Accreditation and Quality Assurance in Europe

Šebková, Helena

doi:10.1080/0379772022000014961

Cited by 9 publications

(8 citation statements)

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“…Bologna sürecinin amaçlarından biri olan kalite güvencesi ile ilgili Avrupa'da kalite güvencesinde işbirliklerinin oluşturulması, akreditasyonlarla ilgili sorunların ortaya konması, mevcut akreditasyon modellerinin tartışılması ile ilgili çalışmalar yapılmıştır (Sebkova, 2002). Avrupa Birliği (AB)'nde eğitim akreditasyonunun sağlanabilmesi için oluşturulan Avrupa Yeterlilikler Çerçevesi, öğrenme kazanımları üzerine kurulmuştur.…”

Section: Dünyada Yükseköğreti̇mde Kali̇te Güvence Si̇stemi̇unclassified

Kalitede Yeni Bir Sayfa mı Yoksa Eskilerin Tekrarı mı? Bazı Devlet Üniversitelerinin Kurumsal İç Değerlendirme Raporlarının Eğitim Perspektifi

Atatekin¹,

Dulupçu²

2018

Üniversite Araştırmaları Dergisi

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Yükseköğretim alanında kalite ile ilgili çalışmalar 1990'lardan sonra hız kazanmıştır. Mevzuat düzenlemeleri ile önce Yükseköğretim Kurumlarında Akademik Değerlendirme ve Kalite Değerlendirme Komisyonu sonra Akademik Değerlendirme Komisyonu kurulmuş olsa da bu alandaki radikal düzenleme, 2015 yılındaki kalite yönetmeliği ile üniversitelerin kendi iç değerlendirmelerini yapmalarının ve dış değerlendirmeye tabii olmalarının zorunlu bir süreç haline gelmesidir. Kaldı ki yönetmelik hükümleri diğer bir ifade ile Yükseköğretim Kalite Güvencesi Sistemi ve Yükseköğretim Kalite Kurulu, 2017 yılında Resmi Gazete' de yayımlanan 30111 sayılı kanun ile yasalaşmıştır. Bu çalışma, Türkiye' de 1992 yılında kurulan beş devlet üniversitesinin kurumsal iç değerlendirme raporlarını eğitim boyutunda karşılaştırmalı olarak içerik analizi ile değerlendirmektedir. Bu kapsamda; iç ve dış paydaşların sürece katılımı, öğretim elemanlarının performansı, özel yaklaşım gerektiren öğrencilere yönelik hizmetler, öğrenci oryantasyon programları, öğrenme kaynaklarının zenginliği, öğrencilere yönelik kariyer geliştirme hizmetleri, öğrenci memnuniyeti ve mezun izleme sistemleri açısından karşılaştırma yapılmış ve sonuçlar paylaşılmıştır.

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Section: Dünyada Yükseköğreti̇mde Kali̇te Güvence Si̇stemi̇unclassified

Kalitede Yeni Bir Sayfa mı Yoksa Eskilerin Tekrarı mı? Bazı Devlet Üniversitelerinin Kurumsal İç Değerlendirme Raporlarının Eğitim Perspektifi

Atatekin¹,

Dulupçu²

2018

Üniversite Araştırmaları Dergisi

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“…To have recourse to accreditation procedures for quality assurance and development of higher education institutions and programmes is an Anglo-Saxon tradition (Myers et al, 1998;Van Damme, 2000) that has been developed or, at least, seen and debated as an hypothesis, in continental Europe, since the eighties (Rhoades & Sporn, 2002); firstly in Central and Eastern Europe in the framework of political, economic and social changes driven by the fall of the Wall (Westerheijden, 2001) and afterwards all over Europe (Campbell & Van der Wende, 2000;CRE, 2001;Danish Evaluation Institute, 2003;Hamalainen et al, 2001; Van der Wende & Westerheijden, 2001) mainly following the Bologna declaration in 1999 ( Reichert & Tauch, 2003;Sebkova, 2002). Moreover, as a recent OECD/CERI document (2003) summarises: "during the last quarter of a century, external quality assurance an d accreditation systems have been established in all regions of the world" and " have become full features of modern regulation systems in higher education" (p.10).…”

Section: Introduction 1 Higher Education Accreditationmentioning

confidence: 99%

The Balance Between Higher Education Autonomy and Public Quality Assurance:Development of the Portuguese System for Teacher Education Accreditation

Campos

2004

EPAA

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The accreditation systems of higher education institutions and/or programmes are becoming a policy measure used to find a balance between their autonomy and public assurance concerning the quality of the qualifications they award. This article analyses, from the point of view of this balance of power, the process of development of the Portuguese accreditation system aimed at providing public assuranc e that initial teacher education programmes are more driven by social demand, namely by the changing school education needs. This was a political and cultural process rather than a merely rational and technical one. Thus the emergence of the need for, and possibility of, external pressure upon higher education institutions is related to the evolution of several social factors. On the other hand, the implementation of the accreditation system means a significant change for these institutions which implies new practices and comes into conflict with some of their values and with power sharing within and among them and with society. For these reasons a strategy of wide participation of significant stakeholders was deemed more suitable for the formulation, adoption and implementation of this new public policy. The way in which Campos: Teacher Education Acreditation in Portugal 2 Government, the accreditation body and the significant stakeholders exercised their power in this process influenced the characteristics of the system, the rhythm of its implementation and t he abrupt governmental decision to put it on stand by, until now.The accreditation systems of higher education institutions and/or programmes are becoming a policy measure used to f ind a balance between the autonomy of these institutions and public assurance concerning the quality of the qualifications they award. This article (Note 1) analyses, from the point of view of this balance of power, the development of the Portuguese system for the accreditation of initial school teacher education programmes (Note2). It starts by making a short reference to the higher education accreditation movement, especially in the field of teacher education, and by pinpointing the role of an accreditation system within the process of public certification of qualified teacher status. The second section outlines the historical and social process leading to the social awareness that there was a social issue urging a new policy measure. T he third characterises the structural and functional elements of the system developed. The description of the strategy chosen for the formulation, adoption and implementation of this policy appears in the fourth section. Finally, the way social actors exerted their power in t he process of development of this policy is highlighted and some lessons are drawn from it.

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“…Signed by Ministries of Education from over 30 European countries, the agreement seeks to provide a standard framework of quality assurance for European institutions of higher education (Sebkova, 2002). A primary objective of the Declaration was in creating convergence among the hundreds of existing accreditation structures throughout the diverse cultural landscape of Europe (Van der Wende, 2000).…”

Section: International Accreditationmentioning

confidence: 99%

“…With so many different systems, structures, and cultures of education, the Declaration strived to bring some form of uniformity to the recognition of universities and their programs. Still, in the years following Bologna, there was little effort in any western European nation to advocate for a shared system of quality assurance in higher education (Sebkova, 2002).…”

Section: International Accreditationmentioning

confidence: 99%

“…The main objectives of the Declaration were to provide institutions and students with assurance of mobility within Europe and beyond, an agreed-upon standard of employability for students completing degree programs in universities within subscribing nations, and a transparent system of self-regulation (Sebkova, 2002). Formal accreditation, however, was not an explicitly articulated outcome of the Declaration, though it did make mention of the need for systems of institutional evaluation, improvement, and certifications of quality (Haug, 2003).…”

Section: International Accreditationmentioning

confidence: 99%

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Neither Here nor There: Transformational Leadership and Cultural Intelligence in Presidents of U.S. Accredited Universities Located in Foreign Countries

Bourgeois¹

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Accreditation and Quality Assurance in Europe

Cited by 9 publications

References 0 publications

Kalitede Yeni Bir Sayfa mı Yoksa Eskilerin Tekrarı mı? Bazı Devlet Üniversitelerinin Kurumsal İç Değerlendirme Raporlarının Eğitim Perspektifi

Kalitede Yeni Bir Sayfa mı Yoksa Eskilerin Tekrarı mı? Bazı Devlet Üniversitelerinin Kurumsal İç Değerlendirme Raporlarının Eğitim Perspektifi

The Balance Between Higher Education Autonomy and Public Quality Assurance:Development of the Portuguese System for Teacher Education Accreditation

Neither Here nor There: Transformational Leadership and Cultural Intelligence in Presidents of U.S. Accredited Universities Located in Foreign Countries

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