pašpārvalde darbojas aktīvi, tiek izvērtēts mācībspēku darbs un atbilstības līmenis.
Studenti darbojas RTU Studentu Parlamentā, kur tiem ir atliktā veto tiesības.
Secinājums: Jāpanāk lielāka studentu motivācija apgūt svešvalodas, sevišķi angļu valodu. Šai nolūkā
svešvalodas jāapgūst ne tikai valodu apguves, bet arī speciālajos ekonomiskajos priekšmetos,
rekomendējot studentiem mācību grāmatas un periodiku svešvalodās, kura starp citu ir pieejama
galvenajos pamatkursos RTU bibliotēkā pietiekamā skaitā.
RESURSI
1. Akadēmiskā infrastruktūra ir labā stāvoklī. Teritorija labiekārtota un mācību korpusi ir
pietiekami labā stāvoklī, kaut gan nepieciešams telpu remonts. No materiālās bāzes viedokļa
augstskolai ir pietiekami labi attīstības priekšnosacījumi.
2. Bibliotēkas telpas pašreizējā prasību līmenī ir pietiekamas. Bibliotēkā nepietiekamā
daudzumā mācību grāmatas svešvalodās maģistratūras studijām un pētnieciskajam darbam.
3. Studenti pietiekami plaši lieto informācijas tīklus un to resursus.
4. Augstskolas finansu politika nav vērsta uz studiju maksas palielināšanu, vismaz tuvākajos gados.
Fakultātē ir studentu maksas grupas, kuri apgūst otru specialitāti.
Secinājums: Augstskolas materiālā bāze ir pietiekami labā stāvoklī un ir priekšnoteikumi
fakultātes tālākai attīstībai. Nopietna uzmanība jāpievērš bibliotēkas fondu komplektēšanai,
sevišķi ar mācību grāmatām maģistrantiem un ar periodiku svešvalodas mācībspēku zinātniskam
darbam un doktorantu studijām.
AKADĒMISKAIS PERSONĀLS
1. Fakultātē strādā pilnas slodzes 6 habilitēti ekonomikas un tehnisko zinātņu doktori, 21
ekonomikas un 7 citu zinātņu doktori un 14 lektori. Habilitētie doktori nodrošina 16% no Sekciju
apjoma, bet ekonomikas un citu zinātņu doktori - 76 % no lekciju apjoma.
Akadēmiskā personāla skaits visumā ir pietiekams. Pozitīvi jāvērtē pieredzējušu
mācībspēku klātbūtne ar darba stāžu citās Latvijas augstskolās un ārvalstīs. Tomēr vērojama
izteikta docētāju vidējā vecuma paaugstināšanās.
2. Personāla darba vērtēšanā turpmāk bez kvantitatīviem darba apjoma un publikāciju skaita un
apjoma rādītājiem vairāk uzmanības varētu veltīt profesionālās un zinātniskās kvalifikācijas
kritērijiem. Akadēmiskā darba vērtējumā vairāk jāizmanto starptautiskā mērogā atzīta un aprobēta
pētnieciskā darbība. Jāatbalsta mācībspēku svešvalodu apgūšana. Svešvalodu zināšanu līmenis
docētāju vidū varēja būt vēl augstāks.
Secinājums: Lielāka uzmanība jāveltī mācībspēku sastāva atjaunināšanai, tai skaitā caur
doktorantūru, kā ari svešvalodu, sevišķi angļu valodas apguvei.
KVALITĀTES VADĪBA UN NODROŠINĀŠANA
1. Kvalitātes vadības sistēma funkcionē, Tajā pietiekami lielu lomu spēlē studenti. Pasniedzēju aptauju
dati glabājas rektorātā, tie pieejami pašam docētājam un administrācijai.
2. Izveidojušies pietiekami noturīgi kontakti ar iespējamiem darba devējiem un studentu prakses
vietām, Informācija tiek pastāvīgi analizēta.
3. Ar kvalitātes vadības jautājumiem nodarbojas katedras, dekanāts un RTU administrācija. Daži
pasniedzēji studentiem izdales materiālā neuzrāda pašu jaunāko literatūru savā priekšmetā, sevišķi
kas izdota svešvalodās. Akreditācijas materiālos izpaliek studiju kursu apraksti un studiju
programmas tulkojums svešvalodā.
Secinājums: Ieviesta pietiekami efektīva kvalitātes vadības un kvalitātes nodrošināšanas sistēma,
kurā nozīmīgu vietu ieņem studenti. Augstskolā jābūt pieejamiem studiju programmas un kursu
aprakstu tulkojumiem svešvalodā.
KOPĪGIE SECINĀJUMI
1. Sudiju programma "Ekonomika" , ieskaitot bakalaura un maģistra, kā arī inženiera
ekonomista profesionālās sgatavotības sadalās, ir rekomendējama akreditācijai.
2. Fakultātes akadēmiskais potenciāls ļauj izvērst maģistratūras un doktorantūras studijas.
3. Pastiprināta uzmanība jāpievērš studentu un mācībspēku svešvalodu prasmei, literatūras
nodrošinājumam bibliotēkā maģistratūras un pētniecības vajadzībām, sevišķi svešvalodās, kā arī
personālo datoru skaita palielināšanai ar augstākas sarežģītības pakāpes programmatūru.
Profesors, Dr.hab.econ
Juris Krūmiņš
Rīgā, 1997.g. 2. jūnijā
Report of Evaluation Riga Technical University
(RTU) Study Programme
Reviewer: Tiiu Paas, Estonia, University of Tartu, Faculty of Economics and Business
Administration. Address: 9 Nooruse St.; Tartu EE 2400; Estonia; tel. (3727) 380 292; fax (3727)
380 314; email: [email protected]
Curriculum
According to the mission statement of the Department of Engineering economy, the aim of
Baccalaureate program in economics is provide both the basic academic economic education and
necessary skills and knowledge for business, entrepreneurship, organisation and management.
The students acquired a Bachelor degree at Department of Engineering of RTU can continue
their post-graduate studies (Masters and Doctors) at RTU, in either the other Latvian universities or
abroad. The scope of the Baccalaureate program corresponds to the US university
requirements.
Department of Engineering Economy is providing the ,3-years Master's studies program. The
main goal of this program is to educate experts having an academic education for carrying out
research in economics, organization and management-related areas, as well as for performing
pedagogical work. All study programs and curriculum of Department of Engineering Economy
are elaborated in accordance with the present educational standards at the Riga Technical
University that are similar to those in other state universities and which are directly related to the
living standard of Latvia, and consequently, admit the possibility of further advancement of
education at all levels.
'
The curriculum of Department of Engineering Economy reflects its stated goals that are in
accordance with the mission statement of the Department of the RTU. There is a comparatively
good balance between the presentation of economics, quantitative methods (mathematics for
economics and business, statistics, economic modelling) and business disciplines. The level of
mathematics is quite sound for economics study. The problem set included good applications of
algebra and calculus to economic problems. The initial good preparation in mathematics and
quantitative methods (incl. statistics) is not fully exploited by offering a broader range of courses
in different economics and business disciplines. The good knowledge and skills of students in
quantitative methods are not fully used in solving practical problems arising in different areas of
economy and in teaching process provided by the faculty of Department.
The curriculum both of undergraduate and Master programme is strict. The number of optional
courses is rather low. Attainability and quality of information about studies' organisation is good.
Students are well informed about their study programmes, academic calendar, requirements for
examinations, etc. The participation of students in lectures, seminars, workshops is comparatively
good. Drop out of students seems to be quite small. Students follow the designed curriculum well.
Educational Process
The teaching is based mainly on classroom lecturing. There are no especial difficulties in this
respect. Unfortunately, there are no enough new textbooks for successful individual study of
students. Faculty is involved in preparing and publishing the new books. Students have
comparatively good access to computer lab and they are using these facilities actively.
The Study Division is responsible for tuition at the RTU, whereas the Dean's office is responsible for
it at the Department. Tuition involves lectures, seminars, practical and laboratory work.
Methodological materials are being intensively elaborated in all structural units of the
Department. To avoid doubling of the contents covered by different courses, the Methodological
Commission carries out subject of revision by co-ordinating the work and discussing the contents and
structure of courses with representatives of the Study Program Commissions participating as
contractors and a representative of the course or subject-related structural unit.
Students
Students seems to have good motivation for their studies. The competition for getting possibility to
study at the Department of Engineering Economy of RTU is high. The students who passed the
entrance requirements have made a determined decision to study economics and business and they
believe to be successful in labour market after graduation. According to the interviews, some
students have already found job and they are able successfully combine their job and study. Some of
students have made decision to be involved more seriously only in the study process.
Students are actively involved in solving different study and practical problems within the
university in the framework of students' parliament. Students have completed different
questionnaires about the teaching process and evaluated the courses, teachers' activity and
teaching process. This information is provided to faculty and faculty can use these materials for
self- evaluation. Students are comfortable with RTU staff, their input appears to play a
significant role in RTU policy. Students even enjoy veto rights over RTU policy. Students seems to
have also good relations with the staff and faculty of the Department.
Based on the some interviews with students, it seems that students are not very encouraged and
experienced in conversational English. It would be reasonable to provide students more
opportunities for practising language: some optional and in future even compulsory courses in
English, international seminars and workshops together with students, the students' exchange,
etc.).
Resources
The classrooms are in different conditions. Some of them are quite modern but some are also in
very bad conditions. The desks are old and in some cases very small. There are no overheads in
classrooms, teachers have to carry it for every lecture or seminar. Some students said that
sometimes it is difficult to get access to computer lab for doing individual work. Students'
interviews revealed some dissatisfaction with quantity and quality of available computers. They are
not satisfied with the possibilities for using Internet.
Students of Department have the possibilities to use the access to the University main library and
some small libraries, which are compiled with new economic literature by the structural units of
Department of Engineering Economy. The economic literature and textbooks in the main library are
mostly updated but there are also a lot of new literature and economic journals. There seems to be
no sufficient selection of books and journals for full study process and especially for
successful research work. It seems to be reasonable to co-operate with others academic
institutions of Riga for compiling modern and relevant economic literature that is necessary for
successful research, teaching and study activities.
Academic Staff
The faculty of Department comprises six full-time Dr. hab. Oec. and Dr. hab. Sc., 21 Dr. Oec.
and seven Dr. Sc.. Total full-time faculty of the Department is 48. In addition to that the
Department employs part-time teachers. Professional quality of the academic staff suffers to a
considerable extent from the lack of funding and in some cases from inadequate proficiency of
foreign language. The rapid transition to market economy has been very demanding for the
faculty. The experience from the former Soviet time may not be of any use in teaching of
economics and business of market economies. Some exceptions have only teachers of
mathematics and statistics. Faculty seems to be dedicated to give as good education as possible and
they have reeducated themselves to be able to apply business analysis of market economies.
Due to the need of reorganization of the study courses and study process, the research activity of
faculty is not especially high. For providing good academic economic education, it is extremely
necessary that faculty of the Department has to be involved in international research process. The
increase of research activities of the faculty and quality of the results have to get the priority in
development of the Department of Engineering Economy. It is important to pay more attention to
publication of the results of research work in the professional and academic journals, books and
teaching materials.
Feedback and Quality Assurance
Quality of assessment of the studies at the Department of Engineering Economy is performed on a
regular basis. The analysis of the results of the students' work is included on the agenda of the
Council meeting of the Department after every examination period. One of the main feedback
channels is periodic questionnaires of students about the teaching process.
The RTU Control Division is responsible for the control of quality assurance of training,
including the delivery of lectures and practical classes and their compliance with the approved
plans. The Control Division has developed special evaluation sheets for assessing the quality of the
faculty performance by students. Assessments are done after the completion of every course. Deputy
deans and heads of the structural units are also responsible for the control of training and providing
feedback to the faculty members.
Integral Conclusions
Based on the self evaluation report of the Department of Engineering Economy, on the additional
materials provided for accreditation and on the information that has been got during the visit to the
Department in the framework of the accreditation's procedures, it is possible to conclude that
the Programmes provided for the accreditation could be granted accreditation. In six years, when
Department of Engineering Economy at RTU goes through evaluation process again, a
considerably broader Economics Programme should be offered.
June 2,1997
Tiiu Paas, Professor of Economics,
University of Tartu, Estonia
Date sent: Tue, 3 Jun 1997 17:05:44 +0300 (EET DST)
From: To: Ken Smith <[email protected]>
Subject:
[email protected]
Re: Evaluation of higher education
Juris,
here is the RTU report. They're locking up the room with the fax machine in
it, so I may have to wait until tomorrow to give you hard copies.
Ken
Riga Technical University (RTU)
Study Programme Kenneth
Smith, Ph.D.
3 June 1997
This individual report is based on a visit to RTU on 30 June and on written
material presented by officials of RTU.
Curriculum
The curricula evaluated at RTU are for a three year BA programme in Economics and a
subsequent two year programme in Engineering (technically, this is referred to in English
as the Economical Engineering Programme). There is also the option of enrolling in a three
year BA programme in Economics followed by a three year MA programme in
Economics.
The commission notes the following strengths and weaknesses of the overall curriculum:
Strengths: The RTU undergraduate economics programme appears to provide an excellent
background in quantitative and mathematical methods. Exams and problem sets were
observed for first year students. The level of mathematics was quite sound for economics
study. The problem sets included excellent applications of algebra and calculus to
economic problems. There is also a good course providing an overview of quantitative
methodology in economics. In my opinion, students who have performed well in the RTU
Economics programme will have a solid foundation in Mathematics to pursue postgraduate
study abroad in economics. The economics programmes (BA and MA) also cover the key
topics of core subjects in Microeconomics and Macroeconomics. There is also a clear
delineation in the level of rigor between undergraduate and graduate courses.
Weaknesses: Given the high level of mathematics preparation received by
students, the commission feels undergraduate students should be offered more
challenging courses in Microeconomic and Macroeconomic Theory. At this point,
students only receive training up to what is commonly referred to as a "principles" level.
The students preparation in mathematics clearly gives them a background sufficient to
pursue Micro and Macro study at the "intermediate" level during their BA studies
(implying the use of such texts as Varians Intermediate Microeconomics with full
utilisation of the mathematical appendices). This may well be facilitated by offering a
second semester of both Microeconomics and Macroeconomics. Still, the basic
background provided in quantitative methods and Micro and Macro in the first year is
relatively solid. Thus, the commission is somewhat concerned that this initial preparation
is not more fully exploited by offering a broader range of courses in Applied
Microeconomics (Public Economics, Labour Economics, Industrial Economics, etc.) and
Applied Macroeconomics (Monetary Policy, Growth Theory, Development Economics,
etc.). The commission also saw little evidence of a commitment to Applied Econometrics
- in particular applied Microeconometrics (say a course offered on the basis of such texts
as Gujarati, Basic Econometrics).
The commission would also have preferred to receive more detailed
information about specific course content and course outlines -particularly in
English. I appreciate the fact that the faculty of RTU recognizes this
deficiency, and I am sure they will address it before going through the
evaluation process again in six years time.
As a further note, none of the commission members have sufficient expertise
to adequately judge the two year engineering programming.
Learning Facilities
Learning facilities of consequence include classroom facilities, computer facilities,
and library facilities.
In the first two cases, RTU appears to have facilities adequate to meet
their needs. The classrooms are generally in need of repair, but
certainly provide an adequate learning environment. The commission
observed two computing labs. The facilities here are also adequate. The
labs themselves provide good learning and work environments. The
computers themselves, while not state-of-the-art, are adequate and in
adequate numbers to meet the needs of the student body. As the faculty of
RTU noted, they could use more computers. A commitment could also be made
to software acquisition. Particularly software
used in more complex data analysis. Microsoft Excel serves as the main
software package for quantitative work. While Excel is sufficient for
many applications it is somewhat limited in the scope of its capabilities.
In particular, it is completely inadequate for use with large data bases.
It also has rather limited application in mathematical economic methods
(e.g., simulation and linear and dynamic programming).
The library provides material sufficient for basic undergraduate studies. A broad range of
basic texts are available in the open book stacks. However, there is a grave shortage of
more advanced material, in particular advanced textbooks and professional journals, that
are more useful for research. This will make the further development of postgraduate
programmes difficult as such materials are essential to thesis preparation at the
postgraduate level. Naturally, it also hampers faculty research efforts as well. RTU students
do have the advantage of being close to the University of Latvia. EuroFaculty, located in
the main University of Latvia building, has a small but good economics library that RTU
students and staff would be welcome to use. The EuroFaculty library has quite a bit of
material that addresses the shortcomings of the RTU library including some advanced
textbooks and some good professional journals.
The commission recognises that upgrading computer and library facilities are quite
difficult given current financial circumstances. At this point, the commission is of
the opinion that an upgrading of professional level literature in the library is RTU's
primary need. I fully agree with this finding of the commission.
Student Development
The commission was quite pleased by the enthusiasm and the openness of the students we
met. The students obviously have great enthusiasm for their studies. The commission was
quite impressed by its meeting with the student parliament and is glad to see a student body
that is so active within the university. As one commission member noted, RTU students
might want to more actively pursue contacts with students outside RTU - within Latvia and
abroad. Students of the University of Latvia run a student discussion group. If there is
interest, I can provide contact information for this group. AIESEC is one excellent means of
making contact with economics students from abroad.
The commission also notes that students seem to have very good relations with the staff and
faculty of RTU. The students are comfortable with RTU staff, there is considerable
interaction between students and staff, and student input appears to play a major role in
RTU policy. Students even enjoy veto rights over RTU policy.
The lack of breadth to the RTU economics curriculum noted above also has the disadvantage
restricting the breadth of student knowledge. This could prove a serious shortcoming to
students interested in studying abroad. Again EuroFaculty could perhaps serve as a resource
for RTU students. RTU students would be welcome to sit in on EuroFaculty courses,
hopefully receiving full credit at RTU. This would also have the advantage of giving RTU
students exposure to courses in English. The level of English amongst students generally
seemed to be poor. This does present a problem as English is the dominant language of
academic economics.
The Faculty and Staff
The commission was also pleased by the enthusiasm and openness of the faculty and staff
of RTU. In all cases they were cooperative and forthcoming. As it is late in the year, there
were not so many classes in session, but we did get to observe work (exams and problem
sets) the students are required to do. Generally, we found this work to be demanding of
students and quite relevant to economics study. This was true even of the course taught by
Mathematicians. The integration of Mathematicians into the economics curriculum is
certainly a welcome sight and other universities in the Baltic states would do well to
imitate this practice.
Outside the classroom.'there is cause for concern about the research and scholarly
activity of the RTU faculty. The commission observed relatively little scientific
activity at the level recognised as adequate to an international college or university.
While some faculty members are obviously quite active, research and scholarly
activity amongst the faculty as a whole is rather limited.
The commission and I recognise that the lack of depth (particularly in the core subjects of
Microeconomics, Macroeconomics, and Econometrics) and breadth in the RTU
curriculum might be related to faculty qualifications and training. In this case, it is
possible that Eurofaculty could serve as a resource for RTU faculty. EuroFaculty, in
cooperation with the Latvian government and the University of Latvia, runs faculty
training seminars in Microeconomics, Macroeconomics, and Econometrics. RTU faculty
would be welcome to participate in these seminars.
Final Recommendation
While there is considerable room for curriculum and academic development at RTU (this
statement can be made about Economics Programmes throughout the region), the
commission recommends that the BA and Masters Study Programmes in Economics be
granted accreditation. The commission notes that in six years, when RTU goes through the
evaluation process again, a considerably broader Economics Programme should be offered.
One that builds on the excellent quantitative background students currently receive at RTU.
The commission also has no objection to granting accreditation the five year
Economics/Engineering Programme, though, as noted above, the
commission is unqualified to judge Engineering Programmes.
I am in complete agreement with the joint recommendation of the commission above.