Accreditation in the Framework of Evaluation Activities: A Comparative Study in the European Higher Education Area

Abstract

Higher education systems in Europe are currently undergoing deep reforms. These reforms are triggered by national developments, as well as by the aim to evolve towards comparable systems and ensure the quality of the higher education systems in Europe (Bologna Process). This study was initiated by the education trade unions' goal to widen the scope of the debate on accreditation and evaluation activities in higher education in Europe from a comparative perspective. In order to provide the factual base for this discussion, we were asked to carry out a comparative study of 'accreditation in the framework of evaluation activities' in the European higher education area. Accreditation is the focus of our study, but accreditation is a policy instrument made up of two elements: evaluation and approval. Therefore, we felt it necessary to analyse these two elements in their own right. Hence, the aims of the study are to:1. Provide an updated picture of the current situation with regard to(1) accreditation schemes, (2) other approval schemes (outside accreditation) and (3) evaluation schemes.2. Analyse the underlying principles of the accreditation scheme(s) and how they relate to other approval and evaluation schemes ('system logic' or 'system dynamic').3. Point out and analyse current reforms of the accreditation scheme(s) (with a view to other approval and evaluation schemes as well as supra-national developments, e.g. the Bologna process and other influences).Our study covers all countries involved in the Bologna process. For practical rea sons, we have had to limit ourselves to a sub-set consisting of all fifteen EU member states (situation as of 2003, minus Luxembourg which has a minute higher education sector), a main Western European country which is not part of the EU (Norway) and a sample of Central and Eastern European countries which entered the EU in 2004 (the Czech Republic, Hungary, Latvia, Lithuania, Poland), bringing the total to 20 countries. With regard to Central and Eastern Europe, we have reason to believe that the situation depicted below is representative of not just the countries sampled, but 1

Considering Market-Based Instruments for Consumer Protection in Higher Education

“…The successfully certified entity (e.g., a programme provider in the field of business administration) receives a seal of approval-and from time to time has to undergo a reaccreditation process. Although there are cross-country differences with regard to the practices of accreditation bodies (Eaton 2003;Schwarz and Westerheijden 2004), all accreditors basically do the same: "[A]ccrediting is the process whereby an organization or agency recognizes a college or university or a programme of study as having met certain pre-determined qualifications or standards" (Selden 1960, p. 6). …”

“…With regard to the governmental student protection via supply regulation, in many countries around the world, it can be observed that governmental authorities for the purpose of preventive consumer protection regulate and control the market entry of private and public providers of higher educational services (see, e.g., Knight and De Wit 1999;Eaton 2003;Schwarz and Westerheijden 2004). The granting of a license which allows a programme provider to legally operate an academic programme in the respective jurisdiction usually is linked to the fulfilment of a set of state-defined minimum quality standards or the demonstration of a successful accreditation by a (non-) governmental accreditation agency.…”

Managing a project of competitive-integrative benchmarking of higher educational institutions

“…Formation of the system of views on modern management of HEI takes place on the basis of a large number of studies of scientists and experts in various areas of management and marketing, such as [6,7] and others.…”

Perspectives on Higher Education Accreditation from Portugal and the United States: An Evolving Process

“…CAS is a consortium of forty professional organizations which has developed standards for forty-four functional areas. According to the CAS website, founded in 1979, the Council for the Advancement of Standards in Higher Education (CAS) [14] is the pre-eminent force for promoting standards in student affairs, student services, and student development programs. CAS creates and delivers dynamic, credible standards, guidelines, and Self-Assessment Guides that are designed to lead to a host of quality programs and services.…”

“…In Europe, the primary emphasis on increasing accreditation rigor has come from the various central governments and from the universities themselves [13] [14]. Nevertheless, accordingly to Vėbra and Scheuthle "While the Bologna Process stands for the European Higher Education Area, the European Standards and Guidelines (ESG) and the European Quality Assurance Register (EQAR) are its equivalent for quality assurance [5].…”