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1.
1997年英国成立了高等教育质量保证署（QAA）,向英国高等教育提供质量保障服务。QAA初期的工作主要是进行延续审查和学科评估,2002年改革后则采用院校审查的方式来进行评估。QAA的建立与发展过程正是英国高等教育外部质量保障机制不断完善的过程,也是其从注重外部质量保障到注重建立有效的内部质量保障的过程。 相似文献
2.
Colin Raban 《Perspectives: Policy and Practice in Higher Education》2013,17(4):112-118
The English Funding Council has announced its intention to invite tenders for the contract currently held by the Quality Assurance Agency for Higher Education (QAA), and the Australian government is promoting a Bill to curb the activities of the equivalent body, the Tertiary Education Quality and Standards Agency. This article compares the two agencies, and it draws upon debates and developments in Australia to interpret recent changes in QAA's relationship with universities focusing, in particular, on the significance of the UK Quality Code for Higher Education and the new single review method – Higher Education Review. The authors suggest that QAA's current crisis may have been precipitated by its failure to attend to the concerns of its members (Universities UK and the other representative bodies). The article concludes by proposing three basic principles which should govern the design of any new method for the review of UK higher education institutions. 相似文献
3.
Douglas Blackmur 《Higher Education》2008,56(6):723-734
The International Network of Quality Assurance Agencies in Higher Education’s Guidelines of Good Practice by higher education
quality assurance agencies need substantial revision before they can be considered adequate by stakeholders in any national
higher education system. Various revisions are proposed in this article. But the International Network of Quality Assurance
Agencies in Higher Education also argues that adoption of its Guidelines of Good Practice has international significance in
that the decisions about higher education quality made by agencies which comply with them can be accepted at face value universally.
This conclusion, however, cannot be accepted until the Guidelines of Good Practice are amended to address the processes whereby
each agency can become comfortable with the criteria and standards which the others impose in their respective jurisdictions.
This article also maintains that, even if the Guidelines of Good Practice were technically perfect, agencies and/or governments
ought to subject any proposals for their implementation to the discipline of rigorous risk management processes.
相似文献
| Douglas BlackmurEmail: |
4.
高等教育质量保障的国际合作与亚太区域的“千叶原则” 总被引：1，自引：0，他引：1
近年来,高等教育质量保障的国际合作已经成为高等教育国际合作的重要方面。国际质量保障、资格认证与认可全球论坛连续举办,高等教育质量保障机构网络相继建立,《保障跨国界高等教育办学质量的指导方针》的制订,质量保障能力全球策动的联合发起,表明了国际高等教育质量保障国际合作的大趋势。亚太高等教育质量保障网络积极响应这一发展,提出了千叶原则。这些原则对于我国高等教育质量评估和质量保障体系的建立具有参考价值和指导意义。 相似文献
5.
英国高等教育外部质量保障体系包括英国高等教育基金委员会、高等教育质量保障署、专业机构和新闻机构等社会组织。牛津大学研究生教育处于英国高等教育外部质量保障体系之下同时又保持本身的自治传统。英国高等教育外部质量保障体系很好地促进了牛津大学的研究生教育的内部质量保障建设。这些成功的经验对我们的研究生教育的质量保障有重要的启示。 相似文献
6.
英国高等教育质量保障体系以内部质量保障为主体,外部质量保障为主导,前者主要是高校的自律机制和自适机制,后者主要以高等教育质量保障署的＂学术规范体系＂为主线,从而形成了其独立自主、以制度促规范、互动而平衡的鲜明特征。给我国的启示有：建立起法制化、制度化运作的高等教育质量保障体系和专业化的高等教育质量评估体系;完善以＂内部＂为主体、＂外部＂为主导的体系构成;加强内外有效沟通和协调发展的运行体系。 相似文献
7.
Jethro Newton 《Assessment & Evaluation in Higher Education》1999,24(2):215-235
With the establishment, in August 1997, of a new UK‐wide Quality Assurance Agency for Higher Education (QAA), it is timely to reflect on the impact of the two principal forms of external quality monitoring which the QAA has replaced. First, the quality assessment by the funding councils, whose five‐year cycle of teaching quality assessment in universities and colleges in Scotland and Wales, which commenced in 1993, is now complete. Second, institutional quality audits of universities and colleges, conducted by the Higher Education Quality Council (HEQC) between 1993 and 1997. This paper reports the results of a five‐year action research study conducted at a college of higher education. The particular focus of the study was on issues arising from the development and implementation of a quality assurance system at the study institution, and attempts to reconcile requirements for accountability and efforts to encourage quality improvement. The paper reviews and evaluates the impact of each of the forms of external monitoring, teaching quality assessment and institutional audit, on the study institution. Results are presented using qualitative and quantitative data drawn from external performance measures, such as the Scottish Higher Education Funding Council (SHEFC) and HEQC quality assessment and audit reports, and internal measures of staff experience and perceptions. Lessons are drawn in relation to perceived benefits, or otherwise, of external quality assessment and quality audit, and consideration is given to the implications which the findings have beyond the study institution and the Scottish higher education sector, and in particular for the newly established Quality Assurance Agency. 相似文献
8.
This article considers the relevance and implementation of European approaches to quality assurance in the context of the Russian educational system. It covers the issues of transformation of the higher education system during the post-Soviet period, specific features of the state accreditation system, the impact of the European Standards and Guidelines (ESG) ( http://www.enqa.eu/files/ESG_3edition%20(2).pdf )on Russian Quality Assurance system and trends in quality assurance of higher education. 相似文献
9.
高校学生评价直接影响高校教育教学质量。全文较详细地比较了英国高等教育质量保证署发表的《高等教育学术质量和标准保证的实践准则》第六部分：学生评价的第一版和第二版,以为我国高校的学生评价的建设提供相应参考。 相似文献
10.
Rogerr Brown 《Higher Education Quarterly》2000,54(4):323-342
In August 1997 the new Quality Assurance Agency for Higher Education (QAA) took over the quality assurance functions of the Higher Education Quality Council (HEQC) and the Higher Education Funding Councils (HEFC). Just over two years later the QAA has announced the final important details of the new ‘Quality Framework’ which will operate in England and Northern Ireland from 2002 (in Scotland it will operate from the start of the 2000/01 academic year, the present time scale in Wales is uncertain). This article first describes the historical background to the new framework. It then outlines its main features. The main part of the article assesses the new framework against a number of ‘quality criteria’ derived from study of various external quality assurance regimes. The article raises questions in particular about the complexity and feasibility of the new framework and its ability in practice to produce reliable and consistent outcomes and about the extent to which it will accommodate increasing diversity of institutional mission and practice. It concludes that the QAA will face very considerable challenges in making the new framework effective and suitable to the rapidly changing nature of the provision it seeks to regulate. 相似文献
11.
The vast majority of studies concerning the implementation of quality assurance in higher education institutions have been conducted from a national perspective, with few cross-national studies. This study aimed to explore the implementation of quality assurance standards in Europe from a comparative perspective. A questionnaire based on Standards and Guidelines for Quality Assurance in the European Higher Education Area was developed to compare countries. The results indicate that higher education institutions mainly formulate their quality assurance systems according to national standards or based on their own needs. The main emphasis in quality assurance is on teaching and learning activities and curriculum development. The major contribution of the study lies in showing how different country settings affect the implementation of quality assurance standards through presenting the strengths and weaknesses for quality assurance implementation among several European countries. 相似文献
12.
2000年,英国高等教育质量保证署(QAA)发布了"教育研究"(本科荣誉学位)的学科基准,以帮助高等教育机构设计和发展教育研究类课程.2007年,依据定期审核的结果对此进行了修订.本文评介了英国"教育研究"的学科基准及其在三所大学中的应用状况. 相似文献
13.
David Gosling Vaneeta D'Andrea Richard Blackwell 《Tertiary Education and Management》2013,19(1):55-79
Abstract There has been a substantial and potentially significant shift in the UK approach to quality in higher education in the last few years. In England, Wales and Scotland there has been a growing interest in quality enhancement to supplement existing frameworks for quality assurance. In the words of the Chief Executive of the Quality Assurance Agency for Higher Education (QAA)1 Peter Williams, “We are now developing a more active strategy for our contribution to quality enhancement” [Williams (http://www.qaa.ac.ure/)]. In this paper, we consider the growing interest in, and attention to, ’quality enhancement’ in higher education at a national level in the UK. We trace the rise to prominence of the concept itself and briefly examine the landscape of agencies that have been funded to engage in quality enhancement activity. We then examine the trend towards greater collaboration between these agencies at a national level that led to the formal proposal to bring many of them together into a new national body, which is known as ‘The Higher Education Academy (Academy)’. We exemplify this collaborative trend by describing how, in the run up to establishing the Academy, the working relationship between two of these agencies the Learning and Teaching Support Network (LTSN) and the Teaching Quality Enhancement Fund (TQEF) National Co‐ordination Team (NCT) was facilitated. In the final part of this paper, we engage in a more speculative consideration of the nature of collaboration at a national policy level and relate this to the literature on change management. We look at the barriers to successful collaboration and the prospects for future collaborations in higher education policy agencies. 相似文献
14.
随着分权化与框架管理趋势的加强，欧洲各国日益关注职业教育质量的保障。丹麦自20世纪90年代以来逐步形成的确保职业教育质量的十项举措颇为引人注目。它们涵盖了共同质量保障框架的不同阶段，提供了不同阶段问题的解决方案。文章介绍了这十项举措，并在共同质量保障框架参考模式下对这些举措进行了政策分析和效果评价。 相似文献
15.
澳大利亚大学质量保障署是一个独立于政府之外的质量保障机构,对澳大利亚跨国高等教育质量的审核起着举足轻重的作用。澳大利亚大学质量保障署跨国教育质量保障框架的构建体现了不同于我国跨国教育评估的理念和策略,有可资斟酌和借鉴之处。本文尝试对此议题进行评析,并对我国的跨国高等教育评估体系的构建提出一些建议。 相似文献
16.
BJØRN STENSAKER LEE HARVEY JEROEN HUISMAN LIV LANGFELDT DON F. WESTERHEIJDEN 《European Journal of Education》2010,45(4):577-587
The emergence of the European Standards and Guidelines (ESG) for Quality Assurance has been seen as an important step towards realising the European Higher Education Area by creating more transparency and accountability in the area of quality assurance. The ESG also include standards as to how quality assurance agencies should be reviewed. In a meta-analysis of the reviews undertaken of quality assurance agencies, this article explores to what extent the ESG is having an impact on the reviews. 相似文献
17.
The paper takes the external quality assurance of English universities and colleges as an example of regulation in higher education as undertaken by the Quality Assurance Agency (QAA). Regulatory scholarship generally has been largely disinterested in higher education and the paper applies a ‘regulatory lens’ to higher education quality assurance. It reports the findings of a research project on the role identities and perceptions of the auditors recruited by the QAA from the academic community for undertaking institutional audits. It suggests that such a group may be regarded as ‘regulatory intermediaries’, facing both ‘upwards’ to the regulator, and ‘down’ to those being regulated. As such, they have an important function in the delivery of external quality assurance regulation and the paper reports on how they mediate and understand a range of frequently conflicting pressures. 相似文献
18.
本文介绍并分析英国高等教育质量保证体系的历史沿革,对当前实行的QAA（The Quality Assurance Agency for Higher Education）的主要职责、运行模式、框架设计和质量保证进行了分析和评述,对高等学校的内部质量监控做了介绍,并着重以约克大学为例介绍了高等学校的内部质量保障的制度、机构和措施,在此基础上分析了对我国高等教育质量保证的启示。 相似文献
19.
20.
欧洲高等教育质量保障区域整合的进展及启示 总被引：1，自引：0，他引：1
质量保障体系构建是欧洲高等教育区的核心,尤其是2003年以来,欧洲高等教育质量保障体系取得了很大进展。本文回顾了欧洲高等教育区域整合的过程,尤其是从1999年开始的博洛尼亚改革进程,从政策和实践的角度分析了博洛尼亚改革进程对欧洲高等教育质量保障体系建设的推动,并指出了对我国区域整合、高等教育质量保障的研究和实践的借鉴意义。 相似文献