By Stefanie Schwarz, Don F. Westerheijden
This quantity provides a wealthy account of the improvement of accreditation and review in 20 ecu nations. The authors are leaders within the box they usually have cooperated during this attempt via writing richly various, frequently deep and insightful analyses of the placement of their nation. the 2 editors have extra a synopsis detailing the most developments, and sketching commonalities in addition to contrasts within the advancements throughout Europe. The publication exhibits how accreditation is turning into a prime mechanism within the guidance of upper schooling in every single place Europe. The e-book is exclusive in its research of forces riding in the direction of the unfold of other types of accreditation within the rising ecu better schooling quarter. Readers will receive an updated photograph of the scenario of accreditation within the framework of overview actions in Europe. they are going to achieve an knowing of why accreditation and assessment structures have developed the way in which they've got, and hence, they're going to receive extra life like perspectives on prospects for eu comparison and cooperation during this area.
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Additional resources for Accreditation and Evaluation in the European Higher Education Area
In many cases, the programme level was targeted for evaluation (‘quality assessment’), as it would give the most detailed information, whether for accountability or for improvement purposes. To stress the higher education institution’s responsibility for quality as an expression of its autonomy, in some cases quality audits of the institution were the main mechanism of evaluation in Sweden and the United Kingdom (for some periods). In the United Kingdom, the size of the higher education system, and hence the costs of a programme level evaluation scheme, may have been another reason for the initial focus on the institutional level.
And it continued to change since it influenced developments in Central and Eastern Europe in the early 1990s. But accreditation’s principles remained the same, and we now wish to focus on those underlying principles in order to compare schemes on the two sides of the Atlantic. , in contrast to the obligatory character it has in most European countries. A. often require their public higher education institutions to be accredited, like in Europe. The consequences of non-accreditation are different for different types of accreditation and in different fields of study, as will be illustrated below.
Another exception to the rule of universal application is found in Austria, where the new sectors of colleges (Fachhochschulen) and private, postgraduate, higher education institutions are subject to accreditation, while the traditional public university sector until now is exempt from it. 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.