The impact of accreditation on the reform of study programmes in Germany

Suchanek, Justine; Pietzonka, Manuel; Künzel, Rainer; Futterer, Torsten

doi:10.1787/hemp-24-5k994dvr0d41

Cited by 14 publications

(7 citation statements)

References 44 publications

(55 reference statements)

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“…Evidence in some countries shows that external quality assurance has helped to establish new formal standards (e.g. modularization of education in Germany), although the extent to which this created a qualitative change may be debatable (Suchanek et al 2012). More broadly, external quality assurance has helped putting educational quality on the agenda, thereby increasing its importance and somewhat balancing the dominance of research performance as the key focus within universities.…”

Section: The Effects Of External Quality Assurance: What Do We Know?mentioning

confidence: 99%

Evidence-based policy and higher education quality assurance: progress, pitfalls and promise

Beerkens

2018

European Journal of Higher Education

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Evidence-based policy has become a norm in the current policymaking rhetoric, affecting also higher education quality assurance. This article agrees with critics that rigorous ex-post impact studies are highly challenging in the field of quality assurance. Nevertheless, there are alternative ways how evidence can effectively guide quality assurance policies and how evidencebased mentality can be encouraged by government policies. A more realistic view on how evidence informs policies (indirectly and via stakeholders' arguments) and how professionals incorporate evidence in their work (selectively and next to other information sources) broadens the scope for useful evidence for higher education quality assurance.

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Section: The Effects Of External Quality Assurance: What Do We Know?mentioning

confidence: 99%

Evidence-based policy and higher education quality assurance: progress, pitfalls and promise

Beerkens

2018

European Journal of Higher Education

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“…Universities complained about the high costs they often had to bear themselves and the significant increase in bureaucracy required for the review process, which was at the beginning set up for each single study programme (Pasternack et al 2018;Suchanek et al 2012). In order to reduce the administrative burden, a system of self-accreditation was introduced for universities that had already got a number of their study programmes successfully accredited.…”

Section: Humboldt 20?mentioning

confidence: 99%

The future of universities in a global risk society

Hartmann

2019

Globalizations

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is a lecturer in the Faculty of Education at the University of Cambridge/UK. She has widely published on cross-border recognition of higher education qualifications in the context of an emerging European and international labour market, on cross-border quality assurance as well as the internationalisation of further and corporate education. Her most recent research project focuses on the rise of a transnational private authority in the sphere of education.

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“…Germany was excluded from the analysis of quality assurance standards because of the pluralistic nature of its quality assurance system. Postsecondary institutions in Germany have considerable choice among regional, national, international, and subject-specific agencies from which to seek accreditation (Suchanek et al 2012). Without knowledge of the choice patterns of the Fachhochschulen and the universities, it would be impossible to make comparisons with structures and practices in other jurisdictions.…”

Section: The Objective and Methods Of This Studymentioning

confidence: 99%

How do quality assurance systems accommodate the differences between academic and applied higher education?

Skolnik

2015

High Educ

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Although the literature on institutional diversity suggests that quality assurance practices could affect institutional diversity, there has been little empirical research on this relationship. This article seeks to shed some light on the possible connection between quality assurance practices and institutional diversity by examining the arrangements for quality assurance in higher education systems that include two distinct sectors, one of which having a more academic orientation and the other a more applied orientation. The article explores the ways in which quality assurance structures and standards in selected jurisdictions provide for recognition of the differences in orientation and mission between academic and applied sectors of higher education systems. The research identified some features of quality assurance systems that recognize the characteristics of applied higher education, such as having different statements of expected learning outcomes for applied and academic programs or requiring different qualifications for faculty who teach in applied programs. It is hoped that the results might be of interest to policy makers and quality assurance practitioners who are concerned about the possible impact of quality assurance on institutional diversity.

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The impact of accreditation on the reform of study programmes in Germany

Cited by 14 publications

References 44 publications

Evidence-based policy and higher education quality assurance: progress, pitfalls and promise

Evidence-based policy and higher education quality assurance: progress, pitfalls and promise

The future of universities in a global risk society

How do quality assurance systems accommodate the differences between academic and applied higher education?

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