Implementation of quality assurance standards in European higher education: does context matter?

2019 ◽  
Vol 25 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Khaled Alzafari ◽  
Jani Ursin
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education ◽  
Quality Assurance Standards

scholarly journals Comparison of regulatory models of higher education in Europe: the Portuguese situation

2009 ◽  
Vol 14 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Pedro Rei Bernardino ◽  
Rui Cunha Marques
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Quality Assurance System ◽  
Higher Education System ◽  
Assurance System ◽  
European Higher Education ◽  
Portuguese Higher Education ◽  
Quality Assurance Standards ◽  
Regulatory Models

The regulation of Portuguese Higher Education is now in a period of evolution and undergoing profound changes. The quality assurance system implemented was criticised from the beginning, raising many doubts, and was often associated with some weaknesses. The pressure put on the Portuguese government to meet quality assurance standards in the scope of European Higher Education is enormous and several reforms and policy developments show that Portugal's Higher Education system is on the move. This paper compares the regulatory models in other European countries and analyses the new Portuguese model.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

scholarly journals Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff

2021 ◽  
Author(s):  
Sanita Baranova ◽  
◽  
Baiba Kaļķe
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Staff ◽  
Relevant Literature ◽  
Well Being ◽  
European Higher Education Area ◽  
Standards And Guidelines ◽  
European Higher Education ◽  
Study Process ◽  
Common Understanding

The paradigm shift in higher education pedagogy and policy has been a subject of discussion for 30 years, during which time the emphasis has been placed on the transition to student-centred education. The implementation of this approach requires the democratisation of the study process and a shift towards performance-based outcomes, thus promoting students’ research capacities, well-being, personal growth, and quality of life. The most important document on the subject, which was developed in collaboration with the leading organisations of the Bologna Process, is the Standards and Guidelines for Quality Assurance in the European Higher Education Area. This describes the common understanding of student-centred learning, teaching, and assessment. The standards and guidelines are also incorporated into the Latvian higher education quality assurance regulations. The authors of the present study are involved in the development and approbation of a new master’s study program, in which special attention is paid to the implementation of the principles of student-centred education. The central aim of the present study was to study the experience of lecturers in the implementation of the principles of student-centred education in the programme. The relevant literature and documents were surveyed and data from questionnaires (distributed to programme participants) were analysed. Using the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the Science, Technology Development and Innovation Guidelines 2021−2027 approved by the Latvian Ministry of Education and Science, the present study sets out 10 basic principles of student-centred education. A survey was created for lecturers who are implementing the newly created master’s programme over one semester. Seventeen lecturers participated. The analysis of the questionnaire results indicated that promoting mutual respect in student−academic staff relations and students’ active engagement in the study process were considered to be the most important principles. The results also revealed that lecturers applied every student−centred principle, but it is necessary to promote a common understanding by developing a mechanism for evaluating them and to improve the competence of teachers in implementing them.

scholarly journals Improving the Vietnamese Accreditation in Light of the SACSCOC’s Institutional Effectiveness Standards

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Pham Thi Tuyet Nhung
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Planning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Institutional Effectiveness ◽  
Conference Proceeding ◽  
Annual Conference ◽  
Vietnamese Higher Education ◽  
Quality Assurance Standards

The purpose of this study was to explore Vietnamese educators’ perspectives regarding the feasibility of implementing a U.S. Regional Accreditation standard (“Institutional Effectiveness”) in the current Vietnamese higher education accreditation standards. An Institutional Effectiveness (IE) Process (Strategic Planning-Planning and Assessment- Operational Planning) and Assessment Cycle (Program Learning Outcomes-Curriculum Map-Assessment Methods-Data Collection-Actions for Improvement) served as the conceptual framework for this study. The qualitative research design involved interviews with seven Vietnamese educators who work in centers for accreditation and offices of quality assurance in Vietnamese universities. Findings indicated that all participants supported the implementation of an IE standard and Assessment Cycle in Vietnamese higher education accreditation. Findings also stated that currently the IE Process and Assessment Cycle are not fully implemented in Vietnam higher education accreditation. The Vietnamese higher education institutions (HEIs) did not have a supportive culture of strategic planning due to centralized management by the Ministry of Education and Training (MOET). Moreover, most universities were only familiar with the first two steps in the Assessment Cycle. Based on the research findings, recommendations for the implementation of IE process and Assessment Cycle are made for MOET, Centers for Accreditation and Vietnamese HEIs. Keywords Vietnamese Higher Education Accreditation, Institutional Effectiveness, U.S. Regional Accreditation, outcome assessment, accountability and transparency References [1] Hayden M & Lam Q T (2010). Vietnam’s higher Education System. Reforming higher education in Vietnam: Challenges and Priorities. 15-31.[2] Pham, Duy. (2014). Vietnam: New legislation and future possibilities. International Higher Education. 74. 27-28.[3] Nguyen, Kim. D, Oliver, D.E., & Priddy, L.E. (2009). Criteria for accreditation in Vietnam's higher education: Focus on input or outcome? Quality in Higher Education. 15 (1). 123-134.[4] Nguyen, Thi Khanh Trinh (2013). The strengths of Vietnam Higher Education accreditation standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 48-56[5] Nguyen, Huu Cuong, Evers, C & Marshall, C (2017). Accreditation of Viet Nam’s Higher Education: Achievements and Challenges after a Dozen Years of Development. Quality Assurance in Education. 25 (4), 475-488. [6] Center of Educational Accreditation (2014). [The establishment of center of accreditation in VNU-HCM]. Retrieved from http://cea.vnuhcm.edu.vn/quyet-dinh-thanh-lap-trung-tam-kdclgd-dhqg-hcm_p1_1-1_2-1_3-617_4-76_9-2_11-10_12-1_13-11.html[7] Nguyen, Duc Chinh. (2013). The Vietnamese set of quality assurance standards for higher education: Issues and Solutions. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 91-97. [8] Do, Huong Lan (2013). Mot so de xuat nham hoan thien cac tieu chuan danh gia chat luong giao duc cua truong Dai Hoc Viet Nam tren co so nghien cuu so sanh bo tieu chuan danh gia cua Viet Nam va Lien Bang Nga. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. MOET project. Code: B2012-08-12], 165-178[9] Le, Duc Ngoc & Sai, Cong Hong (2013). Assessing the inappropriateness of the set of quality assurance standards for higher education in Vietnam and the reasons. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 143-157. [10] Vo, Sy Manh (2013). Some shortcomings in the Vietnam set of quality assurance standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 158-164.[11] Suskie, L. (2009). Assessing student learning. A common sense guide (2nd Ed.). Jossey-Bass: A Wiley Imprint. [12] Eaton, J. (2007). Institutions, accreditors, and the federal government, redefining their “appropriate relationship.” Change, 39(5), 16-23.[13] Suskie, L. (2015). Five dimensions of quality: A common sense guide to accreditation and accountability. Jossey-Bass: A Wiley Brand [14] Gaston, P.L. (2014). Higher education accreditation: How it’s changing, why it must. Sterling, VA: Stylus.[15] Banta, T. W. (2004). Hallmarks of effective outcomes assessment. San Francisco, CA: Jossey-Bass.[16] Anderson, H. M., Moore, D. L., Anaya, G., & Bird, E. (2005). Student learning outcomes assessment: A component of program assessment. American Journal of Pharmaceutical Education, 69(2), 256-268[17] Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.[18] Prochnow, M. E. (2011). On reaching proficiency: A case study of outcomes assessment success at a California community college. (Dissertations). California State University, Fresno. (Order No. 3473418). Retrieved from http://search.proquest.com/docview/895096456?accountid=7098. (895096456). [19] Hoefer, M.T. (2015, July). The ABCs of institutional effectiveness. Pre-conference workshop at SACSCOC Summer Institute, Orlando, Florida. [20] Allen, M (2004). Assessing academic programs in higher education. Bolton, MA: Anker Publishing Company, INC.[21] Glesne, C. (2011). Becoming qualitative researchers: An Introduction (4th Ed.). Boston, MA: Allyn & Bacon[22] Merriam, S (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publications.[23] Grbich, C. (2013). Qualitative data analysis an introduction. Thousand Oaks, CA: Sage Publications VNU-HN- College of Economics, 2017[24] Middaugh, M. F. (2007). Creating a culture of evidence: Academic accountability at the institutional level. New Directions for Higher Education, (140), 15-28. doi:10.1002/he.277[25] Voluntary System of Accountability (VSA). About the VSA. Retrieved from http://www.voluntarysystem.org/[26] Silver, K. (2018). Getting Started with Strategic Planning. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf[27] Powell, B. and Tedder, W. (2018). Linking Assessment, Planning and Budgeting for Resource Allocation Decisions. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf    

scholarly journals The European quality labels in chemical sciences: applying the Tuning Methodology in quality assurance

2014 ◽  
Vol 1 (2) ◽  
pp. 369
Author(s):  
Evangelia A. Varella
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
European Higher Education Area ◽  
Non Profit ◽  
European Chemistry ◽  
Study Programme ◽  
European Higher Education ◽  
And Training

The European Chemistry Thematic Network is a non-profit making association focused on enhancing the quality and harmonising the features of chemical education and training all over the European Higher Education Area. In the context of quality assurance, it developed European Quality Labels in Chemical Sciences, which were initiated in the frame of the Tuning project, and are following the Tuning methodology. The Labels are awarded to programmes on chemistry or related disciplines, as well as to studies at the interface of chemistry and other subjects. They are based on the Budapest Cycle Level Descriptors, a detailed adaptation of the Dublin Descriptors for the field of chemical sciences. The following aspects are considered in awarding Eurobachelor® and Euromaster® Labels: learning outcomes, including subject knowledge, abilities and skills; modularisation of courses and contents; ECTS credit distribution and student workload; mobility; methods of teaching and learning; assessment; quality assurance<strong>. </strong>For the Chemistry Doctorate Eurolabel® the considerations are somehow different and include: fitness for purpose; entry to the programme; length of studies; study programme structure; teaching and training in generic competences; transcripts; graduate schools; supervision; examinations; assessment; and quality assurance. The Chemistry Short Cycle Eurolabel® refers to study programmes, which are placed at Level 5 in the in the European Qualifications Framework for Lifelong Learning, and are also seen as an intermediate level within or linked to the first cycle of the Qualifications Framework for the European Higher Education Area. Aspects considered are analogous to those mentioned for the Eurobachelor® Label.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

Sign in / Sign up

Export Citation Format

Share Document