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Table of contents

That is why it is important to review career profiles and curriculum, so they reflect the skills and attitudes required by a given industry. Therefore, it is key to improve the relationship and outreach with the labor market and intensively keep in touch with alumni, in order to explore and benchmark how they are adjusting to the workforce, what are their advantages and what skills are they lacking.

SAGE Reference - Outcomes Assessment in the Internationalization of Higher Education

An accreditation puts to the test the relationship of an institution and its academic body. In one hand, it looks to improve the curriculum of its faculty; on the other hand, it demands higher accountability from them. This requires a higher commitment from professionals who work both as faculty and provide services to the private or public sector.

At the same time, as long as institutions look for synergies, a larger amount of teaching faculty is encouraged to increase their level of research, and a larger amount of research faculty is encouraged to go into the classroom. This involves an important investment in internal qualification programs for teachers and researchers. Many can mix up an accreditation with a regular audit, assessing and certifying the good use of financial resources and the accountability of their management. A higher education accreditation is an intensive catalyzer of internal changes, as it looks to certify standards that are to be monitored constantly.

Some teachers are concerned about accrediting their work, as they fear it would boost a standardization and homogeneity in their curriculum, to improve the attainment of common learning outcomes. People fear that this fails to give credit to generating new knowledge and the important value that particular faculty members give to their discipline both in the classroom and through their research.

The framework consists of two building blocks: a shared European component and the relevant national components. This report looks into the QA of joint programmes and particularly in the pilots for single accreditation procedures that were set up.

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Each of these pilots procedures were coordinated by one agency a JOQAR project partner with support from the ECA Secretariat which acted as a Coordination Point for these single accreditation procedures. The pilots procedures were also meant to test and improve the functioning of the Coordination Point for future single accreditation procedures. The observations were evaluated through carrying out a survey among the agencies and the observers having participated in the observation missions. Training experts for quality assurance: lessons learned. No matter how competently the quality standards, frameworks and procedures are composed — if the experts are not conversant with the application of these standards, the quality of the procedure might suffer.

This publication includes a summary of the experiences and achievements acquired through the various pilot sessions during the E-TRAIN project. A Guide to Assessing the Quality in Internationalisation. This analysis intends to guide the self- assessment of the quality of internationalisation. It presents how the elements that make up the Frameworks for the Assessment of Internationalisation are to be interpreted.

The Quest for Quality in Higher Education: Is There Any Place Left for Equity and Access?

Since all these elements can be used to substantiate realisations in the field of internationalisation. Since internationalisation is contextual, this guide does not prescribe or endorse any particular internationalisation approaches or activities. Framework for Fair Recognition of Joint Degrees. The elements that play a role when evaluating a degree such as the status of the institutions, the awarding of the degree, the quality, etc.

The Quest for Quality in Higher Education: Is There Any Place Left for Equity and Access?

The context of these elements is however quite different. This makes the recognition of joint degrees not always as straightforward as the recognition of regular degrees. The Framework for Fair Recognition of Joint Degrees presents a substantiation of the elements that might influence how credential evaluators look at an awarded joint degree. All these issues are then dealt with separately through examples.

Each issue or example presents a conclusion for recognising the joint degree discussed. Learning Outcomes in Quality Assurance and Accreditation.

Principles, recommendations and practice. Accreditation organisations reaffirm that Higher Education Institutions HEI are responsible for the quality assurance of their study programmes. The practices gathered in this document are the output of the experience of different ECA organisations that have analysed how they apply the principles on learning outcomes in their accreditation procedures. This document aims at providing a source of assistance and guidance to accreditation organisations undertaking external quality assurance activities.

  • La MANCHE Activities and Outcomes.
  • Our International Network.
  • Evaluating the institutionalisation of diversity outreach in top universities worldwide.
  • The Guide to Assessing the Quality of Internationalisation;

How to award a joint degree in such a way that it is recognisable and indeed recognised? When is a joint degree regarded as an official degree in countries outside, but sometimes even inside, the joint programme consortium? How can the design of the joint degree and the Diploma Supplement facilitate access to the labour-market? Handbook for the training of panel members for external quality assurance procedures.

The handbook has been written by Dr Gillian King. This handbook gives practical guidelines on how to organize effective training sessions for panel members. These should be provided in accord with the type of educational institution. Evidence about teaching and support staff, space and equipment should accompany the application. A Higher Education Institution should orientate its own activities in accordance with the following principles:.

Academic degrees of accredited private institutions of higher education have the same legal value as those of public institutions. Higher Education Institutions should be autonomous and should guarantee the academic freedom. Their statutes and organizational structures should provide freedom in research both in respect of submitting questions, theories and methods and also in disseminating research outcomes and its assessment and freedom of teaching in respect of diversity of content, methods of course delivery and freedom to express scientific and artistic opinions.

The institution should have a broad and diverse range of studies within one or more disciplines, which accord with the European concept for higher education.

  • Publication;
  • On Free Choice of the Will!
  • Joint Programme Checklist: inspired by quality assurance.
  • Dealing in Desire: Asian Ascendancy, Western Decline, and the Hidden Currencies of Global Sex Work.

Disciplines can include traditional fields e. The research should be undertaken at the institution. This determines the presence of a critical mass to the institutionalized production of knowledge and its contribution to teaching.

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The institution should have at its disposal sufficient permanent academic, scientific and artistic staff, on full-time employment contracts which are valid for at least three years. To provide the connection between research and teaching this permanent teaching staff should have at least three persons for each study programme, and at least one of them should have the status of professor.