scholarly journals Accreditation and the external quality assurance of the university in response to the internationalisation of university degree programmes and the setting up of the European Higher Education Area

Educar ◽  
2007 ◽  
Vol 40 ◽  
pp. 115
Author(s):  
Josep Grifoll i Saurí
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
External Quality Assurance ◽  
External Quality ◽  
European Higher Education Area ◽  
European Higher Education ◽  
University Degree ◽  
The University

scholarly journals MAIN STANDARDS FOR INTERNAL AND EXTERNAL QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA

2018 ◽  
Author(s):  
Yulia Stukalina
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Research Method ◽  
External Quality Assurance ◽  
External Quality ◽  
European Higher Education Area ◽  
Institutional Accreditation ◽  
European Higher Education ◽  
Education Managers

The purpose of this paper is to provide a synthesis of the official documents that regulate quality as-surance activities in a modern univertsity. The principal objectives of the paper are to discuss the main standards for quality assurance in the European Higher Education Area, and examine the basic criteria applied for international institutional accreditation. The research method used in the paper in-cludes the review of official EU and OECD documents on quality assurance in higher education. The analysis conducted in the paper has allowed the author to identify and summarize key internal and external standards for quality assurance, which education managers should consider in the agenda of the all-inclusive management of an academia.

scholarly journals IMPLEMENTING QUALITY ASSESSMENT OF HIGHER EDUCATION ACCORDING TO THE STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA (ESG): BEST PRACTICES

2020 ◽  
pp. 83-92
Author(s):  
Olga Anisimova ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Internal Quality ◽  
Quality Of Education ◽  
External Quality ◽  
European Higher Education Area ◽  
Standards And Guidelines ◽  
European Higher Education

The article examines the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and their implementation for external quality assessment of higher education. An analysis of the activities of agencies to assess the quality of education, the main forms and tools of its implementation are carried out. It is established that the ESG were adopted in 2005 by the Ministers responsible for higher education. The ESG have been constantly revised and improved, and the version adopted in 2015 is currently in force. They consist of three parts: standards and recommendations for internal quality assurance (10 items); standards and recommendations for external quality assurance (7 items); standards and recommendations for quality assurance agencies (7 items). In the framework of the Bologna Process, since 2003 it has been determined that the main responsibility for the quality of higher education services lies with the HEIs themselves, which conduct the internal quality assessment, i.e. they implement a set of measures and procedures to ensure the quality of proposed educational programs and services. Certain criteria, which are determined both by the HEI itself and by the agencies for assessing the quality of education are used. The main function of external assessment of the quality of education is to provide feedback and recommendations to the HEIs and objective and unbiased information to stakeholders. The principles, procedures and criteria for assessing the quality of education should apply to all methods of providing educational services and teaching. It should be noted that the ESG are not quality standards as such, they do not define quantitative criteria or regulate the implementation process, they are guidelines that define the main areas that need special attention to ensure quality services and create a favorable educational environment.

scholarly journals Quality assurance of higher education under europeanization of Ukraine

2018 ◽  
pp. 127-132
Author(s):  
Olena Lokshyna
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Internal Quality ◽  
Quality Assurance System ◽  
External Quality ◽  
European Higher Education Area ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
European Higher Education ◽  
European Standards

The article highlights the European progress of the Ukrainian higher education within the framework of the Association Agreement between Ukraine and the European Union and on the basis of Ukrainian legislation (Laws of Ukraine «On Higher Education» (2014) and «On Education» (2017), underlines that European integration of Ukraine is the strategy of development of the Ukrainian state, and the integration of the higher education system of Ukraine into the European Higher Education Area is recognized as one of the principles of state policy in the field of higher education. It is determined that the quality assurance system of education, defined by the Ukrainian legislation, consists of a quality assurance system in educational institutions (internal quality assurance system); external quality education system; quality assurance systems in the activities of the governing bodies and institutions that carry out external quality assurance of education. It corresponds to the European philosophy and practice of ensuring the quality of education. The characterization of the essence of Europeanization and Europeanization of higher education, European benchmarks in the field of higher education in the European Higher Education Area are provided. The author emphasizes that the dynamics of the implementation of these standards by the countries varies, although the commonality is the introduction of systems of internal quality assurance, external quality assurance, creation of an institution for the quality assurance of higher education. The challenges that exist on the way of synchronization of the quality assurance system of higher education in Ukraine with the European standards, as outlined in the Standards and Recommendations for Quality Assurance in the European Higher Education Area, are highlighted. A conclusion is made about the dynamic progress of the Europeanization of higher education in Ukraine and the need for further synchronization with European standards.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

scholarly journals Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff

2021 ◽  
Author(s):  
Sanita Baranova ◽  
◽  
Baiba Kaļķe
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Staff ◽  
Relevant Literature ◽  
Well Being ◽  
European Higher Education Area ◽  
Standards And Guidelines ◽  
European Higher Education ◽  
Study Process ◽  
Common Understanding

The paradigm shift in higher education pedagogy and policy has been a subject of discussion for 30 years, during which time the emphasis has been placed on the transition to student-centred education. The implementation of this approach requires the democratisation of the study process and a shift towards performance-based outcomes, thus promoting students’ research capacities, well-being, personal growth, and quality of life. The most important document on the subject, which was developed in collaboration with the leading organisations of the Bologna Process, is the Standards and Guidelines for Quality Assurance in the European Higher Education Area. This describes the common understanding of student-centred learning, teaching, and assessment. The standards and guidelines are also incorporated into the Latvian higher education quality assurance regulations. The authors of the present study are involved in the development and approbation of a new master’s study program, in which special attention is paid to the implementation of the principles of student-centred education. The central aim of the present study was to study the experience of lecturers in the implementation of the principles of student-centred education in the programme. The relevant literature and documents were surveyed and data from questionnaires (distributed to programme participants) were analysed. Using the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the Science, Technology Development and Innovation Guidelines 2021−2027 approved by the Latvian Ministry of Education and Science, the present study sets out 10 basic principles of student-centred education. A survey was created for lecturers who are implementing the newly created master’s programme over one semester. Seventeen lecturers participated. The analysis of the questionnaire results indicated that promoting mutual respect in student−academic staff relations and students’ active engagement in the study process were considered to be the most important principles. The results also revealed that lecturers applied every student−centred principle, but it is necessary to promote a common understanding by developing a mechanism for evaluating them and to improve the competence of teachers in implementing them.

scholarly journals Challenges in Quality Assurance: A Ten-Year Journey

2020 ◽  
Vol 76 ◽  
pp. 01016
Author(s):  
Jenny Mochtar ◽  
Gan Shu San
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Academic Standards ◽  
External Quality Assurance ◽  
Internal Quality ◽  
External Quality ◽  
Christian University ◽  
Internal Quality Assurance

Academic quality is defined as the equivalent to academic standards related to student learning outcomes, which consist of specific levels of knowledge, skills, and abilities achieved by students participating in a program. The achievement of academic standards is accommodated by implementing both internal and external quality assurance practices. Internal quality assurance refers to policies and practices used by the higher education institutions to monitor and improve the quality of their education, while external quality assurance refers to policies and practices set up by external parties to assure the quality of higher education institutions and programs. Petra Christian University has built and implemented its internal quality assurance since 2009 based on its unique quality culture. After its ten-year journey and the achievements that Petra Christian University has reached in 2019, the Industrial Revolution 4.0 and Society 5.0 are challenges ahead that Petra Christian University has to face.

Analysis of the Integrated Implementation of the Manufacturing Engineering Subject in Engineering Degrees at the Malaga University

2013 ◽  
Vol 759 ◽  
pp. 1-9 ◽  
Author(s):  
L. Sevilla ◽  
M.J. Martín ◽  
F. Martín ◽  
F.J. Trujillo ◽  
C. Bermudo
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Manufacturing Process ◽  
Negative Effects ◽  
European Higher Education Area ◽  
European Higher Education ◽  
Manufacturing Engineering ◽  
The University

In this paper the integrated implementation of the Manufacturing Engineering subject in all new engineering degrees at the University of Malaga is analyzed, within the European Higher Education Area (EHEA) framework. After identifying the methodology used by Department of Engineering Manufacturing Process and the problems generated in its development, the robustness of the designed organization system is justified. This methodology has successfully overcome the negative effects of multiple changes made to the delivery of the first edition of this subject. Additionally, the methodology developed has generating a significant level of student satisfaction by comparison with near departments and overall university.

scholarly journals Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

2009 ◽  
Vol 1 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alejandra Boni ◽  
Jordi Peris ◽  
Estela López ◽  
Andrés Hueso
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
European Higher Education ◽  
Deliberative Processes ◽  
University Degree ◽  
Development Engineering ◽  
The Bologna Process ◽  
Academic Year

In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

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