Student Guidance and Attention to Diversity in the Processes of Quality Assurance in Higher Education

Abstract

The main objective of this article is to analyse the importance given to student guidance and diversity in the standards and criteria used in the quality accreditation and evaluation processes in Europe and the US. Agencies selected in this study are the members of ENQA (European Association for Quality Assurance in Higher Education), EQAR (European Quality Assurance Register for Higher Education) and regional and programme accrediting organisations in the US that are recognised by the Council for Higher Education Accreditation (CHEA). The data were analysed by means of qualitative and content analysis of the principles, standards and criteria published in the guidelines of the respective agencies. The results of this study reveal that guidance and attention to diversity are included in the quality evaluation guidelines for university study programmes and for higher education institutions in different ways. The main conclusion is that most guidelines include general criteria about guidance and diversity. In order to assist HEIs in the way to plan this support, guidelines should include specific criteria for the provision of academic, career and personal guidance within general student support services. Additionally, criteria should specify the actions to be taken and the resources to respond to diversity.

Multilevel modeling of persistence in higher education

“…The research conducted by Ferrão and Almeida (2018) showed that the university entrance score is the best predictor of the GPA obtained at the end of the first year at the University of Minho. The authors refer that the student's prior knowledge and preparation are essential to his/her success in higher education, confirming the international literature.…”

“…In the last years, dropout rates have increased in Portugal, and institutions have been questioned about their policies to support student retention (DIAS et al, 2011;VIDAL;VIEIRA, 2014), in particular with regard to the goals of the Europe 2020 strategy (EUROPEAN COMMISSION, 2013) targeting 40% of young adults with a higher education diploma.…”

Differential effect of university entrance score on first-year students’ academic performance in Portugal

“…There is a broad consensus on the need for universities to promote students' success, since many do not achieve their goals or fully realise their potential during their university experience, thus wasting talent and human potential. The rates of failure and abandonment have increased in recent years in Portugal, leading to questions regarding how institutions can support student retention (Dias et al 2011;Ferreira, Vidal, and Vieira 2014).…”

Study guidance experiences, study progress, and perceived learning outcomes of Finnish university students

“…In the context of Finnish higher education, the term guidance (ohjaus) refers to a variety of student support and advice services, such as activities related to study planning, tutoring, mentoring and counselling, thesis supervision, internship guidance, career planning, and facilitation of learning (Moitus and Vuorinen 2003). In international discussions, these aspects often fall under the concept of academic student support, and the services provided for students' welfare and academic success are referred to as student services or student support (Dhillon, McGowan, and Wang 2008;Ferreira, Vidal, and Vieira 2014;Morgan 2012;Sajiené and Tamuliené 2012). Thus, student support refers to a system of services that aims at fulfilling students' academic and nonacademic (emotional and social) needs (Sajiené and Tamuliené 2012, 121;Dužević and Čhe Časni 2015).…”