By Stefanie Schwarz, Don F. Westerheijden
This quantity provides a wealthy account of the advance of accreditation and assessment in 20 ecu international locations. It exhibits how accreditation is turning into a first-rate mechanism within the guidance of upper schooling throughout Europe. The ebook is exclusive in its research of forces riding in the direction of the unfold of alternative versions of accreditation within the rising eu better schooling area.
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Additional info for Accreditation and Evaluation in the European Higher Education Area (Higher Education Dynamics)
Council for Higher Education Accreditation. Enders, J. (2002). Governing the Academic Commons: About blurring boundaries, blistering organisations, and growing demands (J. ). Enschede: Universiteit Twente. EUA, & ESIB (2002). EUA and ESIB Joint Declaration: Students and universities: An academic community on the move. Paris. Farrington, D. J. (2001). Borderless Higher Education: Challenges to Regulation, Accreditation and Intellectual Property Rights. Minerva, 39(1), 63-84. , & Sjölund, M. (2001).
Demand from employers and students for clear information about the qualities of the study programmes (and their ‘typical’ graduates) may therefore also be expected to be highly developed. This paragraph, then, points to another aspect of the development of an international or European labour market, which is not clearly encapsulated in the Bologna process, and although encompassing many aspects, remains focused on state-driven and state-oriented evaluation and accreditation schemes, rather than on the independent role of the professions.
G. 15 Table 6. e. is the emphasis in the accreditation (or evaluation) scheme on input factors, process factors and/or output factors? , 2001; Vroeijenstijn, 2003). The countries taking part in the so-called ‘Joint Quality Initiative’ all emphasise that, for them, accreditation ought to depend first and foremost on the proven quality of the graduates, which is the main output factor. The country report on Italy, for instance, shows a contrasting position, in that data required for recognition of study programmes’ regulations – note that it is an ex ante recognition of regulations – of the new two-cycle type concentrate on input: numbers of teaching staff, available facilities, curriculum plans, etc.