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1.
This study investigates the viewpoints of higher education managers, staff, lecturers and students on the impacts of accreditation in institutional quality management. These views are explored via a case study approach involving semi-structured interviews with key stakeholders at a leading university in Vietnam. The study’s results suggest that accreditation influences most of the university’s management activities, including programmes, teaching activities, lecturers, supporting staff, learners and facilities. We argue the influence of accreditation contributes significantly to enhancing the university’s quality of teaching, learning, research and management. Recommendations for improvement in the use of accreditation results are proposed. 相似文献
2.
Lucy Spowart Rebecca Turner Deborah Shenton Pauline Kneale 《International Journal for Academic Development》2016,21(3):206-218
The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals’ commitment to be recognised. Here, we present a case-study of 19 established academics who reflected on their experiences of gaining recognition through their university’s accreditation scheme. Respondents prioritised institutional structures and outcomes such as student recruitment, job security, and status as drivers for engagement. Institutional leadership was significant in driving the accreditation agenda. 相似文献
3.
Cristina Sin Orlanda Tavares Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(6):860-871
The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either discontinued or not accredited as of July 2015. The analysis revealed differences between the private and the public sectors, with higher proportions of discontinuations and closures in the former. For the discipline with the highest percentage of non-accredited programmes (Law), the main reasons for denied accreditation were analysed. The identified reasons were related to a lack of academic quality, for example, the programmes’ lack of compliance with legal requirements regarding teaching staff qualifications and full-time employment, the blurred identity of programmes, undifferentiated between university and polytechnic sectors, or curricular inconsistencies. The paper suggests that the identified reasons are likely to be symptomatic of the quality shortcomings in the provision of higher education programmes in Portugal. The data provide evidence that programme accreditation has had a powerful impact, reducing the number of programmes, increasing the number of PhD holders among teaching staff and raising institutional awareness of quality. 相似文献
4.
Ibrahim Akduman Lerzan Özkale Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239
In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed. 相似文献
5.
跨国教育的质量保障、认证和资格认可 总被引：3，自引：0，他引：3
20世纪80年代以来,跨国教育快速发展.各种形式的跨国教育对现行的质量保障、认证和资格认可机制提出了一系列的挑战.跨国教育今后的发展,在很大程度上取决于国家和国际层面上质量保障、认证和资格认可方面的制度安排.本文对跨国教育的现行质量保障、认证和资格认可机制进行了梳理和分析. 相似文献
6.
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
7.
姚荣 《河北师范大学学报(教育科学版)》2021,23(2)
高等教育质量保障的法律规制是大学法研究的前沿议题,以德国与美国为代表的两大法律体系,分别被纳入公法规制与普通法规制的范畴。在德国,高等教育认证行为属于行政行为,高校与认证代理机构之间的纠纷属于公法争议。申诉、行政诉讼与宪法诉愿等公法救济机制,构成德国高等学校与认证代理机构之间纠纷的解决渠道。如何避免认证对学术自由构成侵害,已成为德国公法学界与实务界关注的核心议题。受联邦宪法法院大学课程认证裁定的影响,德国高等教育认证体系正在进行深刻变革与调整。在美国,高等教育认证机构具有非营利性组织的法律地位,须履行诚实信用以及基本的正当程序等普通法的一般义务。高等教育认证机构对“认证联邦化”的抵制以及高等教育机构对认证决定的抱怨或不满,构成美国高等教育质量保障纠纷的焦点议题。穷尽内部救济与“司法终局性”原则,被视为美国高等教育质量保障纠纷的解决机制。德美两国在高等教育质量保障法律纠纷的解决中形成的经验和教训,对我国明确高等教育质量保障机构的法律地位、强化高等教育质量保障的程序正义、建全高等教育质量的多元纠纷解决机制具有重要启示。 相似文献
8.
JOHN VAUGHN 《Higher Education in Europe》2002,27(4):433-441
Pressures on American higher education for assessment and accountability are increasing. Non-governmental accreditation provides an effective threshold measure of institutional and programme content and quality; however, both institutional and programme accreditation have problems that are being addressed within higher education. Commercial rankings have emerged to meet consumer demand for more information, but these endeavours have flaws, some of which are inherent in the commercial nature of these activities. The National Research Council (NRC) and the Association of American Universities (AAU) are engaged in efforts to improve the assessment of research doctorate programmes and, generally, of measures of quality in higher education and research. 相似文献
9.
试析美国高等院校认证标准演变的逻辑--以中北部地区大学与中学协会的认证标准为例 总被引：4，自引：0，他引：4
高等院校认证标准是认证过程的基础,是衡量高等院校质量的基本尺度.本文以中北部地区大学与中学协会的认证标准为例,分析了认证标准演变的逻辑:从具体量化的规定到深层质性的标准,从刻板划一的规范到自觉个性的彰显,从重视院校资源到强调学生学习结果. 相似文献
10.
美国高等教育认证制度的功能分析 总被引：7，自引：0，他引：7
认证制度作为美国高等教育的一种质量保障制度在高等教育内部以及高等教育与社会、政府的关系中具有多重功能.在高等教育内部,认证制度为高等教育市场提供了基本的标准,对市场的自由竞争起着一定的制约作用.同时,认证制度又是一种内在的统一协调力量,使地方分权管理的美国高等教育能够在必要的时候协调一致应对来自自身和社会环境的各种挑战.在与政府的关系中,认证制度是一种政府管理的重要媒介,也是对政府管理的一种制衡.认证制度与政府之间既有联合合作的一面,又有对抗抵制的一面.在与社会的关系中,认证制度成为高等教育向社会传递信息之窗,同时也是社会公众参与高等教育管理之门.社会则需要认证制度提供关于院校和专业的信息,也通过认证制度参与高等教育的质量管理. 相似文献
11.
Cross-border higher education (CBHE) has taken centre stage in the Southern Africa Development Community (SADC). There has been increased trade in higher education services among member states of the SADC. This has necessitated regional regulatory cooperation in quality assurance and accreditation. SADC has established the Southern African Quality Assurance Network as a regional network of external quality assurance agencies. This paper presents a framework that can be used to enhance regulatory cooperation within the Network on quality assurance in higher education with special focus on CBHE. The paper identifies the main areas of focus as people mobility, institutional and programme mobility, accreditation and registration and recognition of academic credentials. Proposed mechanisms for regulatory cooperation include regional credit accumulation and transfer system, regional qualifications framework, framework for accreditation and registration of foreign providers and framework for recognition of academic credentials. 相似文献
12.
In 2012, Taiwan implemented a dual-track quality assurance system comprising accreditation and self-accreditation in higher education institutions. Self-accrediting institutions can accredit their programs without requiring approval from external quality assurance agencies. In contrast to other countries, the Ministry of Education of Taiwan authorized self-accrediting institutions to develop their own evaluation standards. This study investigated the institution-based accreditation standards and their implications on institutional internal quality assurance. Content analysis revealed that 37 % of the indicators of self-accreditation were new and not used as review indicators in the original accreditation track. Two frequently added indicators were featured indicators and levels of internationalization. The results also indicated that institutions tend to structure their internal quality assurance systems uniquely. Three types of approaches for developing institution-based standards were identified: bottom-up, hybrid, and innovative approaches. Self-accreditation has benefited institutions committed to educational quality and pursuing excellence by enabling them to employ a fitness-for-purpose approach. The diversity of higher education and educational policy changes constitute new challenges to higher education. Balancing between accountability and autonomy is critical for all stakeholders of higher education. 相似文献
13.
1998年《教育法》设计了越南教育制度的总体框架,涵盖教育的方针、地位及教育政策的优先目标和教育与社会的关系机制.2005年《教育法》的修订以教育的质量与效益为中心诉求,涉及教育质量认证、教育社会效益、教育普及的质量和效益及非公办教育的形式与基本政策. 相似文献
14.
程星 《大学.研究与评价》2009,(3):46-52
美国高等教育认证是以自律作为目的理念,通过认证帮助高校实现其自身提出的目标。认证是纯粹的同行评价。认证专家需接受集中培训,并采取有效措施防止教育腐败和偏见的产生。认证结果对高校的影响取决于高校领导对认证的重视程度。美国高校认证对中国的启示在于其自律的认证目的理念以及对校长自主权和专家治校的理性把握。虽然它仍存在一些缺点,但仍值得中国借鉴。 相似文献
15.
伴随着我国基础教育发展对教师质量要求的提高以及教师教育自身的变革,我国亟需完善教师教育认证制度。为此,许多学者对美国教师教育认证制度进行研究,以他山之石攻玉,近年来这类研究文章越来越多,因此有必要对已有研究作一个梳理和总结,以便把握现在的研究水平和明了未来的研究方向。我国研究的成就可分为三类:介绍叙述型,分类命名型,深入阐释型。其中以前两类研究为主,阐释性研究文献非常少。已有研究的不足表现在四个方面:研究层次主要停留在介绍、叙述和特征分析上;研究内容面比较窄;未在一个系统框架内理解美国教师教育机构认证制度;未在一个整体的制度框架上来研究美国教师教育认证制度对我国的参考价值。 相似文献
16.
Lazar Vlasceanu 《Higher Education in Europe》1995,20(1-2):8-12
This article forms the Working Document for the Conference bearing the same title. It reflects the fact that this Conference is the second in what is planned to be a series on quality assessment and accreditation in higher education. Thus it calls for an appraisal of the transition from policy statements to operational developments. The participants in the Conference are invited to describe developments in their countries in terms of the adoption of legal provisions; the establishment of bodies in charge of quality assessment and institutional accreditation; the identification of criteria, performance indicators, and assessment standards; the development of procedures for self‐study and peer‐review; and the identification of the policy and administrative consequences for higher education of the processes of quality assessment and accreditation. 相似文献
17.
JU¨RGEN KOHLER 《Higher Education in Europe》2003,28(3):317-330
This article discusses the intricacies of the role and methods of application of quality assurance, accreditation, and the recognition of academic qualifications in the European Higher Education Area in formation. It analyzes the many-faceted meanings and measurement of quality in higher education, the means of its assurance at institutional and system levels, the links of quality assurance to accreditation and of both to recognition, the latter of which is also analyzed in detail. Quality assurance, accreditation, and recognition are inseparably linked and basic to the Bologna Process. 相似文献
18.
Undergraduate student attrition is a major concern in higher education. It is usually explained by the impact of student attributes; however, recent developments in student success literature point to the need of exploring institutional practices that may impact a student's decision to abandon their studies. The current weight of academic quality assurance for Colombian higher education institutions (HEI) and what such measures may mean for how HEI fulfill their missions indicates the need to consider a possible relation between such quality measures and undergraduate student attrition. Using official databases from the Colombian Ministry of Education for the year 2009, this study explores through analysis of variance the relationship between attrition and three measures of academic quality: accreditation status, professional test scores required to graduate (Saber Pro Exam) and the number of research groups at HEI. The scope of the study is the Colombian Caribbean region and the sample includes 19 HEI. Study results demonstrate that the percentage of accredited undergraduate programs at HEI was the only measure of quality assurance, out of the three explored, that showed a statistically significant relationship with undergraduate student attrition rates. 相似文献
19.
Quality practices in higher education involve more than mere compliance with standards and technical mandates; given the complexity of the decisions involved in quality in higher education, this concept, quality, can be analyzed as symbol and performance. This paper utilizes translation as heuristic to analyze the implementation of US institutional accreditation in Mexico. Such analysis unearths the power relations that underpin the emergent internationalization of quality practices in higher education. 相似文献
20.
工程教育专业认证制度的构建及其对高等工程教育的潜在影响 总被引：5，自引：0，他引：5
为构建工程教育质量监控体系,促进工程教育的国际互认,我国正在研究制定工程教育专业认证制度。本文简要介绍了试点阶段我国工程教育专业认证制度建设的主要内容,阐述了实施工程教育专业认证制度将对高等工程教育产生的潜在影响。认为实施专业认证将引导学校调整工程教育计划的课程设置、教学方法以及改革方向,推动学校自身建立起有效的质量保障体系,加强工程教育与产业的结合、与企业的联系与合作。 相似文献