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1.
Quality assurance at a distance: international accreditation in Taiwan higher education 总被引：1，自引：0，他引：1
In response to the global competitiveness in higher education, the government, in recent years, has encouraged Taiwan colleges
and universities to seek international accreditation, which raises several questions, such as jurisdiction over national accreditation,
a single set of standards for local and global quality assurance, demand for the mutual recognition of review outcomes, etc.
With the looming pressures for change that international accreditation will likely pose on a Taiwan national framework of
quality assurance, multiple impacts on institutions and national accrediting agencies in Taiwan are now beginning to be increasingly
felt. Hence, this paper examines current academic international accreditation programs and institutions, recognizes Taiwan’s
accrediting organizations, and analyzes the challenges that institutions and national accrediting agencies are facing. 相似文献
2.
Maria Wójcicka 《Higher Education in Europe》1995,20(1-2):52-58
The slow process of introducing a system of quality control and accreditation into Polish higher education since the political changes of 1990 is described. The decentralization of the state system of higher education in reaction to communist over‐centralization and the growing number of private institutions of higher education have made some system of quality control and accreditation operating at national level necessary. A TEMPUS project,” Advice for the Ministry of National Education on the Organization of a National Higher Education Accreditation Centre”, is described. The need for additional research on aspects of quality evaluation in higher education is recognized. 相似文献
3.
Fewer and fewer programs are training graduate students and postdoctoral fellows in the classical anatomical disciplines. Nonetheless, there remains a need at all levels of clinical and basic science education for skilled instructors of anatomy, histology, and embryology. Two sessions at the 2006 annual meeting of the American Association of Anatomists (AAA) explored whether a system of accreditation would benefit students, institutions, and training programs. Although the value of accreditation was controversial, three challenges for the various anatomical societies emerged from these discussions: (1) To identify the skills and knowledge that should be shared among all anatomists, and the more specific skills and knowledge needed for the diverse settings in which anatomists work. (2) To address the historical inattention of institutions to the training of educators. (3) To develop strategies to lobby institutions and national organizations to support the training and work of educators in the anatomical sciences. One approach to meeting these challenges would be to develop guidelines for training programs. These guidelines would help graduate students seek the training they need, provide institutions with a benchmark to assess or develop training programs, and provide the basis for focusing lobbying efforts targeted at institutions or existing accreditation bodies. Anat Sci Ed 1:60–67, 2008. © 2008 American Association of Anatomists. 相似文献
4.
Alexander Reid Martin 《Quest (Human Kinetics)》2013,65(1):26-36
Quality control of graduate physical education has been the sole responsibility of educational institutions offering such programs. Regional and national accrediting bodies have also guaranteed some standardization of programs. Now the profession of physical education, through the National Association of Sport and Physical Education (NASPE), has launched a significant undertaking toward establishing its own specialized accreditation. This paper examines the need for such a model in graduate physical education, presents arguments for and against, and delineates directions taken by NASPE toward full implementation of accreditation. 相似文献
5.
This article provides a comparative analysis of the systems used for the ‘accreditation’ of degree‐granting institutions in the USA (accreditation) and the UK (audit). The authors begin by outlining the similarities and differences between the two processes. They point out that audit is not the subject of political controversy in the way that accreditation currently is. However, they add that this does not necessarily mean that all is set fair and potential sources of disturbance are highlighted. The article then considers what changes can be expected in the two processes as a result of increased market pressures, and whether such changes will make them more effective vehicles for quality improvement. An alternative approach, which would involve merging the regulatory role of the QAA with the regulatory functions of the Funding Councils, as part of a complete scheme of risk assessment, is suggested. The article also asks to whom the accrediting agencies in both countries are accountable for their work. According to the authors, neither process is foolproof; both can be manipulated and are open to abuse. In addition, it is argued that on neither side of the Atlantic are there currently adequte arrangements to “inspect the inspectors”. The authors conclude by warning that with the growing tendency to resort to the legal process, more questions will be asked about the accountability of those whose judgements are being questioned. In their view, the stronger the market pressures, the greater will be the recourse to legal process in both countries. 相似文献
6.
Ann L. Wood Ph.D. 《Innovative Higher Education》2006,31(1):43-62
As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.Ann L. Wood earned a Ph.D. in educational psychology from The University of Michigan and a M.A. in special education and a B.A. in sociology, psychology, and education from Michigan State University. She is currently the Co-Principal Investigator for the Comprehensive Teacher Education Institute and an Assistant Professor in the Charter College of Education at California State University, Los Angeles. Her special interests are educational reform, urban education, lives of faculty and teachers, higher education, teacher development, and teacher induction 相似文献
7.
Accreditations as local management tools 总被引：1，自引：0，他引：1
Benoit Cret 《Higher Education》2011,61(4):415-429
The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality
of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and
by authors who directly deal with quality assurance processes as a means of legitimization or a means of differentiation and
grading which reduces the uncertainty that characterizes the market of institutions and diplomas. By doing so, such authors
do not put the light on the concrete, local and political consequences of the implementation of accreditation processes within
the concerned institutions. They thus do not take into account a major effect of the accreditation. Indeed the main consequence
of such an implementation is an internal one. By focusing on the implementation of the three main accreditation processes
of Business schools and programmes (AACSB, EQUIS and AMBA) within three French “Grandes écoles” and three English Business
Schools, I show that accreditations are first and foremost used by the local Deans of the Business Schools where accreditation
processes are implemented. They are used as management tools of a special kind; their implementation results in the progressive
consolidation of the institutional position of the Deans within their universities. 相似文献
8.
Guy Brusselmans 《European Journal of Engineering Education》2000,25(1):3-8
The globalization of the world's economy (and its labour market) reveals a growing need for graduate mobility. In this free global market, educational institutions are under increased pressure to show their intrinsic value, to define and guarantee their quality and to show continually their relevance to their communities and national governments (often the main financial stakeholder). Accreditation of degrees (and institutions) by a recognized international authority (or by an international network of recognized national authorities) is often quoted as the solution to address the needs of mobility and quality assurance. I believe that the process of accreditation is not the fundamental answer to these needs. Accreditation in education can be a stabilizing factor in a small-scale economical system, but it fails on a large (global) scale. The reason for this is that any accreditation scheme judges quality in an arbitrary way. The key to opening up free mobility of competencies and to leveraging quality education is to develop a system to measure objectively an individual's competence. A system that makes the abstract notion of 'competence' tangible to anyone, but that leaves the judgement open to the ones who need to judge… 相似文献
9.
Qing Wang 《Chinese Education & Society》2014,47(3):48-55
As an external review mechanism, accreditation has played a positive global role in quality assurance and promotion of educational reform. Accreditation systems for medical education have been developed in more than 100 countries including China. In the past decade, Chinese standards for basic medical education have been issued together with guidelines for accrediting medical schools, an accreditation committee system has been established, a cohort of assessors has been trained, and a first round of accreditation visits has commenced. Although the national accreditation system in China is now operating within a legal framework as a voluntary process, the system needs further improvements to ensure sustainability and recognition by the international community. To fulfill the objective of completing the first round of medical education accreditation nationwide by 2020, more qualified assessors have to be trained, present policies and processes must be refined, and incentives must be developed to encourage all schools to undergo accreditation. 相似文献
10.
In higher education, accreditation involves an external quality review process that scrutinizes universities, colleges, and educational programs to ensure that the education provided meets acceptable quality levels. Often considered the gold standard for institutions, the accreditation process originated in the US and quickly moved beyond American borders. Specifically, the Council for the Accreditation of Educator Preparation (CAEP) has moved to provide ‘legitimacy’ to universities in the Gulf Cooperation Council (GCC) region. Using Q methodology, this study examines faculty and administrators' perceptions regarding CAEP accreditation of a College of Education (CED) in the GCC. The results identify an apparent discrepancy among participants’ perceptions regarding the CAEP accreditation’s advantages and disadvantages, procedures and requirements, and impact on faculty and administrators’ workload and agency. 相似文献
11.
当前,STEAM教育已被不少国家视为培养复合型创新人才、提升国家竞争力的重要途径.STEAM教育发源于美国,经历了STS-STEM-STEAM几个发展阶段.美国STEAM教育的特点是:聚焦于现实世界存在的问题与困难;强调通过工程设计流程来制定解决方案;倡导通过协作学习开展开放式探索;鼓励答案的多样化且认可失败是学习的必要部分.为了促进STEAM教育的有效实施,美国不仅将STEAM教育提升到国家战略层面、出台STEAM教育政策和法案,而且还持续加大对STEAM教育的经费投入,构建了一体化的STEAM教育体系,对开展STEAM教育的学校进行认证. 相似文献
12.
澳大利亚教师教育标准化的新发展——“职前教师教育课程国家认证系统”的构建 总被引：3，自引：0，他引：3
澳大利亚"职前教师教育课程国家认证系统"由认证目标、师范毕业生标准和课程标准及基本的认证程序组成,强调国家系统的建立、系统各部分的整合、伙伴关系的形成、课程的全纳及创新。这是澳大利亚从国家层面保障职前教师教育课程质量的首次尝试,是澳大利亚教师教育标准化的新发展。 相似文献
13.
Beyond national states, markets, and systems of higher education: A glonacal agency heuristic 总被引：8，自引：1，他引：8
This paper offers an overarching analyticalheuristic that takes us beyond currentresearch, anchored in conceptions of nationalstates, markets, and systems of highereducation institutions. We seek to shapecomparative higher education research withregard to globalization in much the same waythat Clark's (1983) ``triangle' heuristic hasframed comparative higher education research inthe study of national policies and highereducation systems. Our ``glonacal agencyheuristic' points to three intersecting planesof existence, emphasizing the simultaneoussignificance of global, national, and localdimensions and forces. It combines the meaningof ``agency' as an established organization withits meaning as individual or collective action. Our paper critiques the prevailing framework incross-national higher education research,addressing the liberal theory that underpinsthis framework, the ways scholars address therise of neo-liberal policies internationally,conceptual shortcomings of this work, andemergent discourse about ``academic capitalism'. We then discuss globalization and ourheuristic. Finally, we provide examples of howstates, markets, and institutions can bereconceptualized in terms of global, national,regional, and local agencies and agency. 相似文献
14.
Elmgren Claes Rom´n Ola Sjölund Maivor Wahlén Staffan Östling Malin 《Tertiary Education and Management》1999,5(3):245-259
The article aims at critically discussing the role and position of a buffer agency from the point of view of some of its different tasks, viz. accreditation, quality audit, support of academic leadership and internal quality enhancement. The contribution seeks to illuminate the conflicting roles of a buffer organisation in the light of these tasks and pressures from the government and higher education institutions. It concludes that the different roles can support and complement each other, and that change is best accomplished by emphasising support in the early stages of the establishment of a national quality assurance system. 相似文献
15.
欧洲联合项目质量认证长期以国家认证为主要方式,这种方式在立法与认证、过程与手段以及结果与认可三个方面存在显著的弊端。为了促进欧洲一体化,提升高等教育整体竞争力,欧洲委员会于2015年推出了一种新的"欧洲方法"——单一认证。与国家认证相比,单一认证具有兼顾标准的统一性与特殊性、节省时间和成本以及共同参与的优势,但其在实践过程中也遇到了制度、系统以及操作层面的障碍。反思单一认证的实践,欧洲各国在进行联合项目质量保障过程中,应充分认识联合项目的特殊性、建立与欧洲标准接轨的质量认证体系以及落实保障单一认证的实践行动。 相似文献
16.
Claes Elmgren Ola Román Maivor Sjölund Staffan Wahlén Malin Östling 《Tertiary Education and Management》2013,19(3):245-259
Abstract The article aims at critically discussing the role and position of a buffer agency from the point of view of some of its different tasks, viz. accreditation, quality audit, support of academic leadership and internal quality enhancement The contribution seeks to illuminate the conflicting roles of a buffer orgamsation in the light of these tasks and pressures from the government and higher education institutions. It concludes that the different roles can support and complement each other, and that change is best accomplished by emphasising support in the early stages of the establishment of a national quality assurance system. 相似文献
17.
Orlanda Tavares Cristina Sin Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064
In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement. 相似文献
18.
The national accreditation system for higher education institutions in the Russian Federation is presented. The procedure for the integrated assessment of university activities, which is provided by the Ministry of Education, is described. The article examines licensing and attestation requirements and the procedure for achieving state accreditation. The requirements for gaining public professional accreditation are examined, as well as the tasks of the Russian Association for Engineering Education in this field. The experience of Tomsk Polytechnic University in developing an internal attestation system and quality assurance for its educational process is discussed, as well as the involvement of the institution in international co-operation. 相似文献
19.
高等院校认证在高等教育的质量保障和改进中起到了非常重要的作用.而在整个院校认证活动过程中,院校认证标准是认证活动顺利开展的基石.以美国院校认证为例,通过对美国院校认证标准的制定主体、认证标准的内容以及认证标准的发展趋势进行分析,进而可以得出:认证标准制定主体的多样化,认证标准应该能够求同存异,应该注重从学生环节保证教育质量,这是保证并不断提高高等教育质量的关键. 相似文献
20.
Geoffrey Mildred 《Higher Education》2002,44(1):29-51
The focus of this article ison the processes by which five tertiaryinstitutions in South Australia were integratedinto the Unified National System in 1991. Incontrast with what occurred in some otherStates, the South Australian institutions wereallowed unusual scope for self-determinationwithin the broad national policy framework. Inpractice, this apparent freedom of choiceproved a mixed blessing. Institutionalambitions no less than individual aspirationsand self-interest tended to modify and delaydecision-making processes. However, the longdrawn-out wrangling and debate eventually ledthe key participants from conflict tocooperation and an acceptable compromise. 相似文献