GENETICS AND BIOENGINEERING€¦ · COST European Corporation in Science and Technology CV...

SELF EVALUATION REPORT

FOR

STUDY PROGRAMME:

GENETICS AND BIOENGINEERING

Faculty of Engineering and Natural Sciences

International University of Sarajevo

January 2018

ii

Table of Contents

0. INTRODUCTION ........................................................................................................................................... 6 0.1 GENERAL INFORMATION .................................................................................................................... 2

0.2 REALISATION OF SELF-EVALUATION REPORT ............................................................................ 3

SELF-EVALUATION PROCESS AND WRITING OF SELF-EVALUATION REPORT WAS CARRIED OUT BY THE TEAM

CONSISTED OF REPRESENTATIVES OF ACADEMIC STAFF, ADMINISTRATIVE STAFF, STUDENTS FROM EACH

CYCLE AND IT WAS COMPOSED OF THE FOLLOWING MEMBERS: ......................................................................... 4

0.3 ABOUT THE UNIVERSITY ..................................................................................................................... 4

0.3.1 IUS HISTORICAL CONTEXT ......................................................................................................... 5

0.3.2 MISSION, VISION AND CORE VALUES ........................................................................................... 6

0.3.3 IUS ORGANIZATIONAL CONTEXT .................................................................................................. 7

0.3.4 STATISTICS AT a GLANCE ............................................................................................................... 9

CHAPTER 1: ........................................................................................................................................................... 13 STANDARD 1: STUDY PROGRAMME AND PROGRAMME MANAGEMENT ........................................ 13

1.1 ALIGNMENT OF THE STUDY PROGRAMME WITH THE OBJECTIVES OF INSTITUTION . 13

1.2 QUALIFICATION OBJECTIVES OF THE STUDY PROGRAMME ............................................... 17

1.2.1 EDUCATIONAL OBJECTIVES ..................................................................................................... 17

1.2.2 LEARNING OUTCOMES ............................................................................................................... 17

1.2.3 CORRESPONDENCE BETWEEN LEARNING OUTCOMES AND EHEA QF ........................ 20

1.3 NATIONAL AND INTERNATIONAL ACCREDITATION ................................................................ 31

1.4 CONTENTS, STRUCTURE AND SCOPE OF TEACHING METHODS ........................................... 31

1.5 EUROPEAN CREDIT TRANSFER SYSTEM ...................................................................................... 49

1.6 STUDY PROGRAMME VS. QUALIFICATION OBJECTIVES ........................................................ 51

1.7 STUDENTS’ WORKLOAD ..................................................................................................................... 52

1.8 EXAMINATION METHODS ................................................................................................................. 55

1.9 DIPLOMA SUPPLEMENT ..................................................................................................................... 58

1.10 ADMISSION REQUIREMENTS FOR THE STUDY PROGRAMME .......................................... 59

1.10.1 Admission to first study cycle .............................................................................................................. 60

1.10.2. Admission to the second study cycle ................................................................................................... 62

1.10.3. Recognition of Qualifications in Higher Education in European Region ..................................... 64

1.11 INTERNSHIP ....................................................................................................................................... 67

CHAPTER 2 ............................................................................................................................................................ 68 STANDARD 2: STAFF .......................................................................................................................................... 68

2.1 SCIENTIFIC TEACHING AND RESEARCH STAFF ......................................................................... 68

2.2 COMPOSITION OF THE FACULTY.................................................................................................... 74

2.3 HUMAN RESOURCE DEVELOPMENT .............................................................................................. 76

CHAPTER 3 ............................................................................................................................................................ 76

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STANDARD 3: QUALITY ASSURANCE ........................................................................................................... 76 3.1 INSTITUTION’S QUALITY MANAGEMENT SYSTEM ................................................................... 77

3.1.1 QA Bodies ......................................................................................................................................... 79

3.1.2 Stakeholder Participation ................................................................................................................. 81

3.2 STUDY PROGRAMME QUALITY ASSURANCE AND ENHANCEMENT .................................... 82

3.2.1 Curriculum and quality enhancement ............................................................................................. 83

3.2.2 The use of information ..................................................................................................................... 84

3.2.3 Public Information ........................................................................................................................... 85

3.3 PARTICIPATION OF STUDENTS IN REFLECTION TO STUDY PROGRAMME ....................... 85

3.3.1 Feedback Loop and Communication ............................................................................................... 86

CHAPTER 4 ............................................................................................................................................................ 86 STANDARD 4: FUNDING AND INFRASTRUCTURE ..................................................................................... 86

4.1 FUNDING OF THE STUDY PROGRAMME ........................................................................................ 87

4.2 ROOMS AND FACILITES...................................................................................................................... 87

CHAPTER 5 ............................................................................................................................................................ 94 STANDARD 5: RESEARCH AND DEVELOPMENT AND APPRECIATION OF THE ARTS ................... 94

5.1 OBJECTIVES AND PERSPECTIVES FOR RESEARCH AND DEVELOPMENT OF THE STUDY

PROGRAMME .................................................................................................................................................. 94

5.2 SCIENTIFIC STAFF RESEARCH ACTIVITIES ............................................................................... 102

5.3 STUDENT INTEGRATION INTO RESEARCH PROJECTS ........................................................... 107

5.4 ORGANIZATIONAL AND STRUCTURAL FRAMEWORK CONDITIONS W.R.T. R&D ......... 110

CHAPTER 6 .......................................................................................................................................................... 112 STANDARD 6: NATIONAL AND INTERNATIONAL COOPERATION .................................................... 112

6.1 NATIONAL AND/OR INTERNATIONAL COOPERATION ........................................................... 112

6.2 CO-OPERATION PROJECTS ............................................................................................................. 115

REFERENCES ...................................................................................................................................................... 117

iv

LIST OF TABLES

Table 1: IUS students; country of origin represented in numbers. ________________________________________ 9

Table 2: IUS students; country of origin represented in numbers and the change in the number of faculties. ____ 10

Table 3: IUS academic staff country of origin represented in numbers. __________________________________ 11

Table 4: Country of Origin of GBE students. ________________________________________________________ 11

Table 5: Yearly total investments (BAM) of IUS since academic year 2012-2013. __________________________ 12

Table 6: GBE Curricula structure (Summary). _______________________________________________________ 16

Table 7: Correspondence between SP Learning Outcomes and EQF (First Cycle) ___________________________ 20

Table 8: Correspondence between BHQF and SP Learning Outcomes (First Cycle) __________________________ 22

Table 9: Correspondence between SP Learning Outcomes and EQF (Second Cycle) _________________________ 25

Table 10: Correspondence between BHQF and SP Learning Outcomes (Second Cycle) ______________________ 26

Table 11: Correspondence between SP Educational Objectives (Aims) and Learning Outcomes (First Cycle) _____ 28

Table 12: Correspondence between SP Educational Objectives (Aims) and Learning Outcomes (Second Cycle) ___ 30

Table 13: 1st cycle of GBE Programme Curriculum __________________________________________________ 33

Table 14: List of Area Elective courses of GBE Programme. ____________________________________________ 34

Table 15: Quotas for Required and Elective courses at GBE programme. _________________________________ 35

Table 16: Correspondence between SP Educational Objectives and Required Courses ______________________ 37

Table 17: Correspondence between SP Educational Objectives and University Courses _____________________ 38

Table 18: Correspondence between SP LO and Required Courses _______________________________________ 39

Table 19: Correspondence between SP LO and Elective Courses ________________________________________ 42

Table 20: 2nd cycle of GBE Programme Curriculum. _________________________________________________ 46

Table 21: Correspondence between SP Learning Outcomes and Elective Courses (Second Cycle) ______________ 47

Table 22: Correspondence between SP Educational Objectives and Courses (Second Cycle) __________________ 48

Table 23: Grading scale table. ___________________________________________________________________ 55

Table 24: Conversion table scale. ________________________________________________________________ 56

Table 25: Examination methods according to learning outcomes _______________________________________ 57

Table 26: Examination methods according to learning outcomes of 2nd cycle studies ______________________ 58

Table 27: The equivalence between IUS ELS English language proficiency test and other international English

language proficiency tests. _____________________________________________________________________ 61

Table 28: All the staff involved in the realization of the GBE Study Programme____________________________ 68

Table 29: Numbers and ratios of staff and students in academic year 2015/2016. _________________________ 74

Table 30: IUS's QA framework. __________________________________________________________________ 77

Table 31: Involvement of Stakeholders in IUS QA processes ___________________________________________ 81

Table 32: IUS Databases Subscription. ____________________________________________________________ 90

Table 33: List of scientific instruments in the GBE labs. _______________________________________________ 93

Table 34: ERASMUS+ Exchange Programme Agreements with universities in Romania ____________________ 113

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LIST OF FIGURES

Figure 1: Panorama of IUS showing Building A, B and Research Centre________________________________2

Figure 2: Organizational structure of GBE Programme_____________________________________________14

Figure 3: GBE Educational and Research Space Resources_________________________________________87

Figure 4: Laboratories and GBE Research Facilities________________________________________________89

vi

LIST OF ABBREVIATIONS

AY Academic Year

BHQF Bosnia and Herzegovina Qualifications Framework

BiH Bosnia and Herzegovina

BSC Balkan Studies Centre

CIP/CIR Centre for Information and Recognition of Qualifications in Higher Education

CNC Computer Numerical Control

COST European Corporation in Science and Technology

CV Curriculum vitae

ECTS European Credit Transfer and Accumulation System

EHEA European Higher Education Area

ELS English Language School

ENIC/NARIC International network of information centers

ENQA European Association for Quality Assurance in Higher Education

EQF European Qualification Framework

ERASMUS European Region Action Scheme for the Mobility of University Students

EUA European University Association

FASS Faculty of Arts and Social Sciences

FEDU Faculty of Education

FENS Faculty of Engineering and Natural Sciences

FLW Faculty of Law

HEA Agency for Development of Higher Education and Quality assurance

IAU International Association of Universities

ICGEB International Centre for Genetic Engineering and Biotechnology

INGEB Institute for Genetic Engineering and Biotechnology

ISCED International Standard Classification of Education

IT Information Technology

IUS International University of Sarajevo

LEC Leadership and Entrepreneurship Centre

LO Learning Outcomes

NGO Non-Governmental Organization

PGENI Pharmaco-Genetics for Every Nation Initiative

QA Quality Assurance

QMS Quality Management System

RDC Research and Development Centre

SEDEF Foundation for Development of Education in Sarajevo

SP Study Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNIPA/SIS Student Information System

0. INTRODUCTION

https://www.google.ba/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiA-p7-hv3MAhXFaRQKHSLxDEgQFggaMAA&url=http%3A%2F%2Fwww.ehea.info%2F&usg=AFQjCNFei_JPV4B-pnpc1ZwxAHS_C4RRGg

http://www.enqa.eu/

https://en.wikipedia.org/wiki/International_Centre_for_Genetic_Engineering_and_Biotechnology

http://www.uis.unesco.org/Education/Pages/international-standard-classification-of-education.aspx

2

0.1 GENERAL INFORMATION

International University of Sarajevo (IUS) is a non-profit independent institution of higher

education, which autonomously provides funding for its work. It offers educational

programmes in all three study cycles, as well as specific professional development

programmes in the registered areas. IUS is accredited with the national Agency for the

Development of Higher Education and Quality Assurance and listed in the state register of

accredited higher education institutions in Bosnia & Herzegovina1.

At IUS, education is realized through intertwining scientific and artistic programmes, thus

enabling the symbiosis of traditional and new disciplines. IUS encourages and promotes

academic, cultural and social cooperation with regional and international universities of

similar values.

IUS’s aim is to enrich students with aspirations, knowledge and skills which will allow them

to succeed in rapidly changing interconnected world. Our students are thought to "dream no

small dream". They are entrusted with feeling that they are just a part of the global society,

and understanding what it means to be a good member of local community, the country and

the nation.

The international character of the International University of Sarajevo, with students from all

around the world and academic staff with significant international experience, gives IUS a

1 Agency for Development of Higher Education and Quality Assurance. Agency for Development of Higher Education and Quality Assurance of Bosnia and Herzegovina, 2009. Web. 1 Jun. 2016.

Full name of the institution

International University of Sarajevo

Postal address:

Hrasnicka cesta 15

71000 Sarajevo

Bosnia and Herzegovina

tel. (switchboard): ++387 33 957 102/110

fax (general): ++387 33 957 105

website: www.ius.edu.ba

Year of foundation: 2004

3

special kind of quality. Such direct interaction with other nationals gives our university

students the privilege to meet other cultures. This allows them not only to acquire

knowledge, but to develop other competences and experiences immensely important today in

a globalized world.

IUS is an associate member of European University Association (EUA), and a full member

of International Association of Universities (IAU) and European Consortium of Political

Research (ECPR).

In 2014, IUS was rewarded with a prestigious recognition award ‘’European University and

Employer of the Year’’ by the NGO “European Movement in BiH.”

Figure 1: Panorama of IUS showing Building A, B and Research Centre.

0.2 REALISATION OF SELF-EVALUATION REPORT

4

SELF-EVALUATION PROCESS AND WRITING OF SELF-EVALUATION REPORT

WAS CARRIED OUT BY THE TEAM CONSISTED OF REPRESENTATIVES OF

ACADEMIC STAFF, ADMINISTRATIVE STAFF, STUDENTS FROM EACH CYCLE

AND IT WAS COMPOSED OF THE FOLLOWING MEMBERS:

1. Assoc. Prof. Dr. Ayla Arslan

2. Prof. Dr. Ahmet Yildirim

3. Prof. Dr. Sabina Semiz

4. Assist. Prof. Dr. Mirza Suljagic

5. Assoc. Prof. Dr. Mohamed Ragab Abdel Gawwad

6. Senior Assistant Jasmin Sutkovic

7. Senior Assistant Muhamed Adilović

8. Adnan Beganović, Dean's Legal Advisor

9. Student Representative (2nd Cycle) Aida Maric

10. Student Representative (1st Cycle) Abdussamed Podojak

0.3 ABOUT THE UNIVERSITY

5

0.3.1 IUS HISTORICAL CONTEXT

The International University of Sarajevo2 (hereinafter IUS) is a higher education institution

founded by the Foundation for Development of Education in Sarajevo (hereinafter: SEDEF)

in 2004. SEDEF is registered with the Ministry of Justice of the Federation of Bosnia and

Herzegovina. Its purpose is to support education in Bosnia and Herzegovina by creating the

conditions for its development.

From its outset in 2004, IUS has applied the principles of the Bologna Declaration, as

follows:

The European Credit Transfer and Accumulation System (ECTS) is used in all study

programmes. Students are awarded ECTS Credits and grades upon successful completion of

courses.

IUS implements three cycles of studies. From the beginning of its operation IUS adopted

4+1+3 system. It means that the nominal duration of bachelor, master and doctoral

programmes are four (240 ECTS), one (60 ECTS) and three (180 ECTS) years, respectively.

IUS is issuing Diploma Supplement to all of its graduates. It contains information on

completed courses and grades achieved, accumulated number of ECTS credits and other

information as defined in ECTS Users Guide.

Learning-outcomes-based curricula are implemented in all study programmes which is in

line with European QF descriptors.

2 The University was established pursuant to the following administrative acts:

a) Decision by Sarajevo Canton Government, No.: 02-05-10404-10/03 dated 18 June 2003, published in the “Official Gazette

of Sarajevo Canton”, issue No. 14/03 of 19 June 2003, whereby the Foundation for Development of Education was

granted approval to establish the International University of Sarajevo as an institution.

b) Decision by the Ministry of Education and Science of Sarajevo Canton, No. 11-38-3509 of 16 March 2003, ruling that the

conditions for the establishment of the International University of Sarajevo as an institution conferred by law had been met

and that the Founder of the University shall be the Foundation for the Development of Education.

c) Decision of the Ministry of Education and Science of Sarajevo Canton No. 11-01-38 of 23 June 2004 on the conditions for

the commencement of the operations of the International University of Sarajevo, in which it was established that all

stipulated conditions for the commencement of operations had been met in the 2004/2005 academic year.

d) IUS Statute referred in this Report was adopted on 10 July 2012

e) On 18 September 2014 the Ministry for Education, Science and Youth of the Canton Sarajevo approved the Institutional

Accreditation of the International University of Sarajevo No. 11-05-38-948-5/14, meaning that IUS has become an

accredited higher education institution. In 2014 International University of Sarajevo was accredited with the Agency for

the Development of Higher Education and Quality Assurance and is listed in the state register of accredited higher

education institutions in Bosnia & Herzegovina, Decision on the Entry into the State Register of Accredited Higher

Education Institutions, No. 05-33-1-199-11/14.

http://www.hea.gov.ba/akreditacija_vsu/Default.aspx

http://www.hea.gov.ba/akreditacija_vsu/Default.aspx

6

Students are represented in IUS decision-making bodies (Senate, Faculty Councils, Boards,

Committees, etc.) and have full voting rights.

As an international institution for the education and development, the University cooperates

with universities in the region and other countries, to create a stimulating and pleasant

atmosphere for teaching and conducting research for students’ and professors from around

the world. IUS Statute enables and motivates mobility of students, academicians and

administration. IUS students have the opportunity to accomplish part of their programmes

abroad, as well as students from other universities are allowed to spend a period of study at

IUS. Lecturers are allowed to spend a period abroad and their mobility is supported by IUS.

IUS has experienced great transformation in the past twelve years of its existence. It proved

to be an institution, which can meet challenges, overcome problems and improve itself. In

the last 12 years most of the resources, material and human, were spent on institution

building processes. Two new faculties were established, a number of new study

programmes, new Centers and auxiliary departments and units. By the end of 2015 these

processes are mostly finished. Today, International University of Sarajevo consists of five

faculties and offers twenty-one study programmes in all three study cycles of education.

Finally, the new IUS Strategic Plan (2016-2021) (available in ANNEX 1) puts forth an

overarching aspiration for the IUS: “to become widely recognized as the best university in

Bosnia and Herzegovina and in the region, and a model university for the interweaving of

liberal education and fundamental knowledge with practical education and impact on

societal and world problems.”

0.3.2 MISSION, VISION AND CORE VALUES

0.3.2.1 MISSION

The mission of IUS is to produce science, art, and technology and present it to the benefit of

humanity; to educate free-thinking, participating, sharing, open-minded individuals who are

open to change and improvement and who have the ability to transform knowledge into

values of importance for themselves and the community. International University of

Sarajevo (IUS), with its identity as an international institution of education and research is

cooperating with universities in the region and in other countries in order to provide a

peaceful and comfortable atmosphere of learning for students from a wide geography.

7

The following seven (7) key dimensions of IUS mission are as follows:

Continuous improvement of quality culture;

Internationalized Higher Education;

Integrity with High Ethical Values to perform in society;

Interdisciplinary programmes;

Intercultural Competency;

Civic Engagement;

Comprehensive Excellence.

0.3.2.2 VISION

The vision of IUS is to become an internationally recognized institution of higher education

and research and a center of excellence and quality through the shared efforts of the

founders, academic and administrative staff, students and all stakeholders.

IUS aims at becoming the major hub in Balkans for bridging the East to the West as a

leading international institution of higher education and research center with comprehensive

excellence and quality whose students are lifelong learners, inter-culturally competent and

well-developed leaders in socio-economic development of societies.

0.3.3 IUS ORGANIZATIONAL CONTEXT

The University consists of five faculties, as follows: Faculty of Engineering and Natural

Sciences (FENS), Faculty of Business and Administration (FBA), Faculty of Arts and Social

Sciences (FASS), Faculty of Law (FLW), and Faculty of Education (FEDU)3. As of AY

2015/2016, the faculties offer 20 study programmes in the first cycle, 19 in the second and

14 study programmes in the third cycle of study. The degrees awarded per organizational

unit are presented in ANNEX 2.

The following centers are indivisible part of the University:

Education and Research Processes’ Support

Quality Assurance Office (QAO)

International Relations Office (IRO)

Project Management Office/Office of Supported Projects

3 Enrolment starts as of AY 2016/17

8

IUS Research and Development Center (RDC)

Balkan Studies Center (BSC)

IUS Library

Career Center

Student Affairs Office (SAO)

Legal Counsel

Legal Advisors Office

Connections with Society and Industry

PR Office

Lifelong Learning Center (IUSLife)

IUS Leadership and Entrepreneurship Center (LEC)

IUS Student Clubs (24 Clubs)

IUS Gallery

GymIUS

Support Offices

University Computer Center (IT)

Human Resources (HR)

Office of Finance and Economic Affairs (Finance Office)

Social and Cultural Activities, and Health (SACHS)

Translator Office

Technical Service and Maintenance

Through its centers, sport and cultural activities, formal and informal gatherings, IUS

establishes sound relationships with local communities, social partners and industry

representatives. These relationships yield mutual benefits for both IUS and external partners,

and more and more partners are cooperating with IUS and joining its activities and

programmes. Aside from measurable indicators, IUS makes other influential cultural, social,

intellectual, and research, humanitarian and civic contributions. IUS contributes to local

communities through its expertise, its projects, and its scientific and cultural activities, but

the greatest contribution of all is made by the quality education provided to its students.

9

Every year IUS offers 1000 (ranging from 5-100%) scholarships to BiH students who show

excellent knowledge in the testing.

0.3.4 STATISTICS AT A GLANCE

The International University of Sarajevo is continuously growing since its establishment in

2004. In academic year 2017/2018 the total number of IUS students is 1664 coming from

47 different countries (Table 1). The number of faculties, and study programs increased in

the last five years. Table 2 shows the change in number of faculties, and study programs

from 2012 to 2016, where it can be seen that the number of study programs increased from

12 to 20 programs in the first cycle and from 12 to 19 in the second cycle. Table 2 also

shows the number of local and foreign students in the period 2012-2016 as well as the

number of graduates, where steady increase is also evident, which is in line with the IUS

Strategic plan 2011-2016. As international diversity of students, IUS shows that diversity

in academic staff. IUS academic staff members are coming from 13 different countries

(Table 3).

Table 1: IUS students; country of origin represented in numbers.

Country of Origin

(All IUS Students)

Number of Students

(2017/18)

Country of Origin

(All IUS Students)

Number of Students

(2017/18)

Turkey 760 Bosnia and

Herzegovina

794

Serbia 8 Montenegro 8

Egypt 7 Croatia 6

Syria 7 Ghana 5

Kuwait 5 Iran 5

Pakistan 4 Palestine 4

Libya 4 Spain 3

Macedonia 3 Canada 2

Jordan 2 Italy 2

The Russian

Federation

2 France 2

Kenya 2 United States of

America

2

Mauritania 2 Germany 2

Ukraine 1 India 1

10

Turkmenistan 1 Philippines 1

Tanzania 1 Morocco 1

Saudi Arabia 1 Ethiopia 1

Sudan 1 China 1

Slovenia 1 Algeria 1

Romania 1 Chad 1

Namibia 1 Bulgaria 1

Malaysia 1 Yemen 1

Madagaskar 1 Bahrain 1

Kırgızistan 1 Azerbaijan 1

Afghanistan 1

Table 2: IUS students; country of origin represented in numbers and the change in the number of faculties.

STUDENTS AND GRADUATES

IUS STUDENTS AY 2012 - 2013 AY 2013 - 2014 AY 2014- 2015 AY 2015 -2016

Foreign 1000 1241 1284 1201

BH 600 510 595 730

Total: 1600 1751 1879 1931 Total number of full time students per AY/study cycle

I cycle 1284 1363 1475 1637

II cycle 53 61 98 219

III cycle 35 59 56 75

English Language

School 228 268 250 320

Graduates

Bachelor 984

Master 164

Doctor 6

11

Table 3: IUS academic staff country of origin represented in numbers.

IUS Staff Country of Origin

Year 2017-2018

Bangladesh 1

Bosnia and Herzegovina 64

Check Republic 1

Egypt 2

Ethiopia 1

Macedonia 1

Monte Negro 1

Palestine 1

Poland 2

Slovakia 1

Turkiye 23

United Kingdom 1

USA 8

Grand Total 107

In Genetics and Bioengineering programme total number of students enrolled in academic year

2015/2016 was 120 and they are coming from 11 different countries (Table 4).

Table 4: Country of Origin of GBE students.

GBE STUDENTS Country of Origin Qty

Bosnia and Herzegovina 80

Federative Republic of Brazil 1

Libya 5

The Arab Republic of Egypt 1

The Hashemite Kingdom of Jordan 1

The Islamic Republic of Iran 1

The Republic of Chad 1

The Republic of Croatia 1

The Republic of Namibia 1

The Republic of Serbia 3

The Republic of Turkey 25

Total: 120

IUS FACULTIES and STUDY PROGRAMMES

FACULTIES AY 2012 -

2013 AY 2013 -

2014 AY 2014-

2015 AY 2015 -

2016

AY 2016 -

2017

Number of

faculties 3 3 3 4 5

Number of study programs per study cycle:

I cycle 12 12 14 16 20

II cycle 12 12 12 16 19

III cycle 9 9 14 12 14

12

IUS is one of the largest educational projects in the Balkan region. IUS created an open,

tolerant and international environment for its students, where young people have the

opportunity to acquire new and exchange the existing knowledge and experiences with their

fellow students and professors. Therefore, the volume of IUS investments is exponentially

increasing every academic year which reinforces the educational and research quality. The

total volume of IUS investments since academic year 2012-2013 up to 2015-2016 is shown

in Table 5.

Table 5: Yearly total investments (BAM) of IUS since academic year 2012-2013.

INVESTMENTS (BAM)

Last update December 2015 AY 2012 - 2013

AY 2013 –

2014 AY 2014- 2015 AY 2015 -2016

TOTAL: 979,468.00 1,756,191.00 1,467,751.00 1,485,784.00

Infrastructure (buildings,

parking lots, entrance for

disabled persons, labs,

classrooms, gyms, libraries,

cafeteria)

171,431.00 88,738.00 270,930.00 585,066.00

Equipment: IT (hardware and

software, i.e.: library software,

electronic data bases, UNIPA,

servers, PCs etc.), laboratory

equipment, furniture)

326,249.00 533,281.00 454,139.00 169,802.00

Investment relevant to opening

new faculties, study

programmes

- 10,000.00 20,000.00 35,000.00

Investment in employees

(human resources) 481,788.00 1,124,172.00 722,682.00 695,916.00

13

CHAPTER 1:

STANDARD 1: STUDY PROGRAMME AND PROGRAMME

MANAGEMENT

1.1 ALIGNMENT OF THE STUDY PROGRAMME WITH THE OBJECTIVES OF

INSTITUTION

Standard 1.1 - The study programme is aligned with the objectives of the institution and is

logically connected with its strategies and goals.

Genetics and bioengineering represent one of the fastest growing and emerging fields

worldwide. In this regard, the need for highly educated students is increasing. Our

programme is training open/minded and socially responsible individuals with robust

professional foundation. They learn how to think analytically and solve important biological

problems using engineering. As such, Genetics and Bioengineering Department fits perfectly

in the mind-set of Faculty of Engineering and Natural Sciences.

The IUS mission, vision and strategy is to produce science, art, and technology and present it

to the benefit of humanity; to educate free-thinking, participating, sharing, open-minded

individuals. GBE programme is in harmony with the strategic orientation of IUS. Our

graduates are open to change and improvement and have the ability to transform knowledge

into values of importance for themselves and their community. GBE students are encouraged

to cooperate with peers from other institutions and universities worldwide.

The Genetics and bioengineering degree programme at IUS is geared to develop an

integrated scientific perspective. It comprises the fundamentals of molecular biology,

biochemistry, genetics and cell biology. These are built upon a solid background in

mathematics, physics and chemistry. The Bioengineering dimension is based on an

understanding of engineering concepts and techniques in the areas applied in a systematic,

quantitative and integrative ways in order to approach problems important in biology,

biosystems, medical research, and genetics. Genetics and Bioengineering programme

provides the future engineers graduating from our programme the necessary skills to meet

the challenges in labor market.

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Qualification

After graduating from first study cycle of GBE programme, our students are awarded with

the Bachelor of Science (BSc) in Genetics and Bioengineering degree. The duration of

Bachelor studies is eight academic semesters (240 ECTS).

Upon graduation from second study cycle students have the Master of Science (MSc) in

Genetics and Bioengineering degree. Master studies are two academic semesters, equivalent

to 60 ECTS points.

Job profiles

Learning outcomes of GBE programme are designed to prepare students for job market.

Graduates of Bachelor Programme are qualified to work as researcher assistants and

administrators in vast range of industrial organizations (such as agriculture, chemistry,

medicine and food) operating in various fields of biology, biotechnology and agricultural

sector and undertake the task of transferring the works they conducted in laboratories to the

industrial sector.

Bachelor graduates can continue further education in academia at the 2nd study cycle.

Graduates of Master Programme are qualified to work as researchers in microbiological and

biochemical laboratories, laboratories for the hygiene and for testing of genetically modified

organisms (GMOs), public and private laboratories engaged in molecular biomedical

diagnostic, and pharmaceutical industry, as well as agencies and institutes that deal with

population and conservation genetics.

Master graduates can continue further education in academia at the 3rd study cycle.

Organizational structure

FENS Faculty Council, Departments and Study Programmes are responsible for different

administrative and academic responsibilities pursuant to Articles 59-61 and 36-37 of IUS

Statute, IUS-SENAT-11-2255/2013, available in ANNEX 3 (List of Internal Rule books).

IUS decentralized organizational structure offers each faculty, and consequently to

departments and study programmes, freedom to fulfill its potential in the creative and

student-oriented manner. Special emphasis is put on timely flow of information from the

University to the Faculty and Departments. FENS Faculty Council consists of

representatives of all study programmes in FENS, as well as of student representatives.

15

The structure of GBE is shown in the chart below:

Figure 2: Organizational structure of GBE Programme.

Number of students

In the current academic year there are 99 students in enrolled to the first cycle of GBE.

Within this number there are 70 Bosnian students and 29 foreign students (Brazil, Chad,

Croatia, Egypt, Jordan, Libya, Namibia, Serbia and Turkey). In its Master programme GBE

Department has 15 students; 13 of whom come from Bosnia and Herzegovina and 2 students

from other countries (Turkey and Iran).

General description of curricula

The curriculum is divided into four components. The largest component, related to the basic

sciences, dominates the first two years of study. It includes mathematics, physics, biology

and chemistry, through biochemistry, computer technology, and is capped with life science

classes. The Bioengineering component begins in the second term sophomore year; it

provides an approach employing engineering background to problems deriving from the

biomedical sciences. The third component is the level in which students develop depth in

area of bioengineering. This includes molecular biology, techniques in molecular biology,

genetics and related methods, structural biology, microbiology and bioinformatics. The

fourth component comprises the general biotechnology, genetics and molecular biology

education and free elective courses that give balance to a student's education.

Faculty Council

Lecturer Lecturer

Senior Assistant

Senior Assistant

Senior Assistant

Student Demonstrator

Senior Assistant

Assistant

Lecturer Lecturer

Dean

Head of Department

Legal Advisor Program

Coordinator

16

Bachelor degree is obtained by completing 240 ECTS (36 ECTS of university level courses;

48 ECTS of faculty level courses; 96 ECTS of programme required courses; 36 ECTS of

programme area elective courses; 18 ECTS of IUS elective; 6 ECTS for Bachelor thesis). 30

days internship4 is required

5. The one-year master programme consists of courses, laboratory

and class tutorials and hands-on training, and the graduation thesis. The total requirement for

a master degree is 60 ETCS. The study requires the completion of 6 area- elective courses,

each valued with 6 ETCS. In addition, Master Thesis (24 ETCS) is required. The summary

of curricula for first and second cycle of studies can be found in Table 6.

Programme catalogue for first and second cycle is regularly updated and can be found on the

IUS website (ANNEX 4).

Table 6: GBE Curricula structure (Summary).

Bachelor (I cycle) curriculum structure Master (II cycle) curriculum structure

Bachelor degree is obtained by completing

240 ECTS in the following manner:

- 36 ECTS of university level courses

- 48 ECTS of faculty level courses,

- 96 ECTS of programme required courses

- 36 ECTS of programme area elective

courses

- 18 ECTS of IUS elective

- 6 ECTS for Bachelor thesis

30 days internship is required6.

Master degree is obtained by completing 60

ECTS in the following manner:

- 36 ECTS for area elective courses

- 24 ECTS for master thesis7

4 The internal rules respective to the internship (work placement) are currently in the process of changes in a manner that from the

beginning AY 2016/2017 the curricula will be altered in so that students who successfully complete their internship will be awarded with 6

ECTS. 5 The characteristic of all IUS bachelor study programmes is that required and elective courses are grouped into four groups, defined as

follows:

I University courses – are required courses for all students of the first year, first cycle study programme. University courses are established with the aim to:

a) Provide students with basic knowledge and methods for independent and critical decision-making;

b) Offer a new approach and a deep understanding of the nature of social movements; c) Provide interdisciplinary understanding of the “state” in certain areas that will help further choice of courses in the study; and

d) Ensure the harmonization of the level of knowledge for all students IUS.

In addition, they are meant to encourage the formation of a general university atmosphere in which the pre-defined levels of certain common basis of knowledge facilitates structuring of easier education in the senior years of study.

II Faculty courses – are required and elective courses, which are defined by the faculty. These courses contain the fundamentals of

knowledge, which are common to all study programmes in each faculty. III Programme courses – are required and elective courses, which are defined by the study programme to achieve the intended programme

learning outcomes.

IV Free elective courses – are all undergraduate courses at IUS, excluding the University courses, Faculty courses and Programme courses (defined for each programme), which aims to give opportunity to students to freely choose a number of courses from other

study programmes.

6 First Study Cycle Genetics and Bioengineering Curricula. (2015). Retrieved from http://gbe.ius.edu.ba/bs/i-study-cycle-gbe-curriculum. 7 Second Study Cycle Genetics and Bioengineering Curricula. (2015). Retrieved from http://gbe.ius.edu.ba/bs/ii-study-cycle-gbe-curriculum.

http://gbe.ius.edu.ba/bs/i-study-cycle-gbe-curriculum

http://gbe.ius.edu.ba/bs/ii-study-cycle-gbe-curriculum


17

1.2 QUALIFICATION OBJECTIVES OF THE STUDY PROGRAMME

Standard 1.2 - SP Learning outcomes are clearly defined and meet the technical, scientific

and professional requirements and are in accordance with the respective levels of the

qualification framework of the EHEA.

1.2.1 EDUCATIONAL OBJECTIVES

Educational objectives of GBE programme are as follows:

Bachelor studies

To give successful education about engineering and basic sciences.

To give genetics and bioengineering knowledge and experience.

To conduct basic and experimental researches and to apply engineering and physical

sciences to medical and biological problems.

To prepare a biological background for the students so that they can learn how to

apply engineering technologies to living systems in a safe way.

To teach them how to solve scientific problems and team forming abilities that are

necessary for genetics and bioengineering career.

To develop effective communication abilities and joining into interdisciplinary

teams.

To give education to the students in a broad spectrum and their preparation for career

in a wide range.

Master studies

To demonstrate an in-depth mastery of advanced concepts in Biological Sciences.

To demonstrate independent scientific thinking.

To provide students with the specific skills that are required for a rapid integration into

the job market, as well as promote their skills to pursue a further academic qualification.

To contribute to and execute an original research project.

1.2.2 LEARNING OUTCOMES

On successful completion of the study programme graduates will be able to:

18

Bachelor studies

Technical Knowledge and Competencies

Identify, formulate and solve biological problems by using appropriate theoretical and

experimental skills;

Apply and use computer software and databases website in order to solve problems

related to the protein engineering and bioinformatics;

Identify, classify and describe the performance of systems and components through the

use of analytical methods and modelling techniques;

Identify constrains of engineering solutions including environmental, social and

sustainability limitations, health and safety and risk assessment issues;

Apply management techniques which may be used to achieve engineering objectives

within that context;

Use gained experience in designing and running experiments and to analyses obtained

results;

Apply knowledge and understanding to acquire practical skills for problem solving, for

research tasks and the design of protocols and procedures;

Understand an awareness of and commitment to the role of engineers in society and the

professional and ethical responsibilities of engineers;

Find and use relevant technical literature and other sources of information relating given

problems;

Generic Skills

Work effectively on technical tasks individually or in a team, and coordinating the team

if necessary.

Analyze and communicate effectively in written and oral English language, document

and deliver professional work in their field of interest and in correlated fields using

modern technical and visual means;

Develop an area for creativity excellence through interactivity and participate in

scientific events;

Recognize a need to engage in a life-long learning.

Master studies

Technical Knowledge and Competencies

19

Possess in-depth knowledge and skills in specific discipline with global perspective.

Apply knowledge through intellectual inquiry and to develop critical solutions in new

situations.

Manipulate, analyses, and evaluates existing knowledge in order to synthesize

scientific findings.

Generic Skills

Disseminate ideas to the wider community in a confident, effective and coherent

manner

Describe and critically evaluate current aspects of biosciences in order to solve

related problems.

Create and sustain cooperative networking efficiently

Perform tasks given ethically and with dedication.

Possess strong enthusiasm and commitment to continuously acquire and disseminate

new knowledge and skills.

20

1.2.3 CORRESPONDENCE BETWEEN LEARNING OUTCOMES AND EHEA QF

Table 7: Correspondence between SP Learning Outcomes and EQF (First Cycle)

SP NAME

EQF

Qualification that signify completion of the first cycle are awarded to students

who:

-: No contribution

1: Low level contribution

2: Moderate contribution

3: High level contribution

Hav

e d

emo

nstrated

kn

ow

ledg

e an

d

un

derstan

din

g

in

a field

o

f stu

dy

th

at b

uild

s

up

on

their g

eneral seco

nd

ary ed

ucatio

n, an

d is

typ

ically at th

e level th

at, wh

ilst sup

ported

by

adv

anced

textb

oo

ks, in

clud

es som

e aspects th

at

will b

e info

rmed

by

kn

ow

ledg

e of th

e forefro

nt

of th

eir field o

f study

Can

app

ly th

eir kn

ow

ledg

e and

un

derstan

din

g

in

a m

ann

er th

at in

dicates

a p

rofessio

nal

app

roach

to th

eir wo

rk o

r vo

cation

, and

hav

e

com

peten

ces ty

pically

d

emon

strated

thro

ugh

dev

ising

and

sustain

ing

argu

men

ts and

solv

ing

pro

blem

s with

in th

eir field o

f stud

y

Hav

e the ab

ility to

gath

er and

interp

ret relevan

t

data

(usu

ally

with

in

their

field

of

stud

y)

to

info

rm

jud

gm

ents

that

inclu

de

reflection

o

n

relevan

t social, scien

tific or eth

ical issues

Can

com

mu

nicate in

form

ation

, ideas, p

rob

lems

and

so

lutio

ns

to

bo

th

specialist

and

no

n-

specialist au

dien

ces

Hav

e dev

elop

ed th

ose learn

ing

skills th

at are

necessary

fo

r th

em

to

con

tinu

e to

u

nd

ertak

e

furth

er study

with

a hig

h d

egree o

f auto

no

my

SP Learning Outcomes Relationship Level

Identify, formulate and solve biological

problems by using appropriate theoretical

and experimental skills

3 3 3 1 3

Apply and use computer software and

databases website in order to solve

problems related to the protein engineering

and bioinformatics

3 3 3 - 2

Identify, classify and describe the

performance of systems and components

through the use of analytical methods and

modelling techniques

2 3 3 3 3

Identify constrains of engineering solutions

including environmental, social and

sustainability limitations, health and safety

and risk assessment issues;

2 3 3 3 2

Apply management techniques which may

be used to achieve engineering objectives

within that context;

1 1 2 2 2

Use gained experience in designing and

running experiments and to analyses

obtained results;

3 3 3 3 3

Apply knowledge and understanding to

acquire practical skills for problem solving,

for research tasks and the design of

protocols and procedures;

3 3 2 1 3

Understand an awareness of and

commitment to the role of engineers in

society and the professional and ethical

2 1 2 3 1

21

responsibilities of engineers

Find and use relevant technical literature

and other sources of information relating

given problems;

3 2 3 3 3

Work effectively on technical tasks

individually or in a team, and coordinating

the team if necessary.

1 1 2 - 2

Analyze and communicate effectively in

written and oral English language,

document and deliver professional work in

their field of interest and in correlated fields

using modern technical and visual means

3 3 2 3 1

Develop an area for creativity excellence

through interactivity and participate in

scientific events;

2 1 2 3 1

Recognize a need to engage in a life-long

learning.

1 3 2 3 3

22

Table 8: Correspondence between BHQF and SP Learning Outcomes (First Cycle)


Knowledge -Theoretical

-Factual

Skills -Cognitive -Physical -Practical

Competences -Autonomy

-Responsibility

-: No contribution (~ very low), 1: Low level contribution, 2: Moderate contribution, 3: High level contribution.

Lev

el

Desc

rip

tors

This person

demonstrates knowledge and

understanding in a

field of study that builds upon their

secondary

education and which is typically at

a level, whilst

supported by

appropriate learning

resources (texts,

information and communication

technologies),

which includes some aspects that

will be informed by

knowledge of the forefront in a given

field of study.

This person; (i) is able to apply

acquired knowledge and critical understanding of the principles

relating to the given field of

study/discipline in a manner to demonstrate professional approach to

their work or vocation, and has

competences typically demonstrated through devising and sustaining

arguments and solving problems

within a given field of study; (ii) is

able to apply main methods of

acquiring new knowledge and

applicative research in a given discipline, and is able to decide on

which approach to use in solving a

given problem and is aware of the extent to which the selected approach

is suitable for solving such a problem;

(iii) is able to communicate in one or several foreign languages and by using

communication technologies,

information, ideas, problems and solutions to both specialist and non-

specialist audiences for given area of

study.

Professional competence: This person (i)

demonstrates ability to gather and interpret relevant data (usually within the given field

of study) to inform judgments that include

reflection on relevant social, scientific or ethical issues.

Personal competence: This person (i) has

developed learning skills to undertake further study, with a high degree of

autonomy and academic skills and

attributes necessary to undertake research work, comprehend and evaluate new

information, concepts and evidence from a

range of sources; (ii) possesses a foundation for future self-directed and

lifelong learning; (iii) has acquired

interpersonal skills, teamwork skills adequate for employment and further

study.

SP Learning Outcomes:

Relationship Level

Identify, formulate and solve

biological problems by using

appropriate theoretical and

experimental skills

3 3 3

Apply and use computer software and

databases website in order to solve

problems related to the protein

engineering and bioinformatics

3 3 3

Identify, classify and describe the

performance of systems and

components through the use of

analytical methods and modelling

techniques

2 3 3

Identify constrains of engineering

solutions including environmental,

social and sustainability limitations,

health and safety and risk assessment

issues;

2 2 3

Apply management techniques which

may be used to achieve engineering

objectives within that context;

1 2 2

Use gained experience in designing

and running experiments and to

analyses obtained results;

3 3 3

23



-Factual



-Responsibility


Lev

el

Desc

rip

tors

This person


understanding in a


secondary

education and which is typically at

a level, whilst

supported by appropriate learning

resources (texts,

information and communication

technologies),

which includes some aspects that

will be informed by

knowledge of the forefront in a given

field of study.








within a given field of study; (ii) is able to apply main methods of










study.













study.

Apply knowledge and understanding

to acquire practical skills for problem

solving, for research tasks and the

design of protocols and procedures;

3 3 3

Understand an awareness of and

commitment to the role of engineers in

society and the professional and

ethical responsibilities of engineers

1 2 2

Find and use relevant technical

literature and other sources of

information relating given problems;

3 3 3

Work effectively on technical tasks

individually or in a team, and

coordinating the team if necessary.

1 3 2

Analyze and communicate effectively

in written and oral English language,

document and deliver professional

work in their field of interest and in

correlated fields using modern

technical and visual means

3 3 2

Develop an area for creativity

excellence through interactivity and

participate in scientific events;

1 2 3

Recognize a need to engage in a life-

long learning. 1 3 3

24

BH Qualifications Framework is in line with the European Qualifications Framework.

Therefore, referencing the Bachelor Programme of Genetics and Bioengineering Outcomes

to BH QF or EQF carries adequate value. Methodologies pursued in the ISCED

classification and BH QF framework have been taken into consideration and relevance of the

Programme of Genetics and Bioengineering LOs and with both BH QF and EQF are

satisfactorily met. All the LOs are strictly and sufficiently related to the EQF and BH QF in

tables 7 and 8 respectively.

25

Table 9: Correspondence between SP Learning Outcomes and EQF (Second Cycle)

SP NAME

EQF

Qualification that signify completion of the first cycle are awarded to

students who:

-: No contribution




Hav

e or d

emon

strated k

no

wled

ge an

d u

nderstan

din

g th

at

is fo

und

ed

upo

n

and

ex

tend

s an

d/o

r en

han

ces th

at

typ

ically asso

ciated w

ith th

e first cycle, an

d th

at pro

vid

es

a basis o

r oppo

rtunity

for o

rigin

ality in

dev

elop

ing

and/o

r

app

lyin

g id

eas, often

with

in research

con

text

Can

ap

ply

th

eir kno

wled

ge

and

u

nd

erstandin

g,

and

pro

blem

-solv

ing

ab

ilities in

new

o

r un

familiar

env

iron

men

ts w

ithin

b

road

er (o

r m

ultid

isciplin

ary)

con

texts related

to th

eir field o

f stud

y

Hav

e th

e ab

ility

to

integ

rate kn

ow

ledg

e an

d

han

dle

com

plex

ity, an

d fo

rmu

late jud

gm

ents w

ith in

com

plete o

r

limited

info

rmatio

n, b

ut th

at inclu

de reflectin

g o

n so

cial

and

eth

ical resp

on

sibilities

link

ed to

th

e ap

plicatio

n o

f

their k

no

wled

ge an

d ju

dgm

ents

Can

co

mm

un

icate th

eir co

nclu

sion

s an

d th

e kno

wled

ge

and

ratio

nale

un

derp

innin

g

these,

to

specialist

and

non

/specialist au

dien

ces clearly an

d u

nam

big

uou

sly

Hav

e the learn

ing sk

ills to allo

w th

em to

con

tinue to

study

in

a m

ann

er th

at m

ay

be

largely

self-d

irected

or

auto

no

mou

s


Possess in-depth knowledge and skills

in specific discipline with global

perspective.

3 3 3 2 3

Apply knowledge through intellectual

inquiry and to develop critical solutions

in new situations.

3 3 3 1 3

Manipulate, analyses, and evaluates

existing knowledge in order to

synthesize scientific findings.

2 3 3 2 3

Disseminate ideas to the wider

community in a confident, effective and

coherent manner

2 1 1 3 1

Describe and critically evaluate current

aspects of biosciences in order to solve

related problems.

3 2 3 2 1

Create and sustain cooperative

networking efficiently

1 2 1 1 2

Perform tasks given ethically and with

dedication.

2 1 3 3 3

Possess strong enthusiasm and

commitment to continuously acquire

and disseminate new knowledge and

skills.

2 3 3 3 3

26

Table 10: Correspondence between BHQF and SP Learning Outcomes (Second Cycle)

SP NAME


-Factual



-Responsibility


Lev

el

Desc

rip

tors

This person


understanding in a


secondary education

and which is typically at a level,

whilst supported by

appropriate learning

resources (texts,

information and

communication technologies),

which includes

some aspects that will be informed by

knowledge of the

forefront in a given field of study.








within a given field of study; (ii) is

able to apply main methods of










study.













study.

SP Learning Outcomes:

Relationship Level

Possess in-depth knowledge and skills

in specific discipline with global

perspective. 3 3 3

Apply knowledge through intellectual

inquiry and to develop critical

solutions in new situations. 2 3 3

Manipulate, analyses, and evaluates

existing knowledge in order to

synthesize scientific findings. 2 3 3

Disseminate ideas to the wider

community in a confident, effective

and coherent manner 1 2 3

Describe and critically evaluate

current aspects of biosciences in order

to solve related problems. 3 2 2


networking efficiently 1 2 3


dedication. 3 3 3


commitment to continuously acquire

and disseminate new knowledge and

1 2 2

27

SP NAME


-Factual



-Responsibility


Lev

el

Desc

rip

tors

This person


understanding in a


secondary education

and which is typically at a level,

whilst supported by

appropriate learning resources (texts,

information and

communication technologies),

which includes

some aspects that will be informed by

knowledge of the

forefront in a given field of study.








within a given field of study; (ii) is able to apply main methods of










study.













study.

skills.

BH Qualifications Framework is in line with the European Qualifications Framework.

Therefore, referencing the Master Programme of Genetics and Bioengineering Outcomes to

BH QF or EQF carries adequate value. Methodologies pursued in the ISCED classification

and BH QF framework have been taken into consideration and relevance of the Programme

of Genetics and Bioengineering LOs and with both BH QF and EQF are satisfactorily met.

All the LOs are strictly and sufficiently related to the EQF and BH QF in tables 9 and 10

respectively.

28

Table 11: Correspondence between SP Educational Objectives (Aims) and Learning Outcomes (First Cycle)

SP NAME

Educational Objectives

-: No contribution




To

giv

e successfu

l edu

cation ab

ou

t eng

ineerin

g an

d b

asic sciences

To

giv

e gen

etics and

bio

engin

eering

kno

wled

ge an

d ex

perien

ce.

To

co

ndu

ct b

asic an

d

exp

erimen

tal research

es an

d

to

apply

eng

ineerin

g

and

p

hy

sical scien

ces to

m

edical

and

bio

log

ical

pro

blem

s.

To

prep

are a bio

log

ical back

gro

un

d fo

r the stu

den

ts so th

at they

can

learn h

ow

to ap

ply

eng

ineerin

g tech

no

log

ies to liv

ing

system

s in a

safe way

.

To

teach th

em h

ow

to so

lve scien

tific pro

blem

s and

team fo

rmin

g

abilities th

at are necessary

for g

enetics an

d b

ioen

gin

eering

career

To

d

evelo

p

effective

com

mu

nicatio

n

abilities

and

jo

inin

g

into

interd

isciplin

ary team

s.

To

giv

e edu

cation

to th

e stud

ents in

a bro

ad sp

ectrum

and

their

prep

aration fo

r career in a w

ide ran

ge.

SP Learning Outcomes

Identify, formulate and solve biological problems

by using appropriate theoretical and experimental

skills

2 3 3 1 3 3 3

Apply and use computer software and databases

website in order to solve problems related to the

protein engineering and bioinformatics

2 3 3 1 3 2 3

Identify, classify and describe the performance of

systems and components through the use of

analytical methods and modelling techniques

1 3 3 2 3 2 2

Identify constrains of engineering solutions

including environmental, social and sustainability

limitations, health and safety and risk assessment

issues;

3 3 2 3 2 3 3

Apply management techniques which may be used

to achieve engineering objectives within that

context;

1 2 1 2 1 2 3

Use gained experience in designing and running

experiments and to analyses obtained results;

3 3 3 2 3 3 3

Apply knowledge and understanding to acquire

practical skills for problem solving, for research

tasks and the design of protocols and procedures;

3 3 3 3 3 3 3

Understand an awareness of and commitment to the

role of engineers in society and the professional and

ethical responsibilities of engineers

2 1 2 3 2 3 3

29

Find and use relevant technical literature and other

sources of information relating given problems;

3 3 3 1 2 3 3

Work effectively on technical tasks individually or

in a team, and coordinating the team if necessary.

3 1 2 2 2 1 3

Analyze and communicate effectively in written

and oral English language, document and deliver

professional work in their field of interest and in

correlated fields using modern technical and visual

means

3 2 1 2 2 2 2

Develop an area for creativity excellence through

interactivity and participate in scientific events;

2 2 1 3 3 3 3

Recognize a need to engage in a life-long learning. 2 1 2 3 3

3 3

All objectives of Genetics and Bioengineering Programme are met by the LOs. Also, all

objectives are supported strongly by at least two LOs. The correspondence between the

objectives and the learning outcomes of the Programme is quite satisfactory as shown in

table 11.

30

Table 12: Correspondence between SP Educational Objectives (Aims) and Learning Outcomes (Second Cycle)

SP NAME

Educational Objectives

-: No contribution




To

dem

on

strate ind

epen

den

t scientific th

ink

ing

.

To

dem

on

strate an in

-dep

th m

astery o

f adv

anced

con

cepts in

Bio

log

ical Scien

ces.

To

pro

vid

e stud

ents w

ith th

e specific sk

ills that are

requ

ired fo

r a rapid

integ

ration

into

the jo

b m

arket,

as well as p

rom

ote th

eir skills to

pu

rsue a fu

rther

academ

ic qu

alification

.

To

co

ntrib

ute

to an

d ex

ecute

an o

rigin

al research

pro

ject.

SP Learning Outcomes

Possess in-depth knowledge and skills in specific discipline with global perspective. 3 3 3 3

Apply knowledge through intellectual inquiry and to develop critical solutions in

new situations.

3 3 3 3

Manipulate, analyses, and evaluates existing knowledge in order to synthesize

scientific findings.

3 3 3 3

Disseminate ideas to the wider community in a confident, effective and coherent

manner

2 2 2 1

Describe and critically evaluate current aspects of biosciences in order to solve

related problems.

3 3 3 3

Create and sustain cooperative networking efficiently 2 1 3 1

Perform tasks given ethically and with dedication. 1 3 1 3

Possess strong enthusiasm and commitment to continuously acquire and disseminate

new knowledge and skills.

3 2 3 3

All objectives of Genetics and Bioengineering Programme (2nd Cycle) are met by the LOs.

All objectives are supported strongly by at least two or more LOs. Especially objectives

related to the professional dimension are supported strongly more than with LOs. The

correspondence between the objectives and the learning outcomes of Genetics and

Bioengineering programme is quite satisfactory Table 12.

31

1.3 NATIONAL AND INTERNATIONAL ACCREDITATION

IUS is accredited with the national Agency for the Development of Higher Education and

Quality Assurance (HEA) and listed in the state register of accredited higher education

institutions in Bosnia and Herzegovina.

Additionally, Austrian government Agency for Quality Assurance and Accreditation Austria

(AQ Austria), a full member of European Association for Quality Assurance in Higher

Education (ENQA), accredited six study programs of first and second study cycles offered at

the International University of Sarajevo (IUS), including first and second cycle of Genetics

and Bioengineering. The decision was made on AQ Austria Board meeting, held in Vienna

on the 21st September, 2016.

1.4 CONTENTS, STRUCTURE AND SCOPE OF TEACHING METHODS

Standard 1.4 - The contents, structure and scope of and teaching methods applied to the

curriculum and the modules meet the technical, scientific and professional requirements and

are suited to achieve the intended learning outcomes.

First Cycle

Curriculum Organization

In order to facilitate students’ mobility, the curriculum is organized through the courses

which values are expressed in units of the European Credit Transfer System (ECTS).

Students’ workload per semester is determined with 30 ECTS credits so that the total load in

one academic year is 60 ECTS.

Given the size of planned content and timing of their implementation, courses at IUS are

predominantly assigned to an equal number of study credits i.e. 6 ECTS. One study ECTS

point is equivalent to 25 hours of total workload of the average student, and curriculum

indicates that this standard is met.

Total student activities, in accordance with the Law on Higher Education in Sarajevo

Canton, mainly include the following:

32

a) Number of hours needed for instructions (lectures, seminars),

b) Time required for student for independent tasks,

c) Time required for preparation of assessment and grading, and

d) Time which academic staff need in assisting the student to acquire the necessary

knowledge.

Based on the above legal basis for "assigning" the study points to every single activity in the

preparation of curriculum, IUS, as a rule, in all its study programmes applies a model of so

called standardized workload8 for each course, ensuring that the total load comprises 150

hours of total student activities per course (Table 13 and 14).

This provides:

a) General harmonization of the scope and subjective “importance” of each course in the

curriculum,

b) Standardizing subjective weight for mastering a particular course through a flexible

allocation of credits to individual activities,

c) More efficient mobility of students,

d) A simpler implementation and organization of joint courses in the first year of the

studies, and

f) An easier transition and recognition of courses with international higher education

institutions.

8 Model of standardized workload of student in the preparation of curricula, has been recommended and officially issued by the European

Commission (ECTS User's Guide, Brussels, 6 February 2009, Chapter 4, p. 17 and 18, ISBN: 978-92-79-09728-7).

33

Table 13: 1st cycle of GBE Programme Curriculum

Genetics and Bioengineering

Course

group ECTS Course name Course code Course type ECTS Pre-requisite

University

courses 36

Freshman English I ENG 111 required 4

Communication and

Reporting MAN 111 required 4

Calculus I MATH 101 required 6

Economics ECON 101 required 6

Science and Technology HUM 101 required 6

Law and Ethics SPS 103 required 6

Spoken Turkish/Bosnian I TURK111/BOS111 required 2

Spoken Turkish/Bosnian II TURK112/BOS112 required 2 TURK111/BOS 111

Faculty

courses

48

Programming for Engineers ENS 213 required 6

Thermodynamics ENS 202 required 6

Introduction to probability

and statistics MATH 203

required 6

Computational Biology ENS 210 required 6

Dynamics of the Cell NS 205 required 6 NS101

Organic Chemistry NS 207 required 6 NS104

Electives* elective 6

Electives* elective 6

Programm

e courses

96

Biology NS 101 required 6

Physics NS 102 required 6

General Chemistry NS 104 required 6

Calculus II MATH 102 required 6 MATH 101

Genetics I NS 209 required 6 NS101/NS104

Genetics II BIO 303 required 6 NS209

Molecular Biology I BIO 301 required 6 NS205

Molecular Biology II BIO 302 required 6 BIO301

Genetic Engineering BIO 415 required 6 BIO301

Structural Biology BIO 304 required 6

NS205

Biochemistry I NS 202 required 6

NS205

Biochemistry II BIO 305 6

NS202

Microbiology BIO 306 required 6

NS204

Bioinformatics BIO 310 required 6 MATH101/NS101

Techniques in Molecular

Biology BIO 312 required 6

BIO301

Protein Engineering BIO407 required 6

BIO304

Elective** elective 6




Elective**

elective 6


Free Elective**

elective 6

34

Elective

courses

18

Elective**

elective 6

Elective**

elective 6

Internship 0 30 days in accordance with Procedure and Rules for Internship, No.: IUS-SENATE 11-1327/2014

Graduation

project 6 Bachelor thesis BIO490 Required 6 180 ECTS

Total 240

* The students can select any course from faculty courses.

** The students can select any course from list of Area Elective courses table 14.1.

Table 14: List of Area Elective courses of GBE Programme.

List of elective courses of Undergraduate GBE programme

No. Course name Course code ECTS Pre-requisite

1 Computational Biology ENS 210 6

2 Physical Chemistry NS 203 6

3 Analytical Chemistry NS 211 6

4 Bioengineering principles BIO 307 6

5 Plant Structure and Physiology BIO 308 6

6 Chemical Engineering BIO 313 6 NS207

7 Cell and tissue culture engineering BIO 315 6 NS209

8 Introduction to forensic science BIO 320 6

9 Biotechnology BIO 401 6

10 Molecular Evolution BIO 402 6

11 Plant Pathogenesis BIO 403 6

12 Agricultural Biotechnology BIO 404 6

13 Biomechanics BIO 406 6

14 Immunology BIO 409 6 BIO301

15 Ecology and environmental engineering BIO 410 6

16 Mammalian physiology BIO 411 6 NS205

17 Special Topics in Bioengineering BIO 412 6

18 Pharmaceutical Biotechnology BIO 414 6

19 Population Genetics BIO 416 6

20 Molecular Diagnostics BIO 417 6 BIO301

21 Virology BIO 418 6 BIO301

22 Biophysics BIO 420 6

23 Mechanisms of Signal Transduction BIO 422 6 BIO301

24 Modelling and Simulation of Biomolecular Processes BIO408 6

Maximum number of students attending a course is determined at the beginning of each

semester by consultations between Dean and Program Coordinators having in mind available

infrastructure. The decision is then communicated to the Student Affairs Office which, with

the help of Student Information System, controls determined quota and provides feedback on

the necessity of adjustments. In the table 15 you can find the list of Required and Elective

courses at Genetics and Bioengineering programme, indicating the quotas of each course.

The progress of number of students in two academic years (fall and spring semesters) are

available in ANNEX 5.

35

Table 15: Quotas for Required and Elective courses at GBE programme.

Course code Course name Course Type

(required/elective)

QUOTA

ENG111 Freshman English Required 140-150

MAN111 Communication and Reporting Required 140-150

MATH101 Calculus I Required 140-150

ECON101 Economics Required 140-150

HUM101 Science and Technology Required 140-150

SPS103 Law and Ethics Required 140-150

ENS213 Programming for Engineers Required 70-80

ENS202 Thermodynamics Required 70-80

MATH203 Introduction to probability and statistics Required 70-80

ENS 210 Computational Biology Required 70-80

NS205 Dynamics of the Cell Required 70-80

NS207 Organic Chemistry Required 70-80

NS103 Biology Required 140-150

NS102 Physics Required 140-150

NS104 General Chemistry Required 140-150

MATH102 Calculus II Required 140-150

NS209 Genetics I Required 70-80

BIO303 Genetics II Required 30-40

BIO301 Molecular Biology I Required 30-40

BIO302 Molecular Biology II Required 30-40

BIO415 Genetic Engineering Required 5-30

BIO304 Structural Biology Required 30-40

NS202 Biochemistry I Required 70-80

BIO305 Biochemistry II Required 30-40

BIO306 Microbiology Required 30-40

BIO310 Bioinformatics Required 30-40

BIO312 Techniques in Molecular Biology Required 30-40

BIO407 Protein Engineering Required 5-30

BIO307 Bioengineering principles Elective 30-40

BIO308 Plant Structure and Physiology Elective 30-40

BIO313 Chemical Engineering Elective 30-40

BIO315 Cell and tissue culture engineering Elective 30-40

BIO320 Introduction to forensic science Elective 30-40

BIO401 Biotechnology Elective 5-30

BIO402 Molecular Evolution Elective 5-30

BIO403 Plant Pathogenesis Elective 5-30

BIO404 Agricultural Biotechnology Elective 5-30

BIO406 Biomechanics Elective 5-30

BIO408

Modeling and Simulation of Biomolecular

Processes Elective 5-30

BIO409 Immunology Elective 5-30

36

BIO410 Ecology and environmental engineering Elective 5-30

BIO411 Mammalian physiology Elective 5-30

BIO412 Special Topics in Bioengineering Elective 5-30

BIO414 Pharmaceutical Biotechnology Elective 5-30

BIO416 Population Genetics Elective 5-30

BIO417 Molecular Diagnostics Elective 5-30

BIO418 Virology Elective 5-30

BIO420 Biophysics Elective 5-30

BIO422 Mechanisms of Signal Transduction Elective 5-30

ENS210 Computational Biology Elective 70-80

NS203 Physical Chemistry Elective 70-80

NS211 Analytical Chemistry Elective 70-80

ARCH211 Building Services II Elective 70-80

ARCH215 CAD in Architecture Elective 70-80

ENS201 Electromagnetism-I Elective 70-80

ENS202 Thermodynamics Elective 70-80

ENS203 Electrical Circuits I Elective 70-80

ENS205 Materials Science I Elective 70-80

ENS206 Systems Modeling and Control Elective 70-80

ENS207 Engineering Graphics Elective 70-80

ENS208 Introduction to Manufacturing Systems Elective 70-80

ENS209 Statics Elective 70-80

ENS211 Signals and Systems Elective 70-80

ENS213 Programming for Engineers Elective 70-80

MATH201 Linear Algebra Elective 70-80

MATH202 Differential Equations Elective 70-80

MATH203 Introduction to Probability and Statistics Elective 70-80

MATH204 Discrete Mathematics Elective 70-80

MATH205 Numerical Analysis Elective 70-80

MATH207 Vector Calculus Elective 70-80

ME208 Dynamics and Vibrations Elective 70-80

NS204 Comparative Biology Elective 70-80

NS205 Dynamics of the Cell Elective 70-80

NS207 Organic Chemistry Elective 70-80

ENS221 Introduction to Mechanical Engineering Elective 70-80

37

Table 16: Correspondence between SP Educational Objectives and Required Courses

Genetics and Bioengineering Educational Objectives

-: No contribution




To

giv

e su

ccessful

edu

cation

ab

out

eng

ineerin

g

and

basic scien

ces

To

g

ive

gen

etics an

d b

ioen

gin

eering

k

no

wled

ge

and

exp

erience.

To

con

du

ct basic an

d ex

perim

ental research

es and

to

app

ly en

gin

eering

and

ph

ysical scien

ces to m

edical an

d

bio

log

ical pro

blem

s.

To

prep

are a bio

log

ical back

gro

un

d fo

r the stu

den

ts so

that

they

can

learn

h

ow

to

ap

ply

en

gin

eering

techn

olo

gies to

livin

g sy

stems in

a safe way

.

To

teach th

em h

ow

to so

lve scien

tific pro

blem

s and

team fo

rmin

g ab

ilities that are n

ecessary fo

r gen

etics

and

bio

eng

ineerin

g career

To

d

evelo

p

effective

com

municatio

n

abilities

and

join

ing in

to in

terdiscip

linary

teams.

To

giv

e edu

cation

to th

e stud

ents in

a bro

ad sp

ectrum

and

their p

reparatio

n fo

r career in a w

ide ran

ge.

Required Courses

ENS 213 Programing for Engineers 3 1 3 3 2 1 2

ENS 202 Thermodynamics 2 2 3 3 1 - 2

MATH 203 Introduction to probability & statistics 1 - 2 3 2 - 1

ENS 210 Computational Biology - 3 - 3 1 2 2

NS 205 Dynamics of the Cell 3 3 - 2 2 1 2

NS 207 Organic Chemistry 3 1 1 - 2 - 1

NS101 Biology 3 3 2 3 2 1 2

NS102 Physics 3 - 3 - - - 3

NS104 General Chemistry 3 - 1 1 - 1 1

MATH102 Calculus II 3 - - - 1 - 1

NS209 Genetics I 3 3 3 3 3 - 3

BIO303 Genetics II 1 3 3 3 3 - 3

BIO301 Molecular Biology I 1 3 3 3 3 2 3

BIO302 Molecular Biology II 1 3 3 3 3 2 3

BIO415 Genetic Engineering 1 3 3 3 3 2 3

BIO304 Structural Biology 1 3 1 2 - 1 2

ENS202vBiochemistry I 1 3 1 2 - 1 2

BIO305 Biochemistry II 1 3 1 2 - 1 2

BIO306 Microbiology 2 3 3 3 1 - 2

BIO310 Bioinformatics 1 2 3 3 2 - 2

BIO312 Techniques in Molecular Biology 1 3 3 3 3 1 2

BIO407 Protein Engineering 2 3 3 3 2 1 2

38

Table 17: Correspondence between SP Educational Objectives and University Courses


University Courses

-: No contribution




EN

G1

1 F

reshm

an E

ng

lish I

MA

N1

11 C

om

mu

nicatio

n an

d

Rep

ortin

g

MA

TH

101

Calcu

lus I

EC

ON

10

1 E

cono

mics

HU

M1

01 S

cience an

d T

echno

logy

SP

S10

3 L

aw an

d E

thics

TU

RK

11

1/B

OS

11

1 S

po

ken

Tu

rkish

/Bo

snian

I

TU

RK

11

2/B

OS

11

Sp

ok

en

Tu

rkish

/Bo

snian

II


Identify, formulate and solve biological problems by using appropriate

theoretical and experimental skills

- - 1 - - - - -

Apply and use computer software and databases website in order to

solve problems related to the protein engineering and bioinformatics

- - - - - - - -

Identify, classify and describe the performance of systems and

components through the use of analytical methods and modelling

techniques

- - 3 - - - - -

Identify constrains of engineering solutions including environmental,

social and sustainability limitations, health and safety and risk

assessment issues;

- - 1 1 - 1 - -

Apply management techniques which may be used to achieve

engineering objectives within that context;

- - 1 3 - - - -

Use gained experience in designing and running experiments and to


- - 1 - - - - -

Apply knowledge and understanding to acquire practical skills for

problem solving, for research tasks and the design of protocols and

procedures;

- - - - - - - -

Understand an awareness of and commitment to the role of engineers in

society and the professional and ethical responsibilities of engineers

- - 1 - - 3 - -

Find and use relevant technical literature and other sources of


3 3 - - 1 - - -

Work effectively on technical tasks individually or in a team, and


- - - - - - - -

Analyze and communicate effectively in written and oral English

language, document and deliver professional work in their field of

interest and in correlated fields using modern technical and visual

means

3 3 - - - - - -

Develop an area for creativity excellence through interactivity and


2 3 - - - - - -

Recognize a need to engage in a life-long learning. 1 - - 1 1 1 1 1

39

Table 18: Correspondence between SP LO and Required Courses


Required Courses

-: No contribution




EN

S 2

13

Pro

gram

ing

for E

ngin

eers

EN

S 2

02

Th

ermo

dy

nam

ics

MA

TH

203

Intro

du

ction to

pro

bab

ility an

d statistics

EN

S 2

10

Co

mp

utatio

nal B

iolo

gy

NS

205

Dyn

amics o

f the C

ell

NS

207

Org

anic C

hem

istry

NS

101

Bio

log

y

NS

102

Ph

ysics




3 2 3 3 3 1 3 3



3 2 3 3 1 - 2 2



techniques

3 3 3 3 3 2 2 2



assessment issues;

- 1 2 1 3 2 2 1



3 2 3 3 1 2 2 2



3 2 3 2 1 2 3 2



procedures;

3 2 3 2 1 2 3 2



- - - - - - 1 -



3 1 1 1 1 2 2 2



2 1 1 2 1 2 2 2




means

2 2 3 3 2 1 3 2



- - - 2 1 - 3 -

Recognize a need to engage in a life-long learning. 1 1 1 2 1 2 2 1

40


Required Courses

-: No contribution




NS

104

Gen

eral Ch

emistry

MA

TH

102

Calcu

lus II

NS

209

Gen

etics I

BIO

30

3 G

enetics II

BIO

30

1 M

olecu

lar Bio

logy

I

BIO

30

2 M

olecu

lar Bio

logy

II

BIO

41

5 G

enetic E

ng

ineerin

g

BIO

30

4 S

tructu

ral Bio

log

y




3 2 3 3 3 3 3 1



- - 1 2 3 3 3 1



techniques

2 1 3 3 3 3 3 3



assessment issues;

1 1 3 3 3 3 3 3



1 - 2 3 3 3 3 1



3 1 3 3 3 3 3 2



procedures;

3 2 3 3 3 3 3 2



2 - 2 3 3 3 3 1



3 3 3 3 3 3 3 3



3 1 3 3 3 3 3 2




means

3 1 3 3 3 3 3 2



2 - 2 3 3 3 3 1


41


Required Courses

-: No contribution




EN

S2

02

Bio

chem

istry I

BIO

30

5 B

ioch

emistry

II

BIO

30

6 M

icrob

iolo

gy

BIO

31

0 B

ioin

form

atics

BIO

31

2 T

echn

iqu

es in M

olecu

lar

Bio

log

y

BIO

40

7 P

rotein

En

gin

eering




3 3 3 3 3 3

Apply and use computer software and databases website in order to solve

problems related to the protein engineering and bioinformatics

1 2 1 3 3 3

Identify, classify and describe the performance of systems and components

through the use of analytical methods and modelling techniques

- - - 3 3 3

Identify constrains of engineering solutions including environmental, social

and sustainability limitations, health and safety and risk assessment issues;

- 3 3 2 2 3

Apply management techniques which may be used to achieve engineering


1 1 2 3 3 3

Use gained experience in designing and running experiments and to analyses

obtained results;

1 2 3 3 3 3

Apply knowledge and understanding to acquire practical skills for problem

solving, for research tasks and the design of protocols and procedures;

2 3 3 3 3 3



- 2 3 1 2 3

Find and use relevant technical literature and other sources of information

relating given problems;

1 2 3 3 3 3



1 1 3 3 3 3

Analyze and communicate effectively in written and oral English language,

document and deliver professional work in their field of interest and in

correlated fields using modern technical and visual means

1 1 3 3 3 3

Develop an area for creativity excellence through interactivity and participate

in scientific events;

- 1 3 3 2 3

Recognize a need to engage in a life-long learning. 2 2 3 3 3 3

42

Table 19: Correspondence between SP LO and Elective Courses

Genetics and Bioengineering Elective Courses

-: No contribution




BIO

30

7 B

ioen

gin

eering

Prin

ciples

BIO

30

8 P

lant S

tructu

re and

Ph

ysio

log

y

BIO

31

3 C

hem

ical Eng

ineerin

g

BIO

31

5 C

ell & T

issue C

ultu

re Eng

ineerin

g

BIO

32

0 In

trodu

ction

to F

oren

sic Scien

ce

BIO

40

1 B

iotech

no

logy

BIO

40

2 M

olecu

lar Evo

lutio

n

BIO

40

3 P

lant P

atho

gen

esis




3 3 3 3 3 3 3 3



2 1 - 1 3 3 3 1



techniques

2 3 1 1 2 2 2 2



assessment issues;

2 3 1 1 2 3 1 2



3 3 2 3 3 3 3 3



3 3 2 3 3 3 3 3



procedures;

3 3 1 3 3 3 3 3



3 3 1 3 3 3 3 3



1 3 1 3 3 3 3 3



1 3 2 3 3 3 3 3




means

2 3 1 3 3 3 3 3



1 3 1 3 3 3 3 3


43


Elective Courses

-: No contribution




BIO

40

4 A

gricu

lture B

iotech

no

log

y

BIO

40

6 B

iom

echan

ics

BIO

40

8 M

od

elling

& S

imu

lation

of

Bio

mo

lecules

BIO

40

9 Im

mu

nolo

gy

BIO

41

0 E

colo

gy

& E

nv

iron

men

tal En

gin

eering

BIO

41

1 M

amm

alian P

hy

siolo

gy

BIO

41

2 S

pecial T

op

ics in B

ioen

gin

eering

BIO

41

4 P

harm

aceutical B

iotech

no

log

y




3 2 3 3 3 3 3 3

Apply and use computer software and databases website in order to solve

problems related to the protein engineering and bioinformatics

2 2 3 2 2 2 3 3

Identify, classify and describe the performance of systems and components

through the use of analytical methods and modelling techniques

3 3 3 3 3 2 3 3

Identify constrains of engineering solutions including environmental, social

and sustainability limitations, health and safety and risk assessment issues;

3 1 3 2 3 2 3 3

Apply management techniques which may be used to achieve engineering


3 2 3 2 3 2 3 3

Use gained experience in designing and running experiments and to analyses

obtained results;

3 3 3 3 3 3 3 3

Apply knowledge and understanding to acquire practical skills for problem

solving, for research tasks and the design of protocols and procedures;

3 2 3 3 3 3 3 3



3 1 2 3 3 3 3 3

Find and use relevant technical literature and other sources of information

relating given problems;

3 3 3 3 3 3 3 3



3 1 3 3 3 3 3 3

Analyze and communicate effectively in written and oral English language,

document and deliver professional work in their field of interest and in

correlated fields using modern technical and visual means

3 1 3 3 3 3 3 3

Develop an area for creativity excellence through interactivity and participate

in scientific events;

3 1 3 3 3 3 3 3


44

Genetics and Bioengineering Elective Courses

-: No contribution




BIO

41

6 P

op

ulatio

n G

enetics

BIO

41

7 M

olecu

lar Diag

no

stics

BIO

41

8 V

irolo

gy

BIO

42

0 B

iop

hy

sics

BIO

42

2 M

echan

isms o

f Sig

nal T

ransd

uctio

n

EN

S2

10

Co

mp

utatio

nal B

iolo

gy

NS

203

Ph

ysical C

hem

istry

NS

211

An

alytical C

hem

istry


Identify, formulate and solve biological problems by using

appropriate theoretical and experimental skills

3 3 3 3 3 3 3 3



2 3 1 3 2 3 1 1



techniques

3 3 3 3 3 3 3 1



assessment issues;

1 3 3 2 1 3 1 1



3 3 3 3 3 3 2 2



3 3 3 3 3 3 2 1



procedures;

3 3 3 1 3 3 3 3

Understand an awareness of and commitment to the role of engineers

in society and the professional and ethical responsibilities of

engineers

2 3 3 2 3 3 1 1



3 3 3 3 3 3 1 1



3 3 3 2 3 3 2 3




means

3 3 3 3 3 3 3 3



3 3 3 3 3 3 - -


45

Courses in the first and second years of Genetics and Bioengineering Programme are mainly

cornerstone; university and faculty courses. The third and fourth year courses are mainly

capstone and programme-specific courses. Therefore, of curriculum design starts from more

general and comprehensive subjects toward more programme and field specific subjects. The

contribution of each unit course to programme learning outcomes is depicted in terms of

degree of contribution. With the experience of three years, the curriculum of Genetics and

Bioengineering programme is evolved gradually to its own direction. Educational objectives

of Genetics and Bioengineering programme are met by unit of required courses satisfactorily

as shown in the Table 16.

LOs of Genetics and Bioengineering programme are met by unit courses satisfactorily as

shown in the tables 17, 18 and 19 respectively. Only freshman year university courses have

relatively weak relationships with LOs. However, these courses are mainly related to generic

competences.

46

Second Cycle

The Genetics and Bioengineering (GBE) II cycle program at International University of

Sarajevo is unique in its vision in Bosnia and Herzegovina, which combines advanced

Genetics science and engineering practices, aimed to provide unparalleled assets to the

students. The curriculum includes the education in Genetics and Engineering, along with a

selection of courses that aim mainly to orient the students towards PhD study in various

fields of Biological Sciences (table 20).

Table 20: 2nd cycle of GBE Programme Curriculum.


Course

group ECTS Course name

Course

code

Course

type ECTS

Pre-

requisite

Elective

courses

Advanced Molecular Biology BIO 501

elective 6

36

Advanced Protein Engineering BIO 507 elective 6

Advanced Genetic Engineering BIO 508 elective 6

Scientific Research Methods BIO 509 elective 6

Bioprocess engineering BIO 510 elective 6

Biomaterials BIO 511 elective 6

Biostatistics BIO 512 elective 6

Advanced Cell Biology BIO 513 elective 6

O-mics technology BIO 514

elective

6

Bio-Imaging systems BIO 515 elective 6

Advanced Bio-Chemical

engineering

BIO 516

elective

6

Biosensors instrumentation and

technology

BIO 517

elective 6

Required 24 Master Thesis BIO590 required 24

Total 60

Graduate Studies: summary of conditions for successful completion of studies

Category ECTS Note

Courses 36 Level 500 or higher-level courses (not more than two courses of level 400 can be

accepted).

During the first week, it is mandatory that new graduate students take the Laboratory

Safety Training (non-credit) prior to starting working in the laboratory.

New graduate students need to complete the following safety trainings:

1. General safety and Emergency

2. Chemical Safety for Laboratories and

3. Bio safety.

Master degree

project with

thesis

24

Total 60

47

Table 21: Correspondence between SP Learning Outcomes and Elective Courses (Second Cycle)


Elective Courses

-: No contribution




Ad

van

ced M

olecu

lar Bio

log

y

Ad

van

ced P

rotein

Eng

ineerin

g

Ad

van

ced G

enetic E

ngin

eering

Bio

statistics

Ad

van

ced C

ell Bio

logy

O-m

ics techn

olo

gy

Bio

-Imag

ing

system

s

Ad

van

ced B

io-C

hem

ical engin

eering

Bio

senso

rs instru

men

tation

and

techn

olo

gy

Bio

pro

cess En

gin

eering

Bio

materials

Master T

hesis


Possess in-depth knowledge and skills in

specific discipline with global perspective.

3 3 3 3 3 3 3 3 3 3 3 3

Apply knowledge through intellectual inquiry

and to develop critical solutions in new

situations.

3 3 3 3 3 3 3 3 3 3 3 3

Manipulate, analyses, and evaluates existing

knowledge in order to synthesize scientific

findings.

3 3 3 2 3 3 3 2 2 3 3 3

Disseminate ideas to the wider community in a

confident, effective and coherent manner

2 2 2 1 2 1 1 2 1 2 2 3

Describe and critically evaluate current aspects

of biosciences in order to solve related

problems.

3 3 3 3 3 3 3 3 3 3 3 3

Create and sustain cooperative networking

efficiently

1 1 1 1 1 1 1 1 1 1 1 3


dedication.

2 2 2 1 2 2 2 2 2 2 2 3

Possess strong enthusiasm and commitment to

continuously acquire and disseminate new

knowledge and skills.

3 3 3 2 3 3 2 2 2 3 2 3

48

Table 22: Correspondence between SP Educational Objectives and Courses (Second Cycle)

SP NAME

Required Courses

-: No contribution




Ad

van

ced M

olecu

lar Bio

log

y

Ad

van

ced P

rotein

Eng

ineerin

g

Ad

van

ced G

enetic E

ngin

eering

Bio

statistics

Ad

van

ced C

ell Bio

logy

O-m

ics techn

olo

gy

Bio

-Imag

ing

system

s

Ad

van

ced B

io-C

hem

ical engin

eering

Bio

senso

rs instru

men

tation

and

techn

olo

gy

Bio

pro

cess eng

ineerin

g

Bio

materials

Master th

esis

SP Educational Objectives Relationship Level

To demonstrate independent scientific thinking. 3 3 3 3 3 2 2 3 2 3 2 3

To demonstrate an in-depth mastery of advanced concepts in Biological

Sciences. 3 3 3 3 3 2 3 3 3 3 2 3

To provide students with the specific skills that are required for a rapid

integration into the job market, as well as promote their skills to pursue

a further academic qualification.

2 2 2 3 2 3 3 2 3 3 3 3

To contribute to and execute an original research project. 1 1 1 1 1 1 1 1 1 1 1 3

The contribution of each unit course of 2nd

cycle to programme learning outcomes is depicted in

terms of degree of contribution. With the experience of five years, the 2nd

cycle curriculum of

Genetics and Bioengineering programme has built up to meet the learning outcomes and

educational objectives in the most effective way. LOs of Genetics and Bioengineering programme

are met by unit courses satisfactorily as shown in the Table 21. Educational objectives of Genetics

and Bioengineering programme are met by unit of courses satisfactorily as shown in the Table 22.

49

1.5 EUROPEAN CREDIT TRANSFER SYSTEM

Standard 1.5 - The application of ECTS is appropriate and plausible. It meets the

recommendations of the European Commission.

As an accredited university which is conducting its activities in Sarajevo Canton,

International University Sarajevo is bound to be in compliance with the following legal acts

pertaining to the use of ECTS model:

1. Framework Law on Higher Education in Bosnia And Herzegovina

2. Law on Higher Education adopted for the Sarajevo Canton

These laws set higher education model in Bosnia and Herzegovina in three cycles:

- First cycle leading to the academic title of completed undergraduate studies [the

degree of Bachelor] or equivalent, obtained after no less than three years and no more

than four years of full time study upon acquiring a secondary school leaving

certificate, valued as no less than 180 or 240 ECTS credit points;

- Second cycle leading to the academic title of Master or equivalent, obtained after the

completion of undergraduate studies, of duration of one or two years, and valued as

60 to 120 ECTS credit points, in such a way that the total with the first cycle

represents 300 ECTS points;

And

- Third cycle leading to the academic degree of doctor or equivalent, of duration of

three years and valued as 180 ECTS credit points.

One semester of full-time study carries 30 ECTS credit points in each cycle.

Law on Higher Education defines ECTS system as “European system of transferring the

study points (credits). The study points – credits – are used to define a measure of a student

workload and requirements of each course, and are determined on the basis of optimal

student workload necessary for achieving competencies in each particular course” (Article

7). The Law further defines one ECTS study credit as 25 hours of the total student workload

in all aspects of his/her work on a particular subject (Article 49). Article 31 of the Law

stipulates the right of a university to establish the manner of implementing European Credit

Transfer System principles in its statute.

Implementation of ECTS system at IUS is regulated in Article 121 of our Statute in the

following manner:

(1) Study programmes apply the European Credit Transfer System (ECTS), i.e. the European

system of transfer of study credits, for each course in a study programme.

(2) The number of ECTS credits for each course is based upon the total student workload for

which the student is engaged in the particular course, as follows:

50

a) attending learning activities (theoretical and/or practical teaching activities,

tutorials, seminar projects);

b) independent work (homework, projects, research);

c) preparing for assessments (tests, final examination); and

d) other activities in the particular subject.

In addition to establishing credit value of its courses and study programmes, IUS is using

ECTS for the following purposes:

1. Evaluation of courses passed at other higher education institution for students who

are transferring to IUS

2. Evaluation of foreign qualifications and their recognition for the purpose of

continuing education or for getting employment in Bosnia and Herzegovina,

3. Preparing learning agreement for exchange students.

In accordance to abovementioned regulations first cycle of study programme Genetics and

Bioengineering lasts eight semesters, with 30 ECTS each, which in total adds to 240 ECTS

needed for the completion of the programme. Most of the courses require 150-hour

workload consisting of various activities for the student to successfully finish the course.

Required activities and methods of evaluation of students work and achieved learning

outcomes are described in syllabus for each course. Students receive syllabus of each course

which they register at the beginning of the semester. All syllabi can also be found on IUS

web site.

For students who are transferring to the study programme Genetics and Bioengineering from

the other higher education institution courses which they passed at other institution can be

recognized and ECTS credits can be accepted towards Bachelor of Science at IUS. Process

of recognition of those courses in conducted in accordance to the Book of Rules on

Recognition of Passed Examinations and their Equivalence at International University of

Sarajevo. This by law stipulates that recognition of courses and ECTS credits is granted

following the assessment which needs to establishes that the level and type of knowledge,

skills and competences, or learning outcomes achieved in the previously passed courses have

no significant differences from the level and type of knowledge, skills and competences

which are achieved in the subjects for which the recognition was applied for.

Process of evaluation of foreign qualifications and their recognition for the purpose of

continuing education or for obtaining employment in Bosnia and Herzegovina is performed

in accordance to the Role Book on Recognition of Foreign Qualification. In order for a

51

higher education institution to have the legal power to perform recognition of foreign

qualification and to enable usage of that qualification in Bosnia and Herzegovina, bylaw

based on which recognition is carried out has to be approved by the Ministry. Ministry

approved IUS Role Book on Recognition of Foreign Qualification on 19.09.2014 and since

that day IUS is performing recognition of foreign qualification.

Other important documents used in the process of recognition of foreign qualification are

Recommendations on the Use of Qualifications Frameworks in the Procedure for the

Recognition of Foreign Higher Education Qualifications in Bosnia and Herzegovina and

Recommendations on Evaluation Criteria for the Recognition of Foreign Higher Education

Qualifications issued by Centre for Information and Recognition of Qualifications in Higher

Education, Lisbon Recognition Convention, and ECTS Guide.

1.6 STUDY PROGRAMME VS. QUALIFICATION OBJECTIVES

Standard 1.6 - The study programme is structured consistently with regard to formulated

qualification objectives.

The structure of the Genetics and Bioengineering Programme and its consistency towards

qualification objectives is covered in the previous chapter.

52

1.7 STUDENTS’ WORKLOAD

Standard 1.7 - The students’ workload required for the study programme is devised in a

way so as to allow them to reach the aspired qualification objectives in the study period

specified.

Teaching and Assessment Methods

Teaching methods applied at the University vary significantly depending on the faculty and

discipline. In general, the courses of GBE programme have a tendency towards larger

structure and more formal lessons than subjects of humanities and social sciences. An

important component of studying at the IUS is independent learning, and special attention is

given to individual office hours with students. Academic staff combine many teaching

approaches to achieve specified learning goals and to motivate students to study.

Implementation of teaching can take several forms, but it usually involves a combination of

the following:

- During lectures, printed materials, slides or presentations on a computer are commonly

used, but the main focus is on listening to lecturers, class discussion and scientific paper

analysis.

- Assistants usually deliver lessons (tutorials) under supervision of course holder professor,

in small groups where individual attention is given to students. Tutorials usually complement

lectures, but are more topic-specific. For example, they may include activities such as

solving problems or having discussions on particular topics broadly discussed during

lectures.

- Most subjects involve some form of practical work, such as weekly sessions in the

laboratory where students acquire technical and research skills.

- Internships (min 30 working days) have been designed in a way that offers students

opportunities to experience on-the-job training and make well-informed decisions about their

future careers.

Apart from attending lectures and practical classes, students spend a great part of their week

days in independent learning that includes reading relevant materials, research, studying in

the reading room, doing homework, writing term papers and reports, group or individual

projects and presentations.

The similar teaching methods are used in 2nd cycle courses of GBE programme. However,

the focus is more on class discussions, interaction and practical work.

53

The standard for student workload and ECTS credit is defined in Law and equals 25 hours of

student engagement. The formula is consistently applied which can be evident from course

syllabus forms, where courses that are valued e.g. 6 ECTS assume that an average student

will spend 150 hours of work, including lecture/tutorial attendance, practical work,

individual learning and/or other forms of workload. In this way, it is estimated that the total

work time of an average student will allow her to fully obtain the expected knowledge, skills

and competences in that course, subsequently assigning the ECTS credits after the successful

examination. Student workload in a course in a semester is equally distributed throughout 15

weeks and is evident from the syllabus design and schedule.

The same policy is applied to the 2nd cycle which lasts one year and is equal to 60 ECTS

that should be obtained in two semesters. In this way, the national requirement for awarding

2nd cycle degree and the title is satisfied.

IUS applies general policy where each course is valued 6 ECTS credits, with very few

exceptions. This approach is used with an aim to allow well established courses that will

cover substantial breadth and depth in any given area, thus enabling better and easier

studying and learning to our students. Lecturers collect feedback directly from students

and have the possibility to update the course syllabus each semester. Special attention is

given to factors hindering the learning process and these are additionally checked through

student surveys. Factors that promote learning are manifold, and those pertaining to SP

staff and/or resources are regularly monitored, evaluated and improved.

From all above mentioned, it is obvious that the qualification objectives of GBE programme

will be achieved upon completion of 240 ECTS. Class discussions and scientific paper

analysis will enable students to think analytically about scientific problems and develop their

abilities as a team member.

Through the choice of two host institutions/sectors for carrying out the Internship, students

develop their communication skills and learn how to join interdisciplinary teams. In

addition, the workload of GBE programme courses is fixed (6 ECTS per course) and

equivalents to 150 hours of work including: lecture presentation, relevant materials, research,

studying in the reading room, doing homework, writing term papers and reports, group or

individual projects and presentations. This workload enables students to enrich their

knowledge and to broaden the spectrum of their education. Consequently, this leads to

achievement of the main aims of our undergraduate studies. In 2nd cycle, same teaching

54

methods with more attention to research is dedicated which provide students with the

specific skills that are required for a rapid integration into the job market, as well as promote

their skills to pursue a further academic qualification. In harmony with 2nd cycle objectives,

the workload of Master courses equips students with in-depth mastery of advanced concepts

in Biological Sciences. Moreover, Master thesis course (24 ECTS) is a great chance to

execute an original research project independently.

In brief, GBE teaching methods and the mentioned workload for both, 1st and 2nd cycle are

enhancing in efficient way to achieve the qualification objectives of the programme.

Since its establishment, IUS gives special importance of academic advising of students in

their studies. Within the study programme, the deans assign to each student so called

academic advisors, who have obligation to continuously monitor and evaluate student's

progress. The task of academic advisors is also; based on the expressed wishes of the student

for education in the selected area, to advice on the choice of "a coherent set of courses"

taking into account the personal preferences of student and the educational requirements of

the study programme.

Student advisor has important role in guiding the student through the course selection

procedure. We assign staff members as advisors (one for first and second year, one for

third and fourth year) in order to help students choosing the right courses which will

correspond to the courses had been finished

In order to avoid any mistakes, the programme coordinator takes the role of the advisor for

the Second cycle students.

The role of student advisor cannot be overestimated since they help student make

informed choices in the beginning of every semester.

55

1.8 EXAMINATION METHODS

Standard 1.8 - The examination methods are suitable to assess whether the defined learning

outcomes have been achieved.

Student assessment at the university is regulated by the Study Rules for the First and Second

Study Cycle at IUS. It defines the process of student assessment as well as an appeal process.

Students are awarded ECTS credits upon successful completion of each course. Assessment

is a continuous process and it includes, but is not limited to, written exams, oral exams,

practical work, seminar papers, tests and projects. Assessment methods for each course are

announced at the beginning of the semester where the evaluation and the weight of each

method is clarified for students in the course syllabus. The grading scale for each course is in

accordance to the law, and is given in Table 23.

Table 23: Grading scale table.

Together with the table above, unofficial scale is to help our students when they apply to

other universities that use European or American grading systems (see Table 24).

Letter

grade by

B&H Law

on Higher

Educatio

n

Numeri

cal

grades

Points

assigned to

grades by Law

on Higher

Education

Description

A 10 95-100 exceptional achievement, without errors, or with

minimal errors

B 9 85-94 above average achievement, with a few errors

C 8 75-84 average achievement, with noticeable errors

D 7 65-74 generally good achievement, with significant

imperfections

E 6 55-64 meets minimal criteria for achievement

F, FX 5 Less than 55 Does not meet minimal criteria

56

Table 24: Conversion table scale.

Current

Aggregated

Marks Interval

Current

IUS

Letter

Grade

New

Interval

New

Letter

Grade (*)

IUS GRADE

COEFFICIENT

ECTS

0 - 54

F 0 - 44 F 0.0

F

45 - 54 E 1.0

55 - 64 D 55 - 64 C 2.0 E

65 - 69 D+ 65 - 69 C+ 2.3

D

70 - 74 C- 70 -74 B- 2.7

75 - 77 C

75 - 80

B

3.0

C 78 - 80 C+

81 - 84 B- 81 - 84 B+ 3.3

85 - 87 B

85 - 94

A-

3.7

B 88 - 90 B+

91 - 94 A-

95 - 100 A 95 - 100 A 4.0 A

This new letter grading system will be in effect starting spring 2018.

In the new system E is still a failing grade, but the student can take the following course in

case of a pre-requisite.

IUS criteria, regulations and procedures for student assessment are clear, published and

constantly applied according to the University Book of rules. Moreover, our students stay

informed about examination schedule through the University portal9 and Academic

calendar10

. Examinations are organized in such a way that they remain feasible for students.

They have one midterm exam and one final exam per course and are able to attend two

makeup exam dates (see Tables 25 and 26). Examination Regulations can be found under the

ANNEX 3.

First cycle

9 International University of Sarajevo. (2016). Retrieved from http://www.ius.edu.ba/. 10

International University of Sarajevo. Academic Calendar. (2016). Retrieved from http://www.ius.edu.ba/academic-calendar-2015-2016.

http://www.ius.edu.ba/



http://www.ius.edu.ba/academic-calendar-2015-2016

57

Table 25: Examination methods according to learning outcomes

Type of Learning Objective Examples of Types of Assessment How to Measure

Remember Students will be able to:

Identify, formulate and solve biological problems by using appropriate theoretical and experimental

skills.

Recognize a need to engage in a life-long learning.

Objective Test items that require students to recall or

recognize information:

o True/False items.

o Multiple Choice

items with question

stems such as, “what is a…”, or “which of

the following is the

definition of)

o Essay questions.

o Connecting items

with definitions.

o Labelling diagrams.

Accuracy – only correct

answers.

Understand Students will be able to:

Understand an awareness of and commitment to the role of engineers in society and the professional and

ethical responsibilities of engineers.

Identify, formulate and solve biological problems by

using appropriate theoretical and experimental skills.

Identify, classify and describe the performance of systems and components through the use of

analytical methods and modelling techniques.

Papers, written exam questions,

problems, class discussions, presentations, homework assignments

that require (oral or written):

Summarizing readings.

Comparing and/or contrasting two or more theories, processes,

etc.

Classifying or categorizing

elements using established criteria.

Paraphrasing documents.

Finding or identifying examples or illustrations of a principle.

Scoring or performance

rubrics that identify critical

components of the work and discriminates between

differing levels of

proficiency in addressing the components.

Apply

Students will be able to:

Apply and use computer software and databases website in order to solve problems related to the

protein engineering and bioinformatics.

Apply management techniques which may be used to achieve engineering objectives within that context.

Apply knowledge and understanding to acquire practical skills for problem solving, for research tasks

and the design of protocols and procedures.

Activities that require students to use

procedures to solve or complete familiar or unfamiliar tasks; may also

require students to determine which

procedure(s) are most appropriate for a given task. Activities include: Problem sets, performances, lab

reports, Simulations.

Accuracy scores, Check

lists, Rubrics.

Analyze Students will be able to:

Analyze and communicate effectively in written and oral English language, document and deliver

professional work in their field of interest and in

correlated fields using technical and visual means.

Activities requiring students to select

relevant from irrelevant parts, determine how elements function

together, or determine bias, values or

underlying intent in presented materials. These can include:

Critiques, Labs, Papers, and Projects.

Rubrics, scored by instructor, juries,

employers, internship

supervisor, etc.

Evaluate Students will be able to:

Analyze and communicate effectively in written and oral English language, document and deliver

professional work in their field of interest and in correlated fields using modern technical and visual

means.

Identify constrains of engineering solutions including environmental, social and sustainability limitations,

health and safety and risk assessment issues.

Find and use relevant technical literature and other sources of information relating given problems.

A range of activities that require

students to test, monitor, judge or

critique readings, performances, or products against established criteria or

standards. These activities might include: Journals, Critiques, Problem Sets,

Product Reviews, and Case Studies.

Rubrics, scored by

instructor, juries,

employers, internship supervisor, etc.

Create Students will be able to:

Develop an area for creativity excellence through interactivity and participate in scientific events.

Work effectively on technical tasks individually or in

a team, and coordinating the team if necessary.

Research projects, performances,

essays, prototyping, set designs,

presentations.

Rubrics, scored by

instructor, juries, internship supervisor, etc.

Second cycle

http://www.cmu.edu/teaching/assessment/howto/assesslearning/rubrics.html


58

Table 26: Examination methods according to learning outcomes of 2nd cycle studies

Type of Learning Objective Examples of Types of Assessment How to Measure

Remember Students will be able to:

Describe and critically evaluate current aspects of biosciences in

order to solve related problems.

Objective Test items that require students to recall or recognize information:

o Essay questions.

Accuracy – only correct answers and

items.

Understand Students will be able to:

Possess in-depth knowledge and skills in specific discipline with

global perspective.

Papers, written exam questions, problems, class discussions, presentations, homework assignments that

require (oral or written):

Summarizing readings.

Comparing and/or contrasting two or more theories, processes, etc.

Classifying or categorizing elements using established criteria.

Paraphrasing documents.

Finding or identifying examples or illustrations of a concept, principle.

Scoring or performance rubrics that identify critical components of the

work and discriminates between

differing levels of proficiency in addressing the components.

Apply Students will be able to:

Apply knowledge through intellectual inquiry and to

develop critical solutions in new situations.

Apply knowledge through intellectual inquiry and to

develop critical solutions in new

situations.

Perform tasks given ethically and with dedication.

Activities that require students to use procedures to

solve or complete familiar or unfamiliar tasks; may also require students to determine which procedure(s) are

most appropriate for a given task. Activities include: Problem sets, performances, lab, Simulations, databases.

Accuracy scores, Check lists,

Rubrics.

Analyze Students will be able to:

Manipulate, analyzes, and evaluates existing knowledge in

order to synthesize scientific

findings.

Activities that require students to discriminate or select relevant from irrelevant parts, determine how elements

function together, or determine bias, values or

underlying intent in presented materials. These might include: Critiques, Labs, Papers, and Projects.


employers, internship supervisor,

etc.

Evaluate Students will be able to:

Manipulate, analyzes, and evaluates existing knowledge in order to synthesize scientific

findings.

Describe and critically evaluate

current aspects of biosciences in

order to solve related problems.

A range of activities that require students to test, monitor, judge or critique readings, performances, or

products against established criteria or standards.

These activities might include: Journals, Critiques, Problem Sets, Product Reviews,

and Case Studies.


employers, internship supervisor,

etc.

Create Students will be able to:


networking efficiently


commitment to continuously acquire and disseminate new

knowledge and skills.

Research projects, performances, essays, prototyping, set designs, presentations.


internship supervisor, etc.

1.9 DIPLOMA SUPPLEMENT


59

Standard 1.9 - Issuance of a diploma supplement is guaranteed.

Issuance of diploma supplement is guaranteed to each student. It is always issued together

with the diploma. Package includes:

1. Diploma; (See ANNEX 6: Diploma)

2. Diploma supplement (Bosnian and English version available);

(See ANNEX 7: Diploma supplement)

3. Transcript of grades (Bosnian and English version available).

Diploma supplement is designed and prepared according to the instructions provided by the

Ministry of Education, Science and Youth of Sarajevo Canton (www.mon.ks.gov.ba).

1.10 ADMISSION REQUIREMENTS FOR THE STUDY PROGRAMME

http://www.mon.ks.gov.ba/

60

Standard 1.10 - Admission requirements for the study programme are clearly defined, meet

the statutory requirements and contribute to achieving the educational goals of the study

programme.

Recognition rules for external achievements pursuant to the Lisbon Recognition Convention

(Applicable to states that have ratified the Lisbon Recognition Convention and where it has

come into force) and achievements outside of higher education institutions have been

defined.

1.10.1 ADMISSION TO FIRST STUDY CYCLE

To enroll into the 1st cycle of studies, a candidate has to have completed four years of

secondary education which he/she proves with valid high school diploma. As teaching at the

University is carried out in the English as a compulsory language, in order to be enrolled into

the first year, candidates must possess advanced knowledge of the English language. To

prove capability in English the students can provide international certificates of English

language proficiency, such are TOEFL, or IELTS, or equivalent certificate, in accordance

with the criteria established by University regulations. If a candidate does not possess any

certificate which would waive the requirement for taking English Language Proficiency

exam (Proficiency exam), candidates are required to pass Proficiency Exam organized by

English Language School (ELS) at the University.

Candidates who meet all requirements for admission, but who do not pass this test, are

required to meet all conditions for the English language proficiency stipulated by ELS Book

of Rules11

, in order to acquire necessary language skills and become able to follow the

classes.

11

“The Student is deemed to be proficient in English language if he/she: Submits the valid scores in the following international exams: IBT Internet-Based TOEFL (minimum 70), (in Turkey, taken only from University-run test centers*) IELTS Academic (minimum 6.0) (in Turkey, taken only from British Council test centers*) Upon receipt of the "ORIGINAL" score sheet from TOEFL/IELTS, student will submit the score sheet "IN PERSON" to the ELS Director for review and interview. Test-taker copy cannot be accepted as proof of language proficiency. The validity period for these scores is as stated on the Score Sheet. * TOEFL/IELTS Test scores obtained from any other test center (Private Language Courses or similar) will not be admissible as proof of language proficiency at the International University of Sarajevo. Students who hold FCE certificate with a minimum grade B2 are exempt from ELS Placement exam and can directly sit for ELS Proficiency exam. Submits a high school BA/MA diplomas from native English speaking countries;

61

The equivalence between IUS ELS English language proficiency and other international

English language proficiency tests is shown in Table 27.

Table 27: The equivalence between IUS ELS English language proficiency test and other international English

language proficiency tests.

THE METHODS STATED BELOW ARE HELD EQUAL AND EQUALLY VALID:

IUS PROFICIENCY –

MINIMUM 65 OVER

100

TOEFL* iBT-

MINIMUM 70 OVER

120 OR

TOEFL PAPER-BASED

MINIMUM 500

IELTS ACADEMIC

MODULE – MINIMUM

6 OVER 9

COMPLETING 60 ECTS

IN AN ENGLISH-

MEDIUM PROGRAM

NO LATER THAN 2

ACADEMIC YEARS

BEFORE APPLYING

TO IUS.

The General criteria for admission are determined in the public announcement published

before each academic year. Ranking of candidates can be made on the basis of the following

criteria:

• Success achieved in high school;

• Marks received in the interview organized for the candidates during application

process;

• Points earned on the Scholarship test (Aptitude and Math tests) organized by

University for those candidates who applied for scholarship, and other criteria

stipulated in the announcement.

Further short-listing can be done based on the performance achieved during applicants’

secondary education in the subjects relevant to the area of the undergraduate study.

Applicants from the Republic of Turkey, in addition to the previously mentioned admission

criteria, have to pass undergraduate studies entrance exam (LYS - Lisans Yerleştirme

SINAV) with the minimal score set by the appropriate government body in charge of higher

education in the Republic of Turkey, or they have to achieve at least 1000 points on the SAT

(Scholastic Aptitude Test / Scholastic Assessment Test).

Proof of having successfully acquired minimum 60 ECTS at an English medium university, obtained no longer than two (2) academic years before the date of application at IUS (supported by transcript and other relevant documents). The following high-school diploma holders from Bosnia and Herzegovina and other countries will be exempt from ELS Proficiency Exam. These are English medium programs and their diplomas are internationally recognized: AICE diploma : Cambridge Advanced International Certificate of Education IB diploma : International Baccalaureate Pass Proficiency Exam organized by IUS at the beginning of academic year.”

62

Students transferring from other higher education institutions are required to submit

application for admission (transfer) along with the official certificate on passed courses

(transcript) from previous higher education institution. The request is forwarded to the

relevant faculty committee. At the end of transferring process, faculty dean will decide on

application for transfer.

The persons who lose their student status in accordance with the general acts and The Study

Rules at the IUS can reclaim their status under the following conditions:

• The University has available infrastructure and human resources to accommodate

re-admitted students without any interruption of regular teaching process and

everyday operations of the University;

• The student follows the study program curriculum in current use at the time of re-

admission;

• The student has no arrears with the University.

Students who want to regain their student’s status are required to submit a request and

explanation to the competent University Authorities. The decision on regaining student's

status is made by the dean.

1.10.2. ADMISSION TO THE SECOND STUDY CYCLE

In addition to general legal conditions, the rights to enroll in the second cycle of study

program have candidates who have completed the first cycle of studies, respectively

candidates who have achieved 240 credits and candidates who have completed

undergraduate studies according to pre-Bologna system of education.

All the individuals who have completed the first cycle of studies and acquired the title of

Bachelor of Arts in International Relations or other related fields are eligible to apply for

admission to the second study cycle of International Relations Study Programme.

As teaching at the University is carried out in the English as a compulsory language, in order to

be enrolled into 2nd cycle, students are required to prove that they possess advanced

knowledge of the English language by possessing a certain internationally recognized

certification, or by successful passing of the proficiency test at the University (Proficiency

Exam), in accordance with the general rules of the University. In addition, taking a special

63

test or interview may be required for proving the scientific capabilities for continuation of

the second cycle of study.

Ranking of candidates for admission at the second cycle of study is conducted on the basis of

the following criteria:

• results achieved during the first cycle of study;

• candidate's score at the interview and test which is organized when applying for

study program;

• other criteria determined in the announcement.

When the number of candidates who have met the formal requirements for admission is

larger than anticipated number of candidates for admission, preference is given to candidates

who have achieved a higher overall grade point average in the previous cycle of study and

the score achieved at the interview.

Candidates who believe that the ranking procedure has not been conducted properly can

lodge an appeal to the relevant Faculty Dean office. The Dean may form a relevant

admission committee in order to write an official report explaining the criteria for a

particular rejection. Decision on the candidate’s appeal is delivered to the appellant and

published on IUS notice board as well12

.

Ranking of candidates for admission at the second cycle of study is conducted on the basis of

the following criteria:

• results achieved during the first cycle of study;

• candidate's score at the interview and test which is organized when applying for

study program;

• other criteria determined in the announcement.

When number of candidates who have met the formal requirements for admission is larger

than anticipated number of candidates for admission, preference is given to candidates who

have achieved a higher score according to acquired success in the previous cycle of study

and achieved score at the interview.

12

Statute of the International University of Sarajevo, Revised Version, IUS- SENAT 11- 2255/2013 (Article 78/7); Study Rules for the Second Study Cycle, No. IUS-SENAT-11-2488-2/2014.

64

The persons who lose their student status in accordance with the general acts and the Study

Rules at the IUS can reclaim their status under the following conditions:

• The University has available infrastructure and human resources to accommodate

re-admitted students without any interruption of regular teaching process and

everyday operations of the University;

• The student follows the study programme curriculum in current use at the time of

re-admission;

• The student has no debts with the University.

Students who want to regain their students’ status are required to submit a request and

explanation to the competent University Authorities. The decision on regaining student's

status is made by the dean.

1.10.3. RECOGNITION OF QUALIFICATIONS IN HIGHER EDUCATION IN

EUROPEAN REGION

Bosnia and Herzegovina signed the Convention of the Council of Europe/UNESCO on

Recognition of Qualifications in Higher Education in European Region – The Lisbon

Convention in 2003. The Convention entered into force in 2004. This way, Bosnia and

Herzegovina took a part in this important instrument for the Bologna Process which aims at

creating the "European higher education area" by making academic degree standards and

quality assurance standards more comparable and compatible throughout Europe.

In order to improve the implementation of the Convention in our country, the Centre for

Information and Recognition of Qualifications in Higher Education (hereinafter CIP/CIR),

was established by the Framework Law on Higher Education in Bosnia and Herzegovina, as

an independent administrative organization. According to the given Law, CIP/CIR is in

charge of: information and recognition in higher education, coordination and international

exchange of members of academia, students, and programs in higher education and

representing Bosnia and Herzegovina in international projects in higher education. Also,

through the international network of information centers (ENIC/NARIC network), CIP/CIR

provides information to the higher education institutions in Bosnia and Herzegovina on

foreign higher education institutions and programs and gives opinion about foreign degrees

and diplomas in relation to the continuation of education at higher education institutions in

Bosnia and Herzegovina.

65

Considering that higher education in the Federation of B&H is under the authority of

Cantons, very important law for the qualification recognition at IUS is the Cantonal Law on

Higher Education. Under this Law, institutions of higher education have authority to validate

and carry out procedures of recognition of university degrees (qualifications) from abroad

through its organizational units by means of nominating a special committee, in compliance

with the Law (Article 36). Two types of qualification recognitions are stipulated, academic

and professional recognition.

Recognition of foreign higher education qualification is a formal validation of value of

foreign higher education qualifications and periods of study, issued by the competent

authorities of IUS for the purposes of access to education or employment. Procedure of

recognition of higher education qualifications at IUS has been regulated in detail by the

Book of Rules on Recognition of Foreign Educational Qualifications which is adopted by the

Senate of IUS and approved by the Ministry of Education, Science and Youth of Canton

Sarajevo.

The procedure for the recognition of foreign higher education qualifications in Bosnia and

Herzegovina is being conducted by the Senate of IUS and procedure for academic

recognition of foreign higher education qualifications and access to continuation of

education is being carried out by the Council of the organizational unit of IUS which issues

the same or equivalent higher education qualifications.

The Committee is formed of at least three members of the academic staff in the academic

title of assistant professor, associate professor or full professor, from a scientific / artistic

areas and disciplines which are taught within the study program for which the recognition of

foreign higher education qualifications is requested with obligation to submit Report to

authorized body of university or faculty, that contains their proposal and explanation on

requested recognition of higher qualification based on criteria set by the Book of Rules on

Recognition of Foreign Educational Qualifications.

Evaluation and recognition of foreign higher education qualifications is done exclusively on

the basis of acquired knowledge, skills and competences. In the process of recognition of

higher education qualification for the purpose of employment, level and type of study, as

well as professional, academic or scientific title is being determined without comparing the

curricula. Foreign higher education qualification will not be recognized if substantial

66

differences between the foreign higher education qualification and the corresponding

qualification of IUS are found.

Unified Register of all received and processed applications for academic and professional

recognition of foreign higher education qualifications is being processed and kept by the

Student Affairs Office. The deadline for adoption of decision on recognition of higher

education qualification is 60 days from the filing of a proper application.

67

1.11 INTERNSHIP

Standard 1.11 - Placements (internship) form an educationally relevant part of the

curriculum.

An obligatory 30 days of internship in external institution that can provide practical training

in an Genetics and Bioengineering programme, sector (agro food companies and

Pharmaceutical companies) or research institutes (hospitals and similar programmes labs).

The place of internship can be chosen upon a consultation from programme coordination and

recommendation letter to the responsible person in the host institute or sector. After

completing the period of the internship, the responsible person should write a report to the

Genetics and Bioengineering programme coordination describing the training protocol,

results obtained and the performance of the student. Only positive reports will be taken into

consideration to validate the internship. The content of practical training is course specific

and is prepared according to the accepted and verified course syllabus (See ANNEX 8:

Course Syllabus sample). The goals of practical training are as follows:

To develop the ability of students’ reasoning

To improve their ability to process information and critical thinking

To increase their ability to apply gained knowledge

To develop their problem-solving strategy in various circumstances etc.

The evaluation of practical training and set goals is done through practical work exams or

lab projects. Practical training is organized in such way that all students take their part in

practical work, in most percentage under mentorship, but also independently depending on

the course. The institutions of choice for students in our department are visible in the

ANNEX 9.

68

CHAPTER 2

STANDARD 2: STAFF

2.1 SCIENTIFIC TEACHING AND RESEARCH STAFF

Standard 2.1 - A sufficient number of scientific or artistic teaching and research staff is

available for the study programme, who are scientifically qualified, have adequate

vocational experience, and are qualified in terms of their teaching methods.

Staff members of Genetic and Bioengineering programme have notable record in teaching,

research, and professional society involvement and experience in practice. They are

constantly trying to broaden their research, development and professional activities in all

fields of expertise and teaching interests.

Number of academic staff in programme

Academic staff of Genetic and Bioengineering study programme includes 4 full-time

professors, 4 senior assistants, 1 assistant, and 1 student demonstrator. The rest of professors

from different scientific areas are also included (see Table 28).

Table 28: All the staff involved in the realization of the GBE Study Programme

Name and

surname

Country of

Origin

Academic

Degree

Academic

Title

His/Her

Academic

Discipline

Full time

/Part time

Courses taught in the current AY

Ahmet

Yildirim

Turkey PhD Full

Professor

Biological

Sciences

Full Time NS209 Genetics I (shared)

BIO303 Genetics II

BIO404 Agricultural Biotechnology

Mohamed

Ragab

Egypt PhD Associate

Professor

Biological

Sciences

Full Time BIO310 Bioinformatics

BIO407 Protein Engineering

BIO644 Advanced Plant Physiology

BIO308 Plant Structure and Physiology

BIO404 Agricultural Biotechnology

BIO507 Advanced Protein Engineering

NS209 Genetics I (shared)

Sabina Semiz Bosnia &

Herzegovina

PhD Full

Professor

Biological

Sciences

Full Time NS205 Dynamics of the Cell

BIO514 O-mics Technology

BIO305 Biochemistry II

BIO414 Pharmaceutical Biotechnology

69

BIO516 Advanced Bio-Chemical Engineering

NS207 Organic Chemistry (shared)

NS104 General Chemistry (shared)

Ayla Arslan Turkey PhD Associate

Professor

Biological

Sciences

Full Time NS103 Biology

BIO415 Genetic Engineering

BIO513 Advanced Cell Biology

ENS210 Computational Biology (shared)

BIO306 Microbiology (shared)

BIO320 Introduction to Forensic Science

(shared)

BIO412 Special Topics in Bioengineering

(shared)

Mirza

Suljagić

Bosnia &

Herzegovina

PhD Assistant

Professor

Biological

Sciences

Full Time BIO603 Cell Dynamics and Disease

BIO301 Molecular Biology I

BIO409 Immunology

BIO304 Structural Biology

BIO417 Molecular Diagnostics

BIO508 Advanced Genetic Engineering

BIO312 Techniques in Molecular Biology

(shared)

Jasmin

Šutković

Bosnia &

Herzegovina

MA / PhD

Candidate

Senior

Assistant

Biological

Sciences

Full Time BIO412 Special Topics in Bioengineering

(shared)

NS207 Organic Chemistry (shared)

NS104 General Chemistry (shared)

BIO305 Bioinformatics (TUT)

BIO312 Techniques in Molecular Biology

(TUT) Furkan Enes

Oflaz

Turkey BSc / MSc

Candidate

Scholarship

Assistant

Biological

Sciences

Full Time NS104 General Chemistry

NS205 Cell Biology

Muhamed

Adilović

Bosnia &

Herzegovina

MA / PhD

Candidate

Senior

Assistant

Biological

Sciences

Full Time NS209 Genetics I (TUT)

BIO308 Plant Structure and Physiology (TUT)

Nudžejma

Obralić

Bosnia &

Herzegovina

PhD Assistant

Professor

English

Language

and

Literature

Full Time ENG111 Freshmen English (shared)

MAN111 Communication and Reporting

(shared)

Ervin

Kovačević

Bosnia &

Herzegovina

PhD Senior

Assistant

English

Language

and

Literature

Full Time ENG111 Freshman English (shared)

MAN111 Communication and Reporting

(shared)

Mehmed

Ganić

Bosnia &

Herzegovina

PhD Associate

Professor

Economics Full time ECON 101 Economics

Mesut Idriz Macedonia PhD Full

Professor

Law Full time SPS103 Law and Ethics

Sanela Bosnia & BA Lecturer Turkish Part time

/expert in TURK111Spoken Turkish I

70

Crnovršanin Herzegovina Language practice TURK112 Spoken Turkish II

Mirzana Pašić

Kodrić

Bosnia &

Herzegovina

MA Lecturer Bosnian

Language

Part time

/expert in

practice

BOS111Spoken Bosnian I

BOS112 Spoken Bosnian II

Lejla Miller Bosnia &

Herzegovina

PhD Associate

Professor

Mathematic

s

Full Time MATH101 Calculus I

MATH102 Calculus II

MATH203 Introduction to Probability and

Statistics

Mehmet Can Turkey PhD Full

Professor

Mathematic

s

Part time/

Professor

Emeritus

MATH201 Linear Algebra

MATH202 Differential Equations

MATH204 Discrete Mathematics

Naida Fetić Bosnia &

Herzegovina

BA Assistant Mathematic

s

Full Time MATH101 Calculus I (TUT)

MATH102 Calculus II (TUT)

MATH201 Linear Algebra (TUT)

MATH204 Discrete Mathematics (TUT)

Mohamed

Yahia E.

Kelib

Egypt PhD Assistant

Professor

Mechanical

Engineering

Full Time HUM 101 Science and Technology

NS102 Physics

ME208 Dynamics and Vibrations

ENS221 Introduction to Mechanical

Engineering (shared)

Enes Akca Turkey MA

Senior

Assistant

Mechanical

Engineering

Full Time ENS221 Introduction to Mechanical

Engineering (shared)

Alma

Husagić –

Selman

Bosnia &

Herzegovina

MA

Senior

Assistant

Computer

Science

Full Time

ENS213 Programming for Engineers (shared)

ENS213 Programming for Engineers (TUT)

Jasminka

Hasić

Telalović

Bosnia &

Herzegovina

PhD

Assistant

Professor

Computer

Science

Full Time

ENS213 Programming for Engineers (shared)

Muhamed

Hadžiabdić

Bosnia &

Herzegovina

PhD Associate

Professor

Mechanical

Engineering

Full Time

ENS202 Thermodynamics

Sadina

Gagula –

Palalić

Bosnia &

Herzegovina

PhD Assist. Prof. Electrical

Engineering

Full Time ENS201 Electromagnetics I

ENS211 Signals and Systems (shared)

ENS203 Electrical Circuits I (shared)

Indira

Huseinagić

Bosnia &

Herzegovina

MA Senior

Assistant

Electrical

Engineering

Full Time ENS211 Signals and Systems (shared)

ENS211 Signals and Systems (TUT)

ENS203 Electrical Circuits I (shared)

ENS203 Electrical Circuits I (TUT)

Emir

Karamehmed

ović

Bosnia &

Herzegovina

PhD Assoc. Prof. Electrical

Engineering

Full Time MATH205 Numerical Analysis

Migdat

Hodžić

Bosnia &

Herzegovina

PhD Full

Professor

Electrical

Engineering

Part time

/visiting

professor

ENS206 System Modeling and Control

71

Indira Muhić Bosnia &

Herzegovina

MA Senior

Assistant

Electrical

Engineering

Full Time MATH205 Numerical Analysis (TUT)

Kemal Turan

Turkey

MA

Senior

Assistant

Mechanical

Engineering

Full Time ENS207 Engineering Graphics (shared)

ENS205 Materials Science I (shared)

ENS205 Materials Science I (TUT)

NS102 Physics (TUT)

Ali Gursel Turkey PhD Associate

Professor

Mechanical

Engineering

Full Time

ENS208 Introduction to Manufacturing

Systems

ENS207 Engineering Graphics (shared)

ENS205 Materials Science I (shared)

Edin Jahić Bosnia &

Herzegovina PhD

Associate

Professor Architecture Full Time

ARCH211 Building Services II

ARCH215 CAD in Architecture

The Curriculum vitae (CVs) of all the academic staff involved into the teaching process are

found in ANNEX 10.

Quality of academic staff

The aim of the IUS is that, among other things, together with contemporary curricula,

achieve a greater compatibility and a clear comparability with higher education systems in

Europe, and to improve quality of education and its results as a basic requirement for a

comparison with European and the world's education systems. Of course, a prerequisite of

these objectives is the fulfilment of all Standards and norms for higher education in Canton

Sarajevo (hereinafter: Standards), which establishes the requirements for a minimum

infrastructure, personnel and other technical conditions necessary for carrying out teaching

and research activities of university.

Standards, among others, stipulates the obligation of higher education institutions to provide

teachers and associates who will successfully and in accordance with the curriculum

implemented established programme, where it is necessary that at least 2/3 of the professors,

assistants 2/3 and 2/3 of other associates must be employed full-time at the University, and

the rest of the academic staff can be engaged from the economic, scientific and similar

environments (up to 1/3 of the academic staff, and, if necessary, and more), or from among

the visiting professors (1/3 academic staff).

In parallel, IUS carries out continuous analysis of its own scientific teaching capacity i.e.

staff members of academic staff who are appointed for the same or related scientific field.

By decisions on appointment into academic title for a specific scientific field, the right to

hold all courses contained within established scientific / artistic field is awarded to particular

72

academic member. No matter given the right to hold a certain number of courses contained

in the relevant scientific field, teaching load for each semester and each academic member is

separately determined by the decision on teaching responsibilities and workload by faculty

council. Therefore, the number of courses given by the Decision on the appointment or

curriculum always may be limited and coordinated with the decision on teaching

responsibilities and workload by faculty council on the semester basis, depending on special

teaching needs. The majority of the appointed members are young professors who have

dedicated their academic degree earned in the relevant scientific disciplines. In accordance

with the decisions on appointments, as a result of public vacancy for appointment into

academic tile, they have concluded their employment relationships and they are actively

engaged in continuous scientific research and teaching processes, which is resulting with

permanent scientific publications and prominent teaching activities.

IUS and faculties as a whole continuously are analysing staffing fulfilment and propose

measures for improvement in the areas where it was found a lack of a sufficient number of

required staff. In general, this analysis is done at the level of the study programme and

resulting requirements for new staff if found necessary. Furthermore, these requirements are

analysed by the faculty council and forwarded to the IUS Senate and the Board of Directors

for final approval. After approvals, the public vacancies are announced.

Academic staff members fall into two categories: teachers and assistants. There is a universal

workload policy, based on the relevant standards and norms and at IUS teachers are

supposed to teach nine hours a week and to spend the rest of their working time in other

activities, primarily student consultations, research and some administrative duties.

Assistants’ workloads are also in line with the existing standards and norms. In order to get

academic appointment all, the legal and institutional criteria with regard to qualifications and

academic/artistic background must be satisfied and the selection process includes

introductory lecture which is evaluated by an ad-hoc committee.

Professional development policy at IUS is regulated through Programme of measures for

creation of conditions for promotion of academic staff. This document underlines conditions

for promotion of academic staff into higher academic titles and also lists other measures

which allow professional development of IUS teaching staff. Hiring process, duties and

73

responsibilities, appointments, promotions, workloads and evaluations of academic staff are

regulated by Law, Statute and rulebooks.

There are fair and merit-based procedures for staff recruitment and promotion. Academic

staff appointments are publicly announced and open to all the interested candidates. A

committee checks the applications and attached files, prepares a shortlist and invites

candidates to deliver an introductory lecture for the evaluation purpose. Final decision is

brought by Senate voting.

There is a universal workload policy, based on the relevant standards and norms and at IUS

teachers are supposed to teach nine hours a week and to spend the rest of their working time

in other activities, primarily student consultations, research and some administrative duties.

Assistants’ workloads are also in line with the existing standards and norms.

Academic staff members are regularly evaluated by students and institution on a regular

yearly basis. Student surveys are performed at the end of each semester and the scores given

by students are used in institutional evaluation of academic staff that includes their

educational, scientific/artistic and administrative activities. The evaluation is objective with

clearly set criteria, identified areas and values for every activity/output. These evaluations

are part of the internal QA system and are managed by the Rectorate, as defined in the

rulebook.

Information on the teaching staff’s involvement in projects and research activities

IUS Genetics and Bioengineering Programme of the Faculty of Engineering and Natural

Sciences (FENS) received at the beginning of 2016, a grant worth 50000 euro for realization

of a scientific research project. Molecular Biomedicine Group led by Assist. Prof. Dr. Mirza

Suljagić will work 3 years on the project titled "Multi-targeting Survival Pathways in Human

Leukemic Cells by Combinatorial Therapy with Metformin and Thymoquinone". The funds

are allocated by the Department for Research grants at the International Centre for Genetic

Engineering and Biotechnology (ICGEB). This project involves the active participation of

several undergraduate, master and PhD students.

The Genetic and Bioengineering Programme, with the corporation of Agricultural faculty of

Sarajevo, is realizing a project entitled: Genetic characterization and stress evaluation of


http://gbe.ius.edu.ba/

http://fens.ius.edu.ba/



74

autochthonous variety of pepper and onion from Herzegovina region. This project was

funded by United Nations Development Programme in July 2015 with 20000 euro. The

responsible project associates in front of GBE programme is senior assistant Jasmin

Šutković.

Student/lecturer ratio in the provision of the study programme

Given that the average (admission versus graduation) number of students in the study

programme in the period of 2017–2018 equals 96 and the number of full time academic staff

in GBE study programme is 8, without including the number of faculty staff teaching some

university required and elective to our students, the programme thus boasts the

student/teacher ratio of 12 (See Table 29). Although the study process definitely benefits

from provision of more individual attention from the teachers and creating space for more

productive class work, it nevertheless seems rational to seek the possibility to increase the

numbers of students being accepted to the study programme, still without negative impact on

the quality of studies.

Table 29: Numbers and ratios of staff and students in academic year 2015/2016.

Study cycle Number of

students

Number of academic staff

members Ratio

I cycle 86

2 Full Professors

2 Associate Professors

1 Assistant Professor

2 Senior Assistants

1 Scholarship Assistant

10.8

II and III

cycle

8 Master

2 PhD

2 Full Professors

2 Associate Professors

1 Assistant professor

1.3

Total students

96

Total employees

8 12

2.2 COMPOSITION OF THE FACULTY

75

Standard 2.2 - The composition of the faculty meets the requirements of profound scientific

and artistic education and ensures adequate student support.

During the following academic year, the Genetic and Bioengineering programme is using 18

faculty members (4 professors, 4 associate professors, 5 assistant professors and 6

assistants), majority of who have had full-time or part-time contracts with International

University of Sarajevo. Several faculty members are involved in the teaching of University

and Faculty courses.

Human resource development

Professional development policy at IUS is regulated through Programme of measures for

creation of conditions for promotion of academic staff. This document underlines conditions

for promotion of academic staff into higher academic titles and also lists other measures

which allow professional development of IUS teaching staff such as:

• Financial support for publishing scientific papers, participation of academic staff in

conferences, workshops and seminars which is regulated by Book of Rule on

Incentives Policy and Financial Support for Book Publishing, Conference

Participation and Professional Development. The criteria for funding scientific

publishing are defined in the Book of Rule on Incentives Policy and Financial

Support for Book Publishing, Conference Participation and Professional

Development.

• Organizing conferences, seminars, lectures.

In the referenced period the IUS hosted and organized nine international conferences.

The list of academic personnel who received financial support stipulated by Book of Rule on

Incentives Policy and Financial Support for Book Publishing, Conference Participation and

Professional Development is kept in the Office for Financial and Economic Matters along

with the documentation which back up the application for support.

The list of published scientific papers, books and book chapters by IUS academic staff is

publicly available at IUS web-site13

. The list is regularly updated. The Book of Rules on

13 International University of Sarajevo. (2016). Retrieved from http://www.ius.edu.ba/.

http://www.ius.edu.ba/mhadziabdic/SER_2013_Doc/Senat%20812-11%20-%20Pravilnik%20o%20izdavackoj%20djelatnosti.pdf



76

Publishing Activities of the IUS (No: IUS SENAT-11- 974/16), available in ANNEX 3,

defines all types of publishing activities at IUS, quality control of publications, as well as

financing publishing activities. It also contains review and approval methods for every type

of publication. The list of published scientific papers, books and book chapters by IUS

academic staff is publicly available at IUS web-site. The list is regularly updated.

Staff members of Genetic and Bioengineering Programme have notable record in teaching,

research, and professional society involvement and experience in practice. They are

constantly trying to broaden their research, development and professional activities in all

fields of expertise and teaching interests.

2.3 HUMAN RESOURCE DEVELOPMENT

Standard 2.3 - Teaching and research staff have access to human resource development and

further education measures.

The programme academic staff is being supported for their academic and research

development. The academic staff is supported and approved to visit different conferences,

seminars and workshop. Each employee has the right to visit other institutions in order to

educate for recent methods, approaches and possibilities in his/her academic discipline. For

example, in March 2016, our senior assistant Jasmin Sutkovic and one of our PhD students,

Petar Glamoclija, went to Sanliurfa University for research purposes, where the travel and

accommodation expenses were organized by both faculties. In addition, in SPRING 2016,

the Genetics and Bioengineering programme organize a laboratory workshop entitled:

Western Blot method. This workshop was co-financed by a leading Life Science and High

Technology company in the world.

CHAPTER 3

STANDARD 3: QUALITY ASSURANCE

77

3.1 INSTITUTION’S QUALITY MANAGEMENT SYSTEM

Standard 3.1 - The study programme is supported by institution’s quality management

system.

IUS formally introduced its internal quality assurance system in 2011. Although this is not

the beginning of the quality culture at the University, since 2011 there has been significant

progress in terms of institutional approach to the quality assurance. Table 30 represents the

IUS's QA framework.

Table 30: IUS's QA framework.

Internal Quality Assurance System at IUS

IUS Internal Documents

for Quality Assurance

What is it about?

Qual

ity c

ult

ure

and

QA

syst

em b

ackbone

IUS Statute (incl. mission

and vision)

IUS Strategic Plan 2011-

2016

IUS Strategic Plan 2016 -

2020

Demonstrated commitment of the IUS senior leadership

towards developing internal quality culture.

Regulation on Quality

Assurance at IUS, IUS-

SENAT-11-819/11, 21 June,

2011

This document defines internal quality assurance system

at IUS, its aims, mission, organizational structure, its

responsibilities, its activities and its roles, intention

statements, quality culture, students' role in QA, quality

assurance policy, and quality assurance procedures. It

also establishes IUS QA bodies as follows:

- Quality Assurance Office (at the University level)

- Faculty Quality Assurance Teams (at the Faculty

level)

Quality Assurance Office

Policy, IUS-UO08-32/2011,

22 June, 2011

This decision establishes Quality Assurance Office as an

autonomous body of the IUS within the Rector’s Office.

Internal Quality Assurance

Procedures 11-1064/11

Covers procedures related to self-evaluation, external

evaluation and contains relevant templates for the

processes.

Curr

icu

la Book of Rules on Accepting

and Monitoring Study

Programmes at IUS, revised

edition, IUS-SENAT-11-

3330/14

This Book of Rules defines the content, methods of

proposing, accepting, monitoring and realization of the

study programmes at International University of

Sarajevo, as well as methods of amending or innovating

existing study programmes.

78

The Book of Rules also regulates the methods to cancel

existing study programmes or courses within the study

programmes.

It introduces the Curriculum Committee as a body for

monitoring the curricula, appointed by the Rector,

which task is to consider proposals for introducing new

study programmes, as well as proposals for amending

existing study programmes curricula.

The Rule Book prescribes the form of the syllabus as

well the forms for different types of curricula changes

(see ANNEX 11: Curricula Forms)

Book of Rules on the Work

of the Curriculum

Committee IUS-SENAT-11-

3324/14

The methods of work and selection of the Committee

members is defined in the Book of Rules on the Work of

the Curriculum Committee.

Aca

dem

ic S

taff

E

val

uat

ion

Stu

den

t S

urv

ey Book of Rules on Evaluation

of the Academic Staff

Procedures at the

International University of

Sarajevo, IUS SENAT – 11

– 3152/13.

This Book of Rules sets out the procedures on

evaluation of the academic staff at International

University of Sarajevo, the method and procedure of

conducting the evaluation, the criteria for defining the

evaluation score, as well as the appropriate measures to

be taken should the academic staff member be

continuously negatively evaluated by the IUS in the

period of two years. The evaluation procedure integrates

procedures for systematic evaluation of the academic

staff by: a) the higher education institution, and b)

students (in form of a students’ survey). See ANNEX

12: Academic Staff Evaluation Form

The Rule Book also include the content of the

evaluation form and of the students’ survey form.

ANNEX 13: Student Survey form

ANNEX 14: Alumni survey form

Nat

ional

Inst

ituti

onal

Acc

redit

atio

n

IUS Post-Accreditation

Action Plan on Quality

System Improvement,

November 2014

After receiving the Decision on institutional

accreditation, a higher education institution is required

by the national law to make an Action Plan on Quality

System Improvement, and submit Progress Reports to

the competent Ministry.

The Action Plan includes the following:

- List of activities addressing the recommendations

stipulated in the Report of the Committee for External

Evaluation;

- Timeline for activities’ implementation and

- Persons in charge for each activity.

Tea

chin

g a

nd

Lea

rnin

g Book of Rules on the

Procedure of Effective

Teaching Process of the

Academic Staff, IUS-

SENAT 11 -1044-2/14

This Book of Rules defines the procedure of monitoring

and recording the proper and regular fulfilling of the

teaching obligations. It prescribes the form (B6) to

inform Deans and Programme coordinators as to ensure

effective teaching processes of the academic staff.

Methods for Monitoring

Academic Staff Activities,

IUS-SENAT-11-1044-1/14

This procedure goes hand in hand with the previously

mentioned Book of Rules. It defines the role of QA

teams.

79

Res

earc

h

Book of Rules of Research

and Development Centre,

2016 (under the process of

adoption)

Statistics are collected on published articles and

regularly updated on the IUS web page. Also, the

impact factors of published articles are monitored via

Google Scholar.

ISO

90

01

:20

08

General Secretariat Quality

Rule Book

Quality policy statement,

Rector, 11 February 2015

The Quality Policy Statement is a constituent part of the

General Secretariat Quality Rule Book whereby

ISO9001:2008 were introduced for the IUS

administration

There are several documents which are not part of QA policy per se but significantly

contribute to the IUS overall QA system.

These are:

Code of Ethics and Decision on the Establishment of Ethical Committee;

Decision on procedures for Developing, Adopting and Implementation of IUS

Strategy;

Regulation on Student Organization and Student Roles at IUS;

3.1.1 QA BODIES

Specific QA structure at IUS is made of fully functional QA Office at the university level

and the QA Teams at faculty level. Student representatives are regularly appointed in Faculty

QA Teams.

These bodies, defined in Article 8 of the Regulation on QA at IUS, are fully operational and

functional. The roles, responsibilities, and activities are clearly defined in the

aforementioned documents. The QA Office is the main QA executive body. It is an

independent unit within the University whose Manger is responsible directly to the Rector.

The Faculty QA Teams are constituted within each IUS faculties and responsible to the

faculty Deans. A 5-member QA Team at Faculty level is made of the major stakeholders’

representatives, including students.

QA Office regularly performs the following main activities:

- Follows development of regulation on quality assurance and propose adequate

measures to IUS governance structures.

- actively participates and provides assistance in the process of strategic planning

http://www.ius.edu.ba/sites/default/files/u666/code_of_ethics.pdf

http://www.ius.edu.ba/Default.aspx?tabid=1116

http://www.ius.edu.ba/mhadziabdic/SER_2013_Doc/UO%2033-2011%20-%20Odluka%20o%20proceduri%20razvoja,%20donosenja%20i%20implementacije%20strategije%20IUS.pdf

http://www.ius.edu.ba/mhadziabdic/SER_2013_Doc/UO%2033-2011%20-%20Odluka%20o%20proceduri%20razvoja,%20donosenja%20i%20implementacije%20strategije%20IUS.pdf

http://www.ius.edu.ba/Default.aspx?tabid=1217

80

- provides assistance to academic units in setting intended learning outcomes and

educational objectives

- conducts student surveys at the end of each semester and prepares reports,

- provides guidance for analyzing study programmes at the end of each academic year,

processes reviews and improvements,

- provides support and guidance for the processes of self-evaluation at both study

programme and IUS level,

- organizes educational activities on QA enhancements

- conducts process of academic staff evaluation

- evaluates staff research activities

- Conducts alumni surveys.

- Processes all curricula revision requests and prepares documentation for Curricula

Committee sessions.

- prepares various templates/forms

- Ensures correct application of the entire QMS including ISO 9001:2008.

Activities in which QA Office provides assistance and support include, but are not limited

to:

Cooperation with Faculty QA Teams, monitoring and recording of the proper and regular

fulfilling of the teaching obligations by academic staff, provides updating study

programmes curricula changes, syllabi updates, award, monitoring, preparation of forms,

updates of rulebooks, definition of scientific areas, establishing needs for academic staff, and

participation in events and projects, such as workshops organized by the Council of Europe,

EU Twinning Project: Strengthening Institutional Capacity for Quality Assurance and

Agency for Higher Education and Quality Assurance, BiH, (HEA). IUS evaluates its QA

system formally in the process of self-evaluation, but also as the part of strategy monitoring

implementation and regular analyses by Board of Trustees IUS quality system is in full

compliance with ENQA standards and guidelines, BH standards and guidelines, laws and

Acts of the Agency for Development of Higher Education and Quality Assurance, and

competent cantonal laws and by-laws.

http://www.coe.int/en/web/pestalozzi/workshops

https://www.aq.ac.at/de/internationales/dokumente-internationales/Twinning-BiH-1.-Report-2013.pdf

81

3.1.2 STAKEHOLDER PARTICIPATION

Internal and external stakeholders are involved in the QA processes in various ways, but not

at the same level (see Table 31). Internal stakeholders, such as students and academic staff,

are involved in more systemic manner. Self-evaluations, both at university and SP level are

done by appointed committees and student representatives are on all these committees.

All the analyses are discussed at Faculty Council and Senate sessions and, as pointed out

earlier, students are also full members in these. Alumni association at IUS is created at

university level and all the accessible alumni are approached in reasonable manner providing

valuable input for improvements and innovations in the existing practices and curricula.

Representatives of the labor market and professional associations are approached in the

process of major changes and enhancement in SPs and/or in very specific and individual

cases where their contribution is considered most valued. Faculties maintain good contacts

with relevant industries on personal and also professional basis through repeating meetings,

workshops and partnerships.

Table 31: Involvement of Stakeholders in IUS QA processes

Academic

staff

Admin.

staff

University

Management

Faculty/

Department

/Study

Programme

Management

Students

External

stakeholders (employers,

experts...)

Alumni

Through participation in IUS

governance bodies with

voting rights (e.g. Senate,

Faculty Councils, Ethical

Committee, QA and SER

Teams...)

- -

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3.2 STUDY PROGRAMME QUALITY ASSURANCE AND ENHANCEMENT

Standard 3.2 - The study programme is part of a regular quality assurance and

enhancement process which takes into account the curriculum, the study conditions and the

programme organization, and which involves all relevant groups as well as external experts.

Through formal participation

in consultation bodies

(Faculty QA Teams,

Curriculum Committee,

Research Committee,

Strategic Planning

Committee, etc.)

Through formal involvement

in self-evaluation activities - - -

By informally providing

information on the issues at

stake

By responding to the surveys

on regular basis (e.g. at the

end of the semester or

academic year) - - - - -

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3.2.1 CURRICULUM AND QUALITY ENHANCEMENT

Study programmes curricula for all three cycles are adopted by the Senate on the proposal of

the Faculty Council and with a positive opinion of the Curricula Committee. The proposal

for introduction of a new study programme goes through the review process. Before

approval of the Faculty Council, the proposal is shared for review with other colleagues,

professional associations relevant to the proposed programme and other interested parties.

To approve the proposal, there should be at least one positive review by an internationally

recognized professor in the field concerning the programme, and approvals by the Quality

Assurance Office and the Curricula Committee. Once the proposal is accepted by the Faculty

Council, the proposal is submitted for approval to the Senate.

According to the Book of Rules mentioned above, changes in an existing study programme

can be classified as minor changes, in which approval of the responsible Faculty Council

suffices, and major changes where approval of the Faculty Council and the Senate is needed,

assuming the positive opinion of the QA Office and the Curricula Committee.

The quality of the curriculum is assured through continuous monitoring and verification of

programme objectives, outcomes, teaching/learning methods, workload of students, students’

exam pass rates, and by gathering information from students and lecturers as well as other

stakeholders.

Course analysis is performed once a year at the end of each academic year (No. IUS-SENAT

11-132/13). The analysis contains information about the number of registered students for a

course, a number of students that have withdrawn from the course, average grade of the

course and student's evaluation of the course, which is measured every semester by the

online student survey system.

External stakeholders are usually involved in the self-evaluation process and strategic

planning or any kind of major changes whereby opinion of external partners is deemed to be

of a significant importance. Academic staff members maintain good contacts with relevant

industries on personal and also professional basis through repeating meetings, workshops

and partnerships. IUS implements several projects with companies, institutions and

government bodies as partners.

84

External stakeholders are mostly involved in manner of informal forums and personal

connection. As a good example of cooperation with external stakeholders is the input on IUS

Strategic Plan 2016-2020 where a thorough feedback was obtained from:

- Turkish Chamber of Commerce, and

- BH Agency of Higher Education and Quality Assurance (HEA)

3.2.2 THE USE OF INFORMATION

In this section we will provide an overview on what kind of information is being collected by

IUS/Faculties/Study Programme, how this information is communicated and how they

impact decision making processes. It will also address what kind of information IUS

displays publicly.

SIS (UNIPA) software, a centralized student information system, enables IUS and Study

Programmes to monitor their activities related to students and study programmes

implementation.

Apart from earlier described UNIPA features (i.e., documents issuance (transcripts, various

certificates, diploma, diploma supplements, etc., grading and records maintenance, finance

issues control, etc.), it also enables collection of different data related to students, such as:

- Student progression and success rates

- Profile of the student population (e.g. age, gender, nationality, education background)

- Number of students in each study programme based on study year

- Number of students graduated each year

- Average grade in each study programme

- Average duration of study in each study programme

- Drop offs, student transfers, etc.

- Student status

- Percentage of graduates per each generation

All these data are further analyzed at different levels and the measures taken are followed up.

One of the tools is preparation of self-evaluation report, which is done on regular basis in

accordance with IUS rules and regulations.

Apart from the information mentioned above, IUS/SP collects different types of information

via various surveys, such as:

85

- Student satisfaction with the courses content and the curricula

- Students evaluation of teachers and teaching methods

- Students' satisfaction with the resources available to them (Library, Student Affairs

Office, etc.)

- Alumni/employment satisfaction surveys

- Post-exchange student/teacher survey

- Survey on Strategic Plan.

All these data are further analyzed at different levels and the measures taken are followed up.

3.2.3 PUBLIC INFORMATION

IUS has an open and transparent public policy. On the University level an entire Strategic

Plan is publicly announced via IUS web page.

Information on the Study Programme offered public ally includes:

- Information on Qualification granted by the study programme

- Intended Learning outcomes and educational objectives

- Curricula for the 1st, 2nd, and 3rd cycle

- Specific information for foreign students

- Information on teaching staff

- Information on the teaching and learning methods and assessment procedures

- Learning opportunities (scholarships, exchange and mobility opportunities)

- Available learning and campus resources (IUS library, laboratories, dorms, canteen,

gym, etc.)

- Exchange opportunities and mobility

- Project and Research Grant Opportunities

3.3 PARTICIPATION OF STUDENTS IN REFLECTION TO STUDY

PROGRAMME

86

Standard 3.3 - The participation of student in reflection on the study programme, the study

conditions and the programme organization has been institutionalized.

Student surveys are always conducted in the last weeks of the Semester, but before final

exams. QA Office processes all the data collected during the survey and prepares usually

three types of reports:

- University- wide Report to inform senior university leadership and university governance

structures

- Faculty- level Report to inform Faculty/Department /Study Programme level

- Individual Report for academic staff per courses they taught.

3.3.1 FEEDBACK LOOP AND COMMUNICATION

The reports mentioned in the previous section are further discussed and analyzed, and serve

as the basis for future activities at different levels, from the course, Study Programme to at

Faculty/Department and university levels. The student surveys are further used in the

following manners:

- They are used by the Senior Leadership as an indicator of progress

- They are taken into consideration in the annual process of assessment of academic staff;

- They are archived in order to inform future assessment of the Study Programme;

- They are discussed in the Senate and Faculty Councils and formally adopted by these

bodies;

- They are used as input data for self-evaluation processes

This way ensures that any identified deficiency can be properly tackled and resolved by the

most competent agents.

Students are informed on the results of student surveys via its representatives in university

governance bodies such as Senate, Faculty QA Team and Faculty Council.

CHAPTER 4

STANDARD 4: FUNDING AND INFRASTRUCTURE

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4.1 FUNDING OF THE STUDY PROGRAMME

Standard 4.1 - Transparent documentation of the funding of the study programme is available.

IUS finances and income sources are defined by IUS Statute. Income is acquired from: the

Founder; tuition fees; scientific research and artistic activities; providing intellectual i.e.

scientific, professional and artistic services; non-cyclical study programmes; publishing;

provision of the verification and equivalence of public documents; copyrights and patents;

donations from legal entities and individuals; donations and bequests; payments collected

from students in all study cycles for any academic, administrative or other services in

compliance with law, the Statute and other acts of IUS; laboratory activities, centers,

institutes, sub-organizational units and other organizational structures of IUS; diagnostic and

other professional services; and from other sources in compliance with law and within the

registered activities of IUS.

Genetics and bioengineering budget plan is given in the ANNEX 15.

4.2 ROOMS AND FACILITES

Standard 4.2 – Adequate rooms and technical facilities required for the study programme are

available.

There is 20.508 m2 of premises at IUS campus. IUS optimizes and utilizes all the general

facilities and space for all the programmes. These include:

Classrooms

There are more than 90 various size classrooms with projector and white board in every

room. Special multimedia rooms with speakers and sound effects are available as well. Two

design studios and one CNC laboratory are available, as well as one video hall.

For the purpose of effective implementation of GBE study programme the University

provides the following:

88

Figure 3: GBE Educational Classrooms and Research Labs Resources.

Amphitheaters

GBE program

CLASSROOMS

F (A) 1.10

F (A) 1.11

F (A) 1.23

F (A) 1.24

F (A) 1.26

F (B) 1.9

F (B) 1.35

AMPHITHEATRES

F (A) 1.25

154.11m2

F (A) 2.14

154.11m2

Computer lab. F(A) 1.18

GBE Labs

RDC

BIO LAB. 1

RC G.1

BIO LAB. 2

RC G.2

BIO LAB.3

RC G.3

BIO LAB. 4

RC G.4

89

Five amphitheaters are available for large classes and for public speeches and conferences.

All amphitheaters are steeply graded for maximum viewing and excellent sightlines.

The main amphitheater in the building A is equipped with 280 seats, a lectern, a projector, a

projection screen, a microphone system and a booth for simultaneous interpretation. This

amphitheater is used primarily for conferences and guest lectures. Other two amphitheaters

in the A building feature 160 seats each, as well as lecterns, projectors, projection screens

and whiteboards, while one of them is also equipped with a surround sound audio system.

Two amphitheaters in the B building of IUS campus feature 153 seats each, projectors,

projection screens, lecterns and whiteboards.

Library

The library is open from 8:30 till 17:00 to all students. There is also a reading room so the

students can borrow the books they need for their classes. International University of

Sarajevo Library is located on the third floor of B building. The space currently in use

houses library collection of 8000 books and is constantly growing as the process of acquiring

new books continue. This number will increase to 12000 very soon in 2015. The study room

has 20 places with classroom style furniture and wireless network. Also, 5 computers with

internet connection are on disposal for students to use during the working hours of the

library (8:30 am – 5 pm).

Most of the books in English language are considered as reference books, and they can be

used in the library space only. No photocopying of books is allowed. Books in Turkish

language are available for check-out period of 14 days. Collection of dictionaries, thesaurus

and other encyclopedia type books are placed in the study room and it is also considered

reference collection, and can only be used inside the library.

Library fund is processed and catalogued in a programme that was developed by IUS IT

Department. All the resources are classified in Dewey decimal classification and organized

on the shelves on the same way. Acquirement of the books is in harmonization with the

Faculty programmes. Each semester list of the textbooks needed by professors for their

teaching is submitted to the Library Manager who has the obligation to order books.

Library has access to the following databases in the Table 32.

90

Table 32: IUS Databases Subscription.

No Databases Websites

1 EBSCOHOST http://search.ebscohost.com/

2 JSTOR http://jstor

3 World Bank - GDF Online http://data.worldbank.org/

4 World Bank - WDI Online http://data.worldbank.org/

5 Academia Social Sciences Index (ASOS Index) http://asosindex.com/

6 DART Europe E-Thesis http://www.dart-europe.eu

7 National Databases http://uvt.ulakbim.gov.tr/uvt/

Laboratories and GBE Research Facilities

For technical study programmes there are specialized laboratories that serve their needs for

practical sessions. There are also studios for artistic and media courses.

Figure 4: Laboratories and GBE Research Facilities.

TECHNICAL LABARATORIES

Genetics and Bioengineering Laboratories

GSM and Telecommunication

Laboratory

Computer Laboratory

Electronics Laboratory

Architecture Laboratory

Physics Laboratory and Tutorial

Room

http://search.ebscohost.com/

http://jstor.org/

http://data.worldbank.org/

http://data.worldbank.org/

http://asosindex.com/

http://www.dart-europe.eu/

http://uvt.ulakbim.gov.tr/uvt/

91

GBE programme research laboratory facilities are the part of the Research and Development

Center (RDC) which covers an area of 1,300 square meters. Apart of GBE laboratories the

Center provides laboratories specialized in scientific fields of physics, mechatronics,

electronics, telecommunications and computer sciences.

Genetics and bioengineering laboratories (GBE labs) consists of four parts, covering approx.

500 square meters. These laboratories provide a state of the art technical support for basic

and applied research in different areas of Genetics and Bioengineering.

All of the laboratories have controlled ventilations systems, heating regulation, compressed

high pressure nitrogen gas delivery system. Most of the laboratory countertops, benches and

sinks are made of Epoxy resin material, which is a standard in biochemical and biological

laboratories worldwide.

GBE labs consist of separate rooms, designed, furnished and equipped with latest

instrumentation in order to pave a way for high-quality research at graduate level and

laboratory exercises for undergraduate students. Four laboratories are marked as:

Genetics and Bioengineering Laboratory 1 (GBElab 1),




GBElab 1 is used for tutorials ant practical laboratory techniques demonstrations for various

courses at undergraduate level. It facilitates required working environments to the students to

get familiar with fundamental concepts of GBE, whereas the other three laboratories are

devoted for research purposes at graduate level. Having the largest space, with possibility to

receive up to 30 students with their own bench space, this lab represents the most suitable

place for basic student tutorials. This lab is dedicated to practical education of students and

implementation of exercises in Chemistry, Biochemistry, Microbiology, Molecular biology

and Genetic engineering, among other courses. It contains basic equipment needed for

exercise and demonstrations of main techniques taught in variety of courses, such as

Microbiological cabinet, centrifuges, balances, water bath, pipette aids, seven light

microscopes etc.

92

Other 3 laboratories (GBElab 2, GBElab 3, GBElab 4), are separated and placed in the

section for scientific graduate research. These laboratories offer the opportunity of

conducting experiments on gene expression analysis (PCR and qPCR, gel electrophoresis),

protein analysis (western blot, ChemiDoc image analyzer, Microplate reader), Fluorescence

microscopy facility, Cell culture laboratory, and provides the core facility providing

technologies used in molecular cell biology which investigates DNA, RNA, chromosomes

and protein-protein interactions.

GBE research labs consist of essential facility, mainly used in genetics, molecular biology,

biomedical and plant research and represent a basic necessary instrumentation for

conducting scientific research in these disciplines.

GBElab 2 is a Cell culture laboratory. It contains three separate rooms designed to minimize

possibilities for contamination of culture. Each room is covered with UV lights, and

equipped with fridges, inverted and fluorescence microscope, cooling centrifuge for cell

culture, Laminar flow and CO2 incubator. Although still not achieved, Biosafety level 2

principles are in a process of implementation in this lab.

GBElab 3 provides a core facility for research activity for common techniques in molecular

biology and genetics. Apart of equipment for vertical and horizontal electrophoresis for

DNA, RNA and protein analysis, lab is equipped with PCR and qPCR instruments. Chemi-

Doc imaging system for protein expression and quantification together with a Microplate

reader allow for flexibility in research design and implementation of various advanced

techniques in different research settings.

GBElab 4 Provide facility for deep freezing and storage (liquid nitrogen and -80 freezer)

distilled water production, autoclave and icemate are a part of this lab. Chemicals for buffer

preparations and balance are placed at this laboratory along with the chemical hood. Growth

chamber for plant molecular biology and an incubator with shaker together with instrument

for spectrophotometric analysis.

Those facilities and research platforms provide GBE with a sound starting point, not only to

attract competitive funding and collaborations, but also to deliver the results publishable in

top peer-reviewed scientific journals (Table 33).

93

Instrumentation

Table 33: List of scientific instruments in the GBE labs. No. DEVICE NAME BRAND (company name) IUS inv. Number Location

1 Microscope Leica DM500 LEICA 3066 Lab 1

2 Microscope Leica EZ4 LEICA 3067 Lab 1

3 Microscope Leica EZ4 LEICA 3068 Lab 2

4 UV VIS Spectrophotometer PERKINELMER 3070 Lab 4

5 ph 510 pH/mV Meter EUTECH 3071 Lab 1

6 ICE Flaker machine F200 ICEMATIC D101, F 200 3072 Lab 4

7 Innova Incubator Shaker INNOVA 42 3073 Lab 4

8 Freezer ULUF 450 -80C DAIRE 3069 Lab 4

9 MICROBIOLOGICAL SAFETY CABINET NUVE 3075 Lab 2

10 GROWTH CHAMBER- NUVE NUVE 3076 Lab 4

11 Modular block HEATING BLOCK LAB-LINE™ BRAND 3077 Lab 2

12 PCR MACHINE THERMALCYCLER C1000 BIORAD 3078 Lab 3

13 WIDE MINI SUBPOWER PAC BASIC SUPPLIER for electrophoresis

BIORAD-USA 4279 Lab 3

14 DNA ELECTROPHORESIS, POWER PAC BASIC SUPPLIER

BIORAD-USA 3079 Lab 3

15 PROTEIN ELECTROPHORESIS, MINI PROTEAN 2X TETRA SYSTEM

BIORAD-USA 3080, 3081 Lab 3

16 UV Transilluminator COLE PARMER 3082 Lab 1

17 CENTRIFUGE NF 048 -Centrifuge-Nuve NUVE 3084 Lab 1

18 Autoclave Tuttnauer 3850, 2540 ELV STERILIZER

ELV 3083 Lab 4

19 Vortex mixer 681 VELP SCIENTIFIC 3085 Lab 2

20 Balancer -Acculab-dig klase II ATILON 3086 Lab 1

21 Digital magnetic stirrer 691/4 Nuhiba AUXILAB 3087 Lab 1

22 AB MEDIC 3D Minishaker BIOSAN 3702 Lab 2

23 SONO MEDICAL 4 x Pipettes BioSan -- Lab 1 and 3

24 CHEMICAL HOOD 3088 Lab 4

25 PURE WATER SYSTEM TKA TKA Germany 3089 Lab 4

26 Water Bath Korean company 3703 Lab 2

27 LG – 20C AND 4 C FREEZER LG 3069 Lab 3

28 Vacuum pump (based on water) Assistant -- Lab 2

29 Dryer 1 (lab 1) Analitika BiH 3879 Lab 1

94

CHAPTER 5

STANDARD 5: RESEARCH AND DEVELOPMENT AND

APPRECIATION OF THE ARTS

5.1 OBJECTIVES AND PERSPECTIVES FOR RESEARCH AND DEVELOPMENT

OF THE STUDY PROGRAMME

Standard 5.1 – The objectives and perspectives for research and development defined for the

study programme are consistent with the strategic orientation of the institution.

GBE study programme aims are in the line with the IUS Strategic Plan for Period 2016-

2020.

Programme aims to show capacity to build on current strength of its academic staff and set

new standard in research and graduate education. Main objective is to become a regional

study programme-of-choice and recognized leader in excellence of the research in genetics

and bioengineering related disciplines.

GBE programme aims to become a true leader in Balkan region aiming to make the

difference among similar programmes and institutes in this part of Europe, with ability to

perform the top -scientific but also industry-oriented services. Another important aim is to

increase the circumstances in which teaching and research have occasion to meet, and to

provide rewards not only for better teaching or for better research but for demonstrations of

the integration between teaching and research.

Genetics and Bioengineering laboratories at International University of Sarajevo (IUS) are

the first of this type to be set up in Bosnia and Herzegovina. Within the newly open Research

& Development Centre are equipped with state-of-the-art molecular biology and tissue

culture facilities. They are structurally composed of four research groups:

1) Molecular Biomedicine (MBM)

2) Plant Proteomics and Bioinformatics (PPB)

3) Biomedical Genomics and Personalized Medicine (BGPM)

4) Neuroscience (NS)

95

Research Groups:

Plant Proteomics and Bioinformatics

The main research of this group is focusing on DNA-repair mechanisms in plants and its

related proteins. Interactome analysis of photoreactivation, Nucleotide Excision Repair

(NER) and Translesion proteins is our aim to reveal these pathways and bring additional

insight for better understanding of UV induced DNA damage in plants.

Plants due to their sessile lifestyles are exposed to several environmental damaging agents.

The UV radiation is one of the main causes of DNA damage in plants and other organisms.

Plants can minimize the deleterious effects of UV because they retain thick layers of waxy

cutin or submerin on their cell walls, and through intracellular accumulation of chemical

substances such as flavanols or phenolics. Mainly, UV-C/B Radiation has been shown to

directly induce lesions that cause alterations in physiological processes and disruptions in

growth development of plants, whereas UV-A is relatively less efficient in lesion induction

but is able to trigger the production of Reactive Oxygen Species (ROS).

The removal of UV-induced DNA lesions in plants appears to be a coordinated action of the

two main mechanisms, light repair and dark repair. In light repair, the process of

photoreactivation repairs the damage by utilizing the energy derived from visible light to

break the cyclobutane ring structures caused by UV-induced-pyrimidine dimers (adjacent

pyrimidines covalently linked between C-5 and C-6 carbon atoms), this repair is done

through the action of an enzyme called photolyase. Photo repair mutants of Arabidopsis

thaliana revealed the existence of two active photolyases, specific for cyclobutane

pyrimidine dimers or pyrmidone (6±4) photoproducts (covalent linkage between the C-4

position of a pyrimidine to the C-6 position of an adjacent pyrimidine). Photoreactivation

has also been reported in Escherichia coli and yeasts. Humans lack this mechanism of DNA

repair.

The light independent pathway, also known as dark repair, is recruited only in the presence

of high doses of lesions. This pathway, named Nucleotide Excision Repair (NER) is more

general and flexible than photoreactivation because it is able to remove a large spectrum of

structurally unrelated lesions. In NER, the lesion is removed in form of an oligonucleotide

that contains the damaged bases. NER recognizes a wide variety of DNA bases that distort

DNA molecules such as thymine dimers, and bulky groups caused by carcinogens, removes

them, and then fulfils the resulting gap with a newly synthesized DNA strand. This system

96

was intensively studied and its components have been identified in humans, bacteria, yeast

and recently in plants.

Group Leader: Assoc. Prof. Dr. Mohamed Ragab Abdel Gawwad, PhD

Group Members:

Jasmin Sutkovic PhD student

Molecular Biomedicine

Molecular Biomedicine Research group focused on the hot topics in fields of molecular

oncology and immunogenetics with a focus on B and T cell malignancies, Subunit vaccine

development, Signal transduction pathways, B-cell receptor, Targeted therapies, Antibody

Engineering. The main scientific interests of the research group led by Prof. Suljagic are

related to the molecular oncology and immunogenetics of chronic hematological

malignancies, particularly chronic myelogenous leukemia (CML), non-Hodkgins lymphjoma

(NHL) and chronic lymphocytic leukemia (CLL). Interference with deregulated signal

transduction pathways and combinatorial targeted therapies related to these disease models

are in the focus of the research.

Primary research interests are particularly focused on the determination of how combination

of thymoquinone and metformin and other new promising candidates affect apoptosis

regulatory mechanism in leukemia and lymphoma cell lines and whether they will have an

impact on therapeutic efficacy in imatinib-resistant CML cells. Effects of metformin on

metabolic activity and survival pathways would eventually provide an added rationale for its

therapeutic use in cancer. Currently, investigators in numerous ongoing clinical trials in

cancer patients are trying to determine whether metformin administered in combination with

chemotherapeutics would be able to improve recurrence-free survival. One of our current

goals is to further improve the efficacy of this promising therapeutic approach by identifying

novel agents and rational combinations of existing agents to target these pathways. We are

also working on the development of a strategy that will selectively reprogram survival

signals transduced through the B cell receptor (BCR) into signals that induce leukemic cell

death. Sustained Akt activation promotes leukemic cell survival by inducing expression of

anti-apoptotic proteins and it is required for proliferation several hematological malignancies

including NHL and CLL. Studies conducted in previous years revealed that these pathways

transduce important survival and proliferation signals in the malignant B cells. These studies

also identified the kinases SYK, PI3K and AKT as key survival molecules downstream of

http://research.ius.edu.ba/molecular-biomedicine-mbm

97

the BCR and provided the rationale for clinical testing of agents that target these molecules

in patients with CLL (Suljagic at al. Blood. 2010 Dec 2;116(23):4894-905), (Iacovelli et al.

Blood. (2015) Jan 6. pii: blood-2014-07-587790). Together with our collaborators from

Dr. Francesco Bertoni Lymphoma genomics lab at the Institute of Oncology Research

(IOR), Bellinzona, Switzerland, we are focused on development of a promising drug

candidates and identifying novel approaches for targeting key oncogenic molecules in

leukemia and lymphomas.

Thus, the current and recent research activities of this group that include a team of young

MSc and PhD candidates, are focused on the following topics:

1. Multi-targeting survival pathways in human leukemic cells by combinatorial therapy with

metformin and novel drug candidates.

2. Regulation of expression of tumor suppressors in TKI treated Chronic Myelogenous

Leukemia patients

3. Influence of CpG ODN targeting TLR9 on proliferation of DLBCL cell lines

Group Leader: Assist. Prof. Dr. Mirza Suljagic, DVM, PhD

Group Members:

Una Glamočlija student

, PhD student

LejlaLejla Halilović Halilović, PhD Student

Esma Hasić , MSc Student

Biomedical Genomics and Personalized Medicine

Genomics and pharmacogenomics of Type 2 Diabetes

Understanding the complex genetic and environmental risk factors, their interactions, and

how these lead to the development of Type 2 diabetes mellitus (T2D) and variation in

disease progression, is critical in shaping effective preventive and therapeutic measures

needed to stem this global pandemic of disease. This research project is analyzing specific

candidate genes associated with the T2D related traits in a population cohort from Bosnia

and Herzegovina. As a member of the international consortia we are performing analysis of

large data sets to solve the complex T2D puzzle (Semiz, S., et al, Effects of Melatonin

http://oldwww.ius.edu.ba/Default.aspx?tabid=1213

98

Receptor 1B Gene Variation on Glucose Control in Population from Bosnia and

Herzegovina, Experimental and Clinical Endocrinology & Diabetes, 122(6):350-5, 2014;

Dujic, T. et al, Effects of the PPARG gene polymorphisms on markers of obesity and

metabolic syndrome in Bosnian subjects, Journal of Medical Biochemistry, 33 (4), 323-332,

2014).

This research is also attacking questions related to the personalized treatment of T2D, since

emerging evidence has demonstrated that genetic variation might be one of the key

determinants of an individual’s responses to oral antidiabetic drugs (OAD). Importantly,

we performed one of the first studies related to T2D genetics and pharmacogenetics in BH

population. As a collaborator within the International MetGen consortium with over 13,000

patients of different ancestries treated with metformin, Prof. Semiz and her colleagues are

seeking to discover genetic factors that contribute to a poor response to metformin, a first-

line drug used to treat newly diagnosed T2D. Recently, this transnational research effort has

led to very interesting findings suggesting a key role for GLUT2 transporter in regulation of

metformin action, which was published recently in the high impact journals including the

Nature Genetics (Dujic, T. et al, No Association of Variants in Membrane Transporter Genes

with Glycaemic Response to Metformin in Type 2 Diabetes: A MetGen Meta-Analysis,

Clinical Pharmacology & Therapeutics, 101(6):763-772, June 2017; K. Zhou, et al,

Variation in the Glucose Transporter gene GLUT2 (SLC2A2) is associated with glycaemic

response to metformin: A MetGen Study, Nature Genetics 48 (9):1055-1059, Sept. 2016;

Dujic, T., et al, Organic Cation Transporter 1 Variants and Gastrointestinal Side Effects of

Metformin in Patients with Type 2 Diabetes, Diabetic Medicine, 33(4): 511-514, 2016).

Prof. Semiz recently participated in the research study carried out at the Erasmus University

Medical School in Rotterdam, the Netherlands, whose results has been just published in the

Diabetes. This research study has been performed as a part of the recent participation in the

ERAWEB, the European exchange program at the leading medical schools in Europe, which

provided an excellent opportunity for Prof. Semiz to establish this additional collaboration

with Erasmus University and opened the door for the IUS students to perform their master

and PhD studies at this leading research institution in the area of genetics, medicine, and

biotechnology. In line with the ERAWEB focus at the factors influencing the population

health and the development of possible interventions towards health improvement, Prof.

Semiz has joined the team of scientists that focused their efforts to solve the complex puzzle

of diabetes, which is one of the largest global health emergencies. The authors investigated

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124 metabolites in the circulation which correlate with fasting glucose in the Erasmus

Rucphen Family study (n=2,564) and tested the possible causal effect of each metabolite

over glucose and Type 2 diabetes (T2D) by using the Mendelian randomization (MR)

approach. Thus, they employed a framework based on genetic risk scores for plasma

metabolite profiles followed by pathway-based sensitivity analysis, and found that small and

large HDL sub-fractions might be disparate targets to treat hyperglycemia. In addition to this

paper published in the Diabetes, results of Prof. Semiz’s research at the Erasmus University

Medical School in Rotterdam have been also published in the Metabolomics journal earlier

this year. Importantly, here the authors developed a novel prediction model for T2D by

conducting a 14-years prospective study with large sample size and wide metabolite

spectrum. Thus, these results contribute to the growing efforts in metabolomics to predict

Type 2 diabetes development and optimize its treatment.

Group Leader: Prof. Dr. Sabina Semiz, PhD

Group Members:

Genomics and Pharmacogenomics of Type 2 Diabetes

Haris Lokvancic, MSc student

Bioethics in Genomics and Personalized Medicine

Amina Agovic

Azra Karic

Neuroscience Research Group

This research group is interested in trafficking and cell membrane targeting

of neurotransmitter receptors especially GABA (A) receptors. In addition, since Dr. Arslan is

also interested in molecular basis of behavior, she had established a project addressing an

imaging genetics approach for memory paradigms of executive control mechanisms.

Imaging genetics is relatively new research trend that aims to elucidate the interaction of

genotype, phenotype and environment in the context of brain and behavior (Ayla

Arslan (2015) Genes, Brains and Behavior: Imaging Genetics for Neuropsychiatric

Disorders, J Neuropsychiatry Clin Neurosci. Spring; 27(2):81-92). Previously, Dr. Arslan

and her undergraduate student adapted think /no think paradigm to work on memory

suppression which is thought to be mediated by frontal cortex with the use of functional

brain imaging. Considering the known effect of certain single nucleotide polymorphisms

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(SNPs) on the executive functions of frontal cortex, Dr. Arslan aims to find out genetic

effects that might contribute to individual differences in the performance of memory

suppression.

Group Leader: Assoc. Prof. Dr. Ayla Arslan, PhD

Group Members:

Tugce Kir , MSc student

For more details you can visit GBE Research groups at: http://research.ius.edu.ba/research-

groups

1. Genetics and Bioengineering Laboratories:

Genetics and Bioengineering laboratories are located at the IUS Research and Development

Center (RCD). This modern research center has been established to promote the work of IUS

researchers as well as students within the first, second, and third cycle of their studies.

Furthermore, the aim of RCD is to provide good working conditions for academic staff and

students in their projects, to establish communication and information sharing as well as

developing new projects with other research centers, institutions and companies in Bosnia

and Herzegovina as well as promoting international collaboration.

The manager of the RDC is Assist. Prof. Dr. Tarik Namas, PhD and the vice manager of

RDC is Jasmin Sutkovic, MSc.

Job duties of the RDC manager include, but are not limited to the following:

- Managing the activities related to scientific research

- Working on the development and modernization of curricula and programmes

- Distributing tasks in the department

- Giving instructions to perform specific tasks in the domain of scientific research

- Prepare the annual and periodic work programmes and plans for the area of scientific

research

-Cooperate with universities and other legal entities engaged in scientific research work and

higher education

-Propose to the board forms of the inter-cantonal, inter-entity, and international cooperation

in the field of scientific research and higher education

-Inform the Minister about the situation and problems in the field of higher education,

science and scientific research, and propose a way to ensure the full implementation of

established policies and enforcement of laws, regulations and by-laws in this field.

http://research.ius.edu.ba/research-groups


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For his/her work the RDC manager is responsible to the Rector and Vice rector for

International Cooperation and Research.

Vice manager of RDC helps and provides technical and managerial support to the RDC

manager when required.

GBE programme team of professors and researchers have a strong commitment of providing

high-quality training for students at undergraduate level, and increasing the research quality

standards at graduate levels at IUS. For undergraduate students GBE offer laboratory

tutorials and exercises for several different courses (biochemistry I and II, molecular biology

I and II, genetics I and II, cell culture, microbiology etc.). At the postgraduate level the

programme provides training in genetics, bioengineering and molecular biology and

incorporating them, according to student’s interest, in developing projects of one of GBE

research groups. Leaders of GBE research groups represent young but experienced team of

PhD holders with biomedical and agricultural background with excellent publication track-

record. They possess required research expertise and know-how, gained through their

scientific doctoral and post-doctoral projects conducted at the famous European universities,

US and Canadian centers for genetic engineering and biotechnology.

Several milestones have been accomplished in recent years at GBE programme.

Programme`s undergraduate curriculum has been already recognized by well-known

European institutions, such as Erasmus University Rotterdam, Max-Plank institute Berlin,

Justus-Liebig University Giessen, Istanbul Technical University Turkey, etc., where many of

our students received MSc. programme scholarships for their future academic and

professional progress.

Recent significant investment at GBE programme resulted in purchasing of state-of the-art

equipment for GBE laboratories. Thanks to this, preliminary results obtained by Molecular

Biomedicine research group led to winning a highly competitive research grant (EUR

50.000) in 2015 provided by International Centre for Genetic Engineering and

Biotechnology (ICGEB).

GBE academic staff is bringing not only expertise and research experience but also their

professional networks that will have huge impact in the development of the study

programme.

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Current international collaboration efforts with different European and local collaborators

are already producing results measurable in number of joint applications for financing,

obtained research grants and increasing number of publications.

Further programme development will be obtained by strengthening relationships with local

collaborators for projects related to biomedicine. IUS have already signed contracts with

University Clinical Centre, for patient sample deliveries for research performed on primary

cells as a part of multi-collaborative studies. Similar contracts and/or MOU are planned to be

established with and regional industry stakeholders. This would considerably improve the

link for market accessibility for GBE graduates, but it would also bring opportunities for

development of projects in translational, industry-oriented research.

All aspects of GBE academic staff research activities should lead to an improvement in

teaching quality. Linking teaching and research is central to the institutional mission and

strategies and plans are made to insure this. Some of these strategies include:

Permanent education of GBE staff to teach, focusing on the construction of knowledge

by students rather than the imparting of knowledge by instructors,

Developing strategies across all disciplines that emphasize the uncertainty of the task

and strategies within the scientific disciplines,

Ensuring that students experience the process of scientific productivity itself, not just

demonstration of data obtained from such a process.

Infrastructural means obtained through research projects are also used in teaching activities.

There are several aspects which demonstrate integration of research done by GBE research

groups and teaching. Research activities contribute to updating the curriculum, positively

affecting the most of specialized courses such as OMICS Technologies, Advanced Cell

Biology and other courses. Moreover, since the courses are related to research profiles of

the teachers, the relationship is more than favorable. Additionally, GBE curriculum is largely

designed on inquiry-based activities, rather than on the acquisition of subject content only

and the experiences of staff in processes of inquiry are highly integrated into the student

learning activities. The scope for two-way interactions between research and teaching is

deliberately exploited.

5.2 SCIENTIFIC STAFF RESEARCH ACTIVITIES

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Standard 5.2 – Scientific staff is involved in the institution’s research activities and/or activities

regarding the development and appreciation of arts. The interaction between research and

teaching is ensured.

All academic staff members of the GBE programme are actively involved in scientific

research of various disciplines. Together with collaborators from their professional networks,

they are engaged in numerous projects performed by four GBE research groups. Besides of

their ongoing research, they are actively involved in expanding their professional networks

through international conference participations, COST Action engagements, ERASMUS

Academic Staff visits and Short term scientific missions. Importantly, some of main

activities are directed into development of collaborative projects applications for funding at

different international research agencies. More on individual GBE staff research activities

and interests of research groups is elaborated further in this chapter.

Assoc. Prof. Dr. Mohamed Ragab Abdel Gawwad is the leader of Plant Proteomics &

Bioinformatics Research group. Main research of this group is focusing on DNA-Repair

Mechanism in Plants and its related proteins. Interactome analysis of photoreactivation,

Nucleotide Excision Repair (NER) and Translation proteins aim to reveal these pathways

and bring additional insight for better understanding of UV induced DNA damage in

plants. His recent research topics with MSc and PhD candidates of the group are:

Y2H Protein - Protein Interaction of photoreactivation and Nucleotide Excision

Repair (NER) Proteins in Arabidopsis thaliana.

Global Interactome analysis of photoreactivation Proteins in Arabidopsis thaliana.

Global Interactome analysis of Nucleotide Excision Repair (NER) Proteins

in Arabidopsis thaliana.

3-D structure prediction and validation of photoreactivation and Nucleotide Excision

Repair (NER) Proteins in Arabidopsis thaliana.

Prof. Dr. Sabina Semiz is leading the Biomedical Genomics research group, with the major

research interests in the area of genomics of Type 2 diabetes, pharmacogenomics,

personalized medicine, and related bioethical perspectives.

Prof. Dr. Semiz earned the PhD degree in pharmacology in 2001 at the Faculty of

Pharmaceutical Sciences, the University of British Columbia, in Vancouver, B.C., Canada,

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and completed her postdoctoral work at the Programme in Molecular Medicine, University

of Massachusetts Medical School, in Worcester, MA, USA. During this period, Dr. Semiz

collaborated with Dr. Craig Mello, Nobel Prize laureate in 2006, in the area of siRNA-

induced gene silencing, and Dr. Michael Czech, the American Diabetes Association award

laureate in the area of Type 2 diabetes. Following this, she worked as a principal

investigator in Cytrx Corporation, Worcester, MA, USA, where she lead the Target Biology

group, and in Epic Therapeutics, Inc., a Wholly Owned Subsidiary of Baxter Healthcare

Corporation, Norwood, MA, USA, where she worked in development of PROMAXX

Microspheres for the in vivo gene therapy. Dr. Semiz became Assistant Professor at Faculty

of Pharmacy, University of Sarajevo, in 2007, rising to the rank of Associate Professor in

2012. In 2015, she moved to the International University of Sarajevo, as an Associate

Professor at the Genetics and Bioengineering Programme.

Prof. Dr. Semiz has led five research projects within the last five years. Currently, she is

leading two projects in the area of pharmacogenomics of Type 2 diabetes, as well as

biomedical and ethical perspectives related to genetic testing and personalized medicine. She

actively participates as a member of consortium in several international projects, including

COST Project of European Commission, the International Metformin Genetics (MetGen)

Consortium, and the Pharmacogenetics for Every Nation Initiative (PGENI) project. Dr.

Semiz is currently acting as Review Panel Expert in the COST Action Proposal Submission,

Evaluation, Selection and Approval procedure, BA Medical and Health Sciences, and an

Expert in the Evaluation panel for the Horizon 2020 Programme, an international expert in

the field of Medical sciences within the Ministry of education and sport Montenegro, and an

expert within the Agency for Development of Higher Education and Quality Assurance in

Bosnia and Herzegovina. From December 2014. Prof. Dr. Semiz has been appointed as the

Head of the Unit of the UNESCO Chair in Bioethics for Bosnia and Herzegovina. She is an

author of more than 90 scientific publications, published in peer-reviewed journals, as well

as more than 130 scientific abstracts presented at the international and national conferences.

Asst. Prof. Dr. Mirza Suljagic is a leader of the Molecular biomedicine research group

(MBM) at IUS. He holds a PhD degree in molecular genetics from Scuola Internazionale

Superiore di Studi Avanzati (SISSA), Trieste, Italy. His 3 years post-doc research was

performed at EMBL Campus- Monterotondo, Italy at the ICGEB - Molecular Hematology

group, led by Dr. Dimitar Efremov. His primary research interests are chronic hematologic

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neoplasms, particularly investigation of the cellular and molecular mechanisms of chronic

lymphocytic and myeloid leukemias governing the development and progression of the

disease and development of novel targeted therapies. Additionally, Dr. Suljagic is interested

in other areas related to hematological and immunological disorders, including B-cell

lymphomas as well as in molecular targets of survival pathways in breast and ovarian

cancers. He has authored or co-authored several articles in peer-reviewed, high IF

international journals such as Blood and Leukemia. He has received grants from prestigious

international and national funding bodies, including the grants from the International Center

from Genetics and Bioengineering and the Italian Association for Cancer Research. He is

also engaged in a review and evaluation of the COST Action Proposal Submission, selection,

approval procedure, and an Expert in the Evaluation panel for the Horizon 2020 Programme

projects.

His current and recent research activities, together with a team of young MSc and PhD

candidates, include following topics:

1. Multi-targeting survival pathways in human leukemic cells by combinatorial therapy with

metformin and thymoquinone

2. Regulation of expression of tumor suppressors in TKI treated Chronic Myelogenous

Leukemia patients

3. Influence of CpG ODN targeting TLR9 on proliferation of DLBCL cell lines

4. Characterization of a Brucella spp. unlipidated OMP16 expression in transgenic plants

Assoc. Prof. Dr. Ayla Arslan was appointed to IUS, in late 2014. Previously, she had been

trained as a molecular neurobiologist at the University of Heidelberg, Germany, where she

worked on the membrane targeting of GABA (A) receptor subtypes with molecular and cell

biology techniques, which led to her doctoral work. Thus, a few years of her research were

spent on the investigation of molecular aspects of neurotransmitter receptors. Her interests

are in the field of neurobiology of human behavior targeting a research with behavioral

interface. Thus, in addition to her research concerning molecular neurobiology, she had also

established a project addressing an imaging genetics approach for memory paradigms of

executive control mechanisms. Imaging genetics is relatively new research trend that aims to

elucidate the interaction of genotype, phenotype and environment in the context of brain and

behavior (Ayla Arslan (2015) Genes, Brains and Behavior: Imaging Genetics for

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Neuropsychiatric Disorders, J Neuropsychiatry Clin Neurosci. Spring; 27(2):81-92).

Previously, Dr. Arslan and her undergraduate student adapted think /no think paradigm to

work on memory suppression which is thought to be mediated by frontal cortex with the use

of functional brain imaging. Considering the known effect of certain single nucleotide

polymorphisms (SNPs) on the executive functions of frontal cortex, Dr. Arslan aims to find

out genetic effects that might contribute to individual differences in the performance of

memory suppression, in the near future. She has international multidisciplinary connections

to achieve this task which requires interdisciplinary work. In addition to research perspective

described above Dr. Arslan has two Masters students and several undergraduate students for

mentorship. Dr. Ayla Arslan is also the member of editorial board of Journal of Integrative

Neuroscience (SCIE) and the chair of organizing committee of the International Congress on

Applied Biological Sciences, which will take place in the IUS, between 27-31 May 2016

(http://www.icabs.gen.tr/)

Mr. Jasmin Šutkovic, MSc, is a senior assistant at the Genetic and Bioengineering

department, at the International University of Sarajevo. His current research interests are

Genetic characterization of autochthonous varieties (onion and pepper) in Bosnia and

Herzegovina, particularly working on SSR and AFLP marker applications. Furthermore, he

is working on the stress screening of the autochthonous varieties, mainly measuring stress

indicators such as proline, CAT, POD, SOD, PPO, and Chlorophyll a and b. In this regard he

has received a grant from the United National Development programme. Additionally,

Jasmin is working in other areas related to Bioinformatics, genome analysis, in silico

epigenetics, protein structural and functional annotations, where he has authored or co-

authored several articles in peer-reviewed journals. In addition, he is working on metabolic

syndrome, particularly screening the metabolic factors in Bosnian population, which may be

correlated with metabolic syndrome. Through this research he has published two research

papers in international journals. His current and recent research activities, include following

topics:

1. Genetic characterization and stress analysis screens of autochthonous varieties (onion and

pepper) in BIH

2. In silico functional annotation of DNA repair proteins in Arabidopsis thaliana

3. Characterization of a Brucella spp. unlipidated OMP16 expression in transgenic plants

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4. Single Cell Gel Electrophoresis assay of stress induced autochthonous pepper, for the

detection of DNA damage.

Besides his academic responsibility he is also involved in the management activities in RDC,

mainly involved in infrastructure development projects in the research laboratories at IUS

and laboratory management.

5.3 STUDENT INTEGRATION INTO RESEARCH PROJECTS

Standard 5.3 - To the extent required by the type of study programme, students will be integrated

into research projects.

The IUS academic staff is leading several research projects, in which students from all study

cycles are actively involved. Within the following list of the activities carried with the

corresponding research groups at the Genetics and Bioengineering programme, the

interaction between research and teaching is insured and students are actively engaged to

learn and appreciate scientific research. Students are encouraged to learn how to solve

scientific problems and develop the team-building abilities that are necessary for the

successful genetics and bioengineering career.

1. Engagement of students in research projects of Plant Proteomics & Bioinformatics

Group

PhD candidate

Jasmin Sutkovic

Title: New insights to DNA repair proteins in Arabidopsis thaliana.

The aim of this project is to reveal the interactome analysis of photoreactivation and

nucleotide excision repair processes in plants. Interactome analysis will permit us to assign

a new functions and better understanding of whole DNA repair mechanisms in plants.

MSc. candidates:

1. Aida Hamzi Kaljanac

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Title: Interactome analysis and docking site prediction of AtXPF/UVH1, AtXPG/UVH3,

AtXPD/UVH6, PHR1/UVR2, UVR3, ATERCC1/UVR7 in Arabidopsis thaliana.

Aims: To analyses the interactome, investigate the role of mentioned proteins and annotate

potential novel roles.

2. Aida Maric

Title: Interactome analysis and docking site prediction of MSH proteins in Arabidopsis

thaliana

Aims: To analyses the interactome, investigate the role of mentioned proteins and annotate

potential novel roles.

First cycle graduation projects:

Asiye Sinaci- Interactome analysis and docking site prediction of RAD52 protein in

Arabidopsis thaliana.

Mahamat Baraka Adam - Interactome analysis and docking site prediction of POL2 protein

in Arabidopsis thaliana.

Mervisa Alihodzic - Interactome analysis and docking site prediction of CEN2 protein in

Arabidopsis thaliana.

2. Engagement of students in research projects of Molecular Biomedicine Group:

PhD candidate:

Una Glamoclija

Title: Multi-targeting survival pathways in human leukemic cells by combinatorial therapy

with metformin and thymoquinone

Aims: This project is focused on the determination of how combination of thymoquinone

(TQ) and metformin affects apoptosis regulatory mechanism in leukemia and lymphoma cell

lines and whether they will have an impact on therapeutic efficacy in imatinib-resistant

cultured cells. The efficacy of these drugs will be also evaluated in vivo, in leukemia

xenograft models of immune deficient mice in order to investigate the potential of

metformin/TQ treatment for sensitizing imatinib resistant leukemic cells.

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MSc. candidates:

1. Ines Djulalic

Title: Evaluation of thymoquinone effects on apoptosis of chronic myelogenous leukemia

derived cell line (K562).

Aims: To evaluate the efficacy of propagation of apoptosis utilizing a known phytochemical

(Thymoquinone) and characterize the expression of apoptosis regulatory proteins

2. Selma Hrnjic

Title: Influence of CpG ODN targeting TLR9 on proliferation of Diffuse Large B Cell

Lymphoma cells.

Aims: To optimize a proliferation assay that could lead to better understanding of molecules

engaged in regulation of proliferation in DLBCL cell lines.

3. Riad Hajdarevic

Title: Combinatorial effects of metformin and thymoquinone on apoptosis regulatory

genes in leukemic cells

Aim: To explore and evaluate the effects of combinatorial therapy that could lead to better

therapeutic opportunities by exploring molecules engaged in regulation of apoptosis and

proliferation in human leukemic cell lines, sensitive or resistant to current treatment.


Doaa Temraz - Junk DNA and non-coding RNA.

Esma Hasic - Therapeutic Role of Curcumin in Pancreatic Cancer Cells.

Maida Ljubijankic - Advances and Challenges in Cancer Immunotherapy.

3. Engagement of students in research projects of Biomedical Genomics and

Personalized Medicine:

MSc. candidates:

1. Lejla Halilovic

Title: Analysis of IRS1 genetic variations in Type 2 diabetic patients from Bosnia and

Herzegovina

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Aims: To analyses the frequency of specific IRS1 polymorphisms and their possible

association with the T2D-related traits in population from Bosnia and Herzegovina

2. Nur Hamad

Title: Genetic variation of ADRA2A in Type 2 diabetes

Aims: To analyses the frequency of specific ADRA2A variants and their possible association

with the T2D-related traits in population from Bosnia and Herzegovina

3. Camil Durakovic

Title: Genetic testing and personalized medicine: Biomedical and ethical perspectives in

Bosnia and Herzegovina

Aim: To explore and summarize the opinions of biomedical students in Bosnia and

Herzegovina regarding genetic testing, pharmacogenomics, and personalized medicine.


1. Cansel Albayrak – Metabolomics: New insights into Type 2 diabetes mellitus.

2. Maryam Wehbeh – Novel “OMICS” technologies in breast cancer diagnosis.

5.4 ORGANIZATIONAL AND STRUCTURAL FRAMEWORK CONDITIONS

W.R.T. R&D

Standard 5.4 - The planned organizational and structural framework conditions are sufficient

and suitable to implement the scheduled research activities

Genetics and Bioengineering is one of the programmes at the Faculty of Engineering and

Natural Sciences. Programme Coordinator is Assoc. Prof. Dr. Mohamed Ragab Abdel

Gawwad, whose responsibility is, in addition to coordinating the teaching process at the

Department, to monitor the scientific research activities and professional development of the

academic staff. The Programme Coordinator is accountable to the Dean of the Faculty of

Engineering and Natural Sciences.

For more details you can visit GBE Research groups at: http://research.ius.edu.ba/research-

groups

1. Genetics and Bioengineering Laboratories:

Genetics and Bioengineering laboratories are located at the IUS Research and Development

Center (RCD). This modern research center has been established to promote the work of IUS







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researchers as well as students within the first, second, and third cycle of their studies.

Furthermore, the aim of RCD is to provide good working conditions for academic staff and

students in their projects, to establish communication and information sharing as well as

developing new projects with other research centers, institutions and companies in Bosnia

and Herzegovina as well as promoting international collaboration.

The manager of the RDC is Assist. Prof. Dr. Tarik Namas, PhD and the vice manager of

RDC is Jasmin Sutkovic, MSc.

Job duties of the RDC manager include, but are not limited to the following:

- Managing the activities related to scientific research

- Working on the development and modernization of curricula and programmes

- Distributing tasks in the department

- Giving instructions to perform specific tasks in the domain of scientific research

- Prepare the annual and periodic work programmes and plans for the area of scientific

research

-Cooperate with universities and other legal entities engaged in scientific research work and

higher education

-Propose to the board forms of the inter-cantonal, inter-entity, and international cooperation

in the field of scientific research and higher education

-Inform the Minister about the situation and problems in the field of higher education,

science and scientific research, and propose a way to ensure the full implementation of

established policies and enforcement of laws, regulations and by-laws in this field.

For his/her work the RDC manager is responsible to the Rector and Vice rector for

International Cooperation and Research.

Vice manager of RDC helps and provides technical and managerial support to the RDC

manager when required.

Genetics and bioengineering laboratories consist of four parts. GBE Laboratory I is used for

the undergraduate studies, whereas the other three laboratories are devoted for the research

projects at the graduate (PhD and Master) level. The GBE laboratories offer to the students

the opportunity to conduct experiments in gene and protein engineering, microbial analysis,

cell culture, and provide the core technologies used in molecular cell biology which

investigates DNA, RNA, chromosomes, proteins, genetic variants, and certain metabolites in

the cell. Every student is provided her/his own working space, chemicals and place to store

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her/his chemicals and samples. The lab is equipped with the essential devices for the analysis

of the results of their experiments.

CHAPTER 6

STANDARD 6: NATIONAL AND INTERNATIONAL COOPERATION

6.1 NATIONAL AND/OR INTERNATIONAL COOPERATION

Standard 6.1 - In line with the study programme’s profile, national and/or international

cooperation projects with higher education institutions or institutions outside higher education

sector have been established.

Through its International Relations Office and Project Management Office, IUS is

committed to support national and international cooperation with higher education

institutions or institutions outside higher education sector. For international cooperation the

focus countries and regions are Turkey, Balkan countries, and Europe, with aspirations to

extend cooperation to USA, Middle East and Asia.

To allow optimum participation of the International University of Sarajevo in knowledge

sharing and in prominent and often cross-border projects, the Genetics and Bioengineering

Programme puts a great effort in national, European and international cooperation. All

Memorandums of understandings are established in University level according to the needs

of the study programme. The national and international cooperation of Genetics and

Bioengineering Programme contains four categories:

Exchange programmes.

National cooperation with universities and institutes in BiH.

Cooperation with international universities.

Project supported by European and international organizations.

Exchange programmes

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GBE Programmes design is being constantly developed according to the similar study

programmes from the region, Europe and USA which permits freely exchange of students in

many exchange programmes. Genetics and Bioengineering department is involved in various

international agreements to increase student and staff mobility. These agreements are

composed of Erasmus Bilateral Agreements and Mevlana Exchange Programme.

ERASMUS+ COOPERATION:

Memorandum of understanding agreements involve 52 universities from various countries

including Australia, Croatia, Cyprus, Czech Republic, France, Germany, Libya, Pakistan,

Poland, Serbia, Slovenia, Turkey, Italy, Latvia, Romania, Macedonia, Malaysia, Montenegro

and USA. At present GBE is involved in the following departmental ERASMUS

programmes (Table 34).

Table 34: ERASMUS+ Exchange Programme Agreements with universities in Romania

Name of the Institution /Country Academic Fields

Alexandru Ioan Cuza University

Web address: www.uaic.ro

Biological and Related Sciences

The “Ion Ionescu De La Brad“ University of

Agricultural Sciences and Veterinary

Medicine of IASI/Romania

Web address: www.uaiasi.ro

Biological and Related Sciences

West University of Timisoara /Romania

Web address: www.uvt.ro

Biological and Related Studies

Erasmus+ Exchange programme agreements are available online14

.

Mevlana Exchange Programme

Mevlana Exchange Programme is a specific programme which aims the exchange of

students and academic staff between the Turkish higher education institutions and higher

14 International University of Sarajevo. International Relations Office Erasmus Agreements. Retrieved from http://iro.ius.edu.ba/erasmus-agreements.

http://www.uaic.ro/

http://www.uaiasi.ro/

http://www.uvt.ro/

http://iro.ius.edu.ba/erasmus-agreements


114

education institutions in other countries. GBE department is involved in this programme and

the mobility of students achieved as following:

Mevlana Exchange Programme to IUS from Turkey 2015/16:

1. Derya Gul Sagci MSc student

Mevlana Exchange Programme to Eskisehir Osmangazi University 2015/16:

1. Amra Mahmutbegović BSc Student

2. Edin Bušatlija BSc Student

APPLICATIONS for Mevlana Exchange Programme 2016/17:

3. Aiša Buko BSc Student

4. Azra Drače BSc Student

5. Mirela Musić BSc Student

Mevlana agreements are available online15

.

National cooperation with universities and institutes in BiH.

Genetics and Bioengineering Programme is in connection with national universities and

institutes in Bosnia & Herzegovina. To promote and develop research according to mission

and vision of International University of Sarajevo, Faculty of Engineering and Natural

Sciences signed many agreements with Sarajevo University (Faculty of Agriculture, Faculty

of Pharmacy and Institute for Genetic Engineering and Biotechnology INGEB). Through

these agreements, the mobility of researchers and students was achieved.

Cooperation with international universities

The university has developed relatively a wide net of institutions that signed memorandums

of understanding. The list of these institutions is available online16

.

Projects supported by the European and international organizations.

This part will be highlighted in Co-operation projects.

15 International University of Sarajevo. International Relations Office Mevlana Agreements. Retrieved from http://iro.ius.edu.ba/mevlana-

agreements. 16 International University of Sarajevo. International Relations Office. Retrieved from http://iro.ius.edu.ba/protocols.

http://iro.ius.edu.ba/mevlana-agreements


http://iro.ius.edu.ba/protocols

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6.2 CO-OPERATION PROJECTS

Standard 6.2 – The cooperation projects encourage and support the advancement of the study

programme and the mobility of students and staff.

Academic staff of GBE programme are actively involved in scientific research of various

disciplines. Together with collaborators from their professional networks, they are engaged

in numerous projects performed by four GBE research groups. For many of our research and

collaboration activities we receive support from regional and European authorities. The

knowledge gained through these activities directly benefits national and regional projects.

Besides of their ongoing research, they are actively involved in expanding their professional

networks through international conference participations, European Cooperation in Science

and Technology COST Action. GBE programme Coordinator Assoc. Prof. Dr. Mohamed

Ragab ABDEL GAWWAD is participating in four COST Actions as following:

FA0905: Mineral-improved crop production for healthy food and feed.

FA1103: Endophytes in Biotechnology and Agriculture.

FA1106: An integrated systems approach to determine the developmental mechanisms

controlling fleshy fruit quality in tomato and grapevine.

CA15124: A new Network of European BioImage Analysts to advance life science imaging

(NEUBIAS).

Recently GBE programme Molecular Biomedicine research group received competitive

research grant (EUR 50.000) in 2015 provided by International Center for Genetic

Engineering and Biotechnology (ICGEB) Italy.

In the near future, GBE aims to increase the number of international cooperation to promote

student and staff mobility.

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REFERENCES

[1] Agency for Development of Higher Education and Quality Assurance. Agency for

Development of Higher Education and Quality Assurance of Bosnia and Herzegovina, 2009.

Web. 1 Jun. 2016.

[2] The University was established pursuant to the following administrative acts:

a) Decision by Sarajevo Canton Government, No.: 02-05-10404-10/03 dated 18 June

2003, published in the “Official Gazette of Sarajevo Canton”, issue No. 14/03 of 19

June 2003, whereby the Foundation for Development of Education was granted

approval to establish the International University of Sarajevo as an institution.

b) Decision by the Ministry of Education and Science of Sarajevo Canton, No. 11-38-

3509 of 16 March 2003, ruling that the conditions for the establishment of the

International University of Sarajevo as an institution conferred by law had been met

and that the Founder of the University shall be the Foundation for the Development

of Education.

c) Decision of the Ministry of Education and Science of Sarajevo Canton No. 11-01-

38 of 23 June 2004 on the conditions for the commencement of the operations of the

International University of Sarajevo, in which it was established that all stipulated

conditions for the commencement of operations had been met in the 2004/2005

academic year.

d) IUS Statute referred in this Report was adopted on 10 July 2012

e) On 18 September 2014 the Ministry for Education, Science and Youth of the

Canton Sarajevo approved the Institutional Accreditation of the International

University of Sarajevo No. 11-05-38-948-5/14, meaning that IUS has become an

accredited higher education institution. In 2014 International University of Sarajevo

was accredited with the Agency for the Development of Higher Education and

Quality Assurance and is listed in the state register of accredited higher education

institutions in Bosnia & Herzegovina, Decision on the Entry into the State Register of

Accredited Higher Education Institutions, No. 05-33-1-199-11/14.

[3] Enrolment starts as of AY 2016/17.

118

[4] The internal rules respective to the internship (work placement) are currently in the

process of changes in a manner that from the beginning AY 2016/2017 the curricula will be

altered in so that students who successfully complete their internship will be awarded with 6

ECTS.

[5] The characteristic of all IUS bachelor study programmes is that required and elective

courses are grouped into four groups, defined as follows:

I University courses – are required courses for all students of the first year, first cycle study

programme.

University courses are established with the aim to:

a) Provide students with basic knowledge and methods for independent and critical

decision-making;

b) Offer a new approach and a deep understanding of the nature of social movements;

c) Provide interdisciplinary understanding of the “state” in certain areas that will help

further choice of courses in the study; and

d) Ensure the harmonization of the level of knowledge for all students IUS.

In addition, they are meant to encourage the formation of a general university atmosphere in

which the pre-defined levels of certain common basis of knowledge facilitates structuring of

easier education in the senior years of study.

II Faculty courses – are required and elective courses, which are defined by the faculty.

These courses contain the fundamentals of knowledge, which are common to all study

programmes in each faculty.

III Programme courses – are required and elective courses, which are defined by the study

programme to achieve the intended programme learning outcomes.

IV Free elective courses – are all undergraduate courses at IUS, excluding the University

courses, Faculty courses and Programme courses (defined for each programme), which

aims to give opportunity to students to freely choose a number of courses from other study

programmes

[6] First Study Cycle Genetics and Bioengineering Curricula. (2015). Retrieved from

http://gbe.ius.edu.ba/bs/i-study-cycle-gbe-curriculum.

[7] Second Study Cycle Genetics and Bioengineering Curricula. (2015). Retrieved from

http://gbe.ius.edu.ba/bs/ii-study-cycle-gbe-curriculum.

[8] Model of standardized workload of student in the preparation of curricula, has been

recommended and officially issued by the European Commission (ECTS User's Guide,

Brussels, 6 February 2009, Chapter 4, p. 17 and 18, ISBN: 978-92-79-09728-7

[9] International University of Sarajevo. (2016). Retrieved from http://www.ius.edu.ba/.

[10] International University of Sarajevo. Academic Calendar. (2016). Retrieved from

http://www.ius.edu.ba/academic-calendar-2015-2016.

[11] “The Student is deemed to be proficient in English language if he/she:

http://gbe.ius.edu.ba/bs/i-study-cycle-gbe-curriculum





http://www.ius.edu.ba/academic-calendar-2015-2016

119

Submits the valid scores in the following international exams:

IBT Internet-Based TOEFL (minimum 70), (in Turkey, taken only from University-run test

centers*)

IELTS Academic (minimum 6.0) (in Turkey, taken only from British Council test centers*)

Upon receipt of the "ORIGINAL" score sheet from TOEFL/IELTS, student will submit the

score sheet "IN PERSON" to the ELS Director for review and interview. Test-taker copy

cannot be accepted as proof of language proficiency. The validity period for these scores is

as stated on the Score Sheet.

* TOEFL/IELTS Test scores obtained from any other test center (Private Language Courses

or similar) will not be admissible as proof of language proficiency at the International

University of Sarajevo.

Students who hold FCE certificate with a minimum grade B2 are exempt from ELS

Placement exam and can directly sit for ELS Proficiency exam.

Submits a high school BA/MA diplomas from native English-speaking countries;

Proof of having successfully acquired minimum 60 ECTS at an English medium university,

obtained no longer than two (2) academic years before the date of application at IUS

(supported by transcript and other relevant documents).

The following high-school diploma holders from Bosnia and Herzegovina and other

countries will be exempt from ELS Proficiency Exam. These are English medium programs

and their diplomas are internationally recognized:

AICE diploma : Cambridge Advanced International Certificate of Education

IB diploma : International Baccalaureate

Pass Proficiency Exam organized by IUS at the beginning of academic year.”

[12] Statute of the International University of Sarajevo, Revised Version, IUS- SENAT 11-

2255/2013 (Article 78/7); Study Rules for the Second Study Cycle, No. IUS-SENAT-11-

2488-2/2014.

[13] In Bosnia and Herzegovina, AICE / IB programs are currently offered in Bošnjačka

gimnazija and Druga gimnazija.

[14] International University of Sarajevo. (2016). Retrieved from http://www.ius.edu.ba/.

[15] International University of Sarajevo. International Relations Office Erasmus

Agreements. Retrieved from http://iro.ius.edu.ba/erasmus-agreements.

[16] International University of Sarajevo. International Relations Office Mevlana

Agreements. Retrieved from http://iro.ius.edu.ba/mevlana-agreements.

[17] International University of Sarajevo. International Relations Office. Retrieved from

http://iro.ius.edu.ba/protocols.





http://iro.ius.edu.ba/protocols

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