By Stefanie Schwarz, Don F. Westerheijden
This quantity offers a wealthy account of the improvement of accreditation and review in 20 eu international locations. It exhibits how accreditation is changing into a chief mechanism within the guidance of upper schooling throughout Europe. The booklet is exclusive in its research of forces riding in the direction of the unfold of alternative versions of accreditation within the rising ecu better schooling area.
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Additional resources for Accreditation and Evaluation in the European Higher Education Area (Higher Education Dynamics)
Teichler, U. (1998). Towards a European University? In P. Baggen, A. Tellings, & W. ), The University and the Knowledge Society (pp. 75-86). Bemmel, London and Paris: Concore. Teichler, U. (1999). Internationalisation as a Challenge to Higher Education in Europe. Tertiary Education and Management, 5(1), 5-23. Teichler U. (2003). Master-Level-Programmes and Degrees in Europe: Problems and Opportunities. Keynote Speech. Bologna Process: International Conference on Master-Level-Degrees. Helsinki, March 14-15, 2003.
Hence, what may be the driving factors for the Bologna discussion being high on the academic community’s agenda cannot be found in obvious systemic factors and our country reports do not give insight into this question either. The insights that they do give are the subject of our final section. 1 System Dynamics In Central and Eastern Europe, the main driving force for introducing accreditation was the transformation after 1989. In Western Europe, the Bologna Declaration spurred new design activities with regard to quality assurance, often in the form of accreditation schemes (Germany, the Netherlands, Norway, Spain and most recently Portugal).
This resulted in a perverse system in which the underpaid professors of public higher education prevented rapid expansion of the higher education system, thus letting the unmet demand of students persist. 17 Similar problems of planning through state quota or numerus clausus leading to large unmet demand can be found in Portugal and Greece for example. In Western Europe, there was less collusion between the state and the academic oligarchy. Similarly, and more specifically focusing on accreditation, the Dutch addition of accreditation on top of the previously existing external quality assessment scheme was defended explicitly as a means to re-establish trust in quality assurance, which was seen by stakeholders as not providing transparent information on quality (the background for the accreditation pilot by the HBO Council) and as a system of ‘mutual backscratching’ by the academics from public higher education institutions.
Accreditation and Evaluation in the European Higher Education Area (Higher Education Dynamics) by Stefanie Schwarz, Don F. Westerheijden