Stimulating the quality of university teaching in Flanders, Belgium

Verhesschen, Piet

doi:10.1002/he.207

Cited by 3 publications

(2 citation statements)

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“…Од школске 2007/08. неки учитељски факултети у Србији су након доношења Закона о високом образовању (2005) у складу с Болоњском декларацијом (Alsaghir & Wazen, 2020;Fernandez Sainzetal, 2016;Despotovic, 2011;Verhesschen, 2006), започели са организацијом трогодишњих докторских студија разредне наставе. Ове студије нису биле међусобно усаглашене у погледу броја и назива наставних предмета.…”

Section: уводunclassified

Doctoral studies in classroom teaching in Serbia and The Federation of Bosnia and Herzegovina: A comparative approach

Milenović¹

2020

Zb Učitelj fak Prizren-Leposavić

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The paper presents a comparative analysis of study programs of doctoral studies in primary education in the Republic of Serbia and the Federation of Bosnia and Herzegovina. First, the analysis of doctoral studies of class teaching in the Federation of Bosnia and Herzegovina is presented on the example of the Faculty of Pedagogy, University of Sarajevo. A comparative analysis of the mentioned study program is also given, with doctoral studies of class teaching in Serbia. Based on the comparative analysis, recommendations are given for improving the quality of doctoral studies in primary education.

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Section: уводunclassified

Doctoral studies in classroom teaching in Serbia and The Federation of Bosnia and Herzegovina: A comparative approach

Milenović¹

2020

Zb Učitelj fak Prizren-Leposavić

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“…The internal quality assurance system was the responsibility of each higher education institution, whereas the external quality assurance system was prescribed by the government. In 2005, the system was changed into an accreditation process, jointly organised by the Netherlands and Flanders in the Accreditation Organisation of the Netherlands and Flanders (Verhesschen, 2006). The aim of this policy was to establish a form of accountability and to stimulate quality improvement (Westerheijden, Hulpiau, & Waeytens, 2007).…”

Section: Theme 5: Quality Assurancementioning

confidence: 99%

The State of the Art of Higher Education Research on Flanders

Broucker¹,

Huisman²,

Verhoeven³

et al. 2018

Theory and Method in Higher Education Research

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Higher education systems of small(er) countries may be less attractive to investigate, and it is likely that only a small indigenous research community is interested in and capable of researching such small systems. In this chapter, we map which studies have been carried out at the meso-and macro-levels of the Flemish higher education system since the early 2000s. It allows us to discover gaps in our understanding of that particular system. We conclude that it would be beneficial for all stakeholders involved (researchers, policymakers, institutional management) to try to align their research and practical interests and develop a research agenda that fits these interests.

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Striving for Uniformity, Hoping for Innovation and Diversification: A Critical Review concerning the Bologna Process – Providing an Overview and Reflecting on the Criticism

Wihlborg

Teelken²

2014

Policy Futures in Education

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The implementation of the Bologna Process (BP) did not go as smoothly as the Bologna Follow--Up evaluations suggest, and the consequences of the BP for the various European higher education systems and universities are much more diverse than represented in these various studies. Relatively few research and policy documents taking up a more critical stance are currently available while a systematic overview of such studies is still lacking. Purpose of this paper is to provide an overview and consequently reveal the most prominent views concerning the BP, as well as emphasize the critical developments over a longer time period. A longitudinal literature review was carried out, consisting of 161 studies between 2004--2013, resulted in a final selection of 91 studies. Our paper demonstrates that the studies available in our search show that issues concerning challenges, tensions and critical viewpoints about BP exist and yet confirms that further research is called for. It is further suggested that the impact of the BP discourse would benefit from the adaptation of a continuously critical reflective approach, as an on--going part in the overall discussion about the BP.

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Stimulating the quality of university teaching in Flanders, Belgium

Abstract: For Flanders, the Bologna declaration has launched an innovation process carrying unprecedented challenges for higher education.

Cited by 3 publications

References 2 publications

Doctoral studies in classroom teaching in Serbia and The Federation of Bosnia and Herzegovina: A comparative approach

Doctoral studies in classroom teaching in Serbia and The Federation of Bosnia and Herzegovina: A comparative approach

The State of the Art of Higher Education Research on Flanders

Striving for Uniformity, Hoping for Innovation and Diversification: A Critical Review concerning the Bologna Process – Providing an Overview and Reflecting on the Criticism

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