By Stefanie Schwarz, Don F. Westerheijden
This quantity provides a wealthy account of the advance of accreditation and overview in 20 eu international locations. The authors are leaders within the box they usually have cooperated during this attempt by way of writing richly assorted, usually deep and insightful analyses of the location of their kingdom. the 2 editors have additional a synopsis detailing the most tendencies, and sketching commonalities in addition to contrasts within the advancements throughout Europe. The ebook indicates how accreditation is changing into a major mechanism within the guidance of upper schooling far and wide Europe. The ebook is exclusive in its research of forces riding in the direction of the unfold of alternative versions of accreditation within the rising ecu greater schooling zone. Readers will receive an updated photograph of the scenario of accreditation within the framework of review actions in Europe. they are going to achieve an figuring out of why accreditation and review platforms have developed the best way they've got, and therefore, they'll receive extra life like perspectives on possibilities for ecu comparison and cooperation during this area.
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Extra info for Accreditation and Evaluation in the European Higher Education Area
2002). Governing the Academic Commons: About blurring boundaries, blistering organisations, and growing demands (J. ). 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).
The right to offer a master’s degree programme in chemical technology. Furthermore, 15 One difficulty in applying these rules (hence in categorising countries for the table) lies in cases where smaller units such as faculties coincide with programmes. 20 SCHWARZ & WESTERHEIJDEN accreditation decisions almost invariably carry consequences for the government, such as the expectation that it will recognise the degrees awarded and, more materially, that it will fund (a number of) student places in the accredited programmes of study.
4 Drivers and Dynamics Actors involved in an evaluation or accreditation scheme learn during its implementation (as one of us stated in Huitema, Jeliazkova, & Westerheijden, 2002). For example, staff and leadership in institutions learn the art of self-evaluation. Learning leads to changes in the way actors in the higher education system behave. This is what is intended: giving greater attention to the quality of teaching is a precondition for quality improvement. However, once the ‘easy wins’ have been called as a result of a successful first round of evaluations, a second (unchanged) round cannot add as much quality improvement or accountability as the first did.