By Stefanie Schwarz, Don F. Westerheijden
This quantity offers a wealthy account of the advance of accreditation and assessment in 20 ecu international locations. The authors are leaders within the box and so they have cooperated during this attempt through writing richly varied, usually deep and insightful analyses of the placement of their kingdom. the 2 editors have further a synopsis detailing the most traits, and sketching commonalities in addition to contrasts within the advancements throughout Europe. The ebook exhibits how accreditation is changing into a major mechanism within the guidance of upper schooling everywhere Europe. The publication is exclusive in its research of forces riding in the direction of the unfold of alternative types of accreditation within the rising eu greater schooling quarter. Readers will receive an up to date photo of the situation of accreditation within the framework of assessment actions in Europe. they're going to achieve an realizing of why accreditation and overview structures have advanced the way in which they've got, and consequently, they are going to receive extra reasonable perspectives on possibilities for eu comparison and cooperation during this area.
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Additional info for Accreditation and Evaluation in the European Higher Education Area
Similarly, in Ireland only the non-university higher education institutions are subject to direct external control of programme quality comparable to an accreditation scheme by HETAC. g. the United Kingdom, Italy) or internationally (EQUIS), only cover units in their own field, and that, being voluntary, higher education institutions are free to take or not to take such an accreditation. g. accountancy or engineering in the United Kingdom, engineering in Portugal). In the majority of countries, the study programme is the ‘unit of analysis’ in accreditation schemes in Europe.
One might equally question whether collecting officially required data – even setting up special observatoires for that purpose (France, Italy) – gives an impetus to the higher education institution’s desire to engage in quality management, or whether it is seen as just another bureaucratic burden to be executed, bearing as little connection to the ‘inner life’ of the higher education institution as possible? g. , 1998). e. as long as one does not get too heavy criticism from the review teams) the impetus for quality improvement from external evaluations remained rare (Jeliazkova & Westerheijden, 2000; Jeliazkova & Westerheijden, 2002).
Enschede: Universiteit Twente. EUA, & ESIB (2002). EUA and ESIB Joint Declaration: Students and universities: An academic community on the move. Paris. Farrington, D. J. (2001). Borderless Higher Education: Challenges to Regulation, Accreditation and Intellectual Property Rights. Minerva, 39(1), 63-84. , & Sjölund, M. (2001). Quality Assurance in the Nordic Higher Education: Accreditation-like practices (ENQA Occasional Papers 2). Helsinki: European Network for Quality Assurance in Higher Education.
Accreditation and Evaluation in the European Higher Education Area by Stefanie Schwarz, Don F. Westerheijden