The impact of programme accreditation on Portuguese higher education provision

Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

doi:10.1080/02602938.2016.1203860

Cited by 29 publications

(26 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most obvious results of the new higher education evaluation and accreditation agency's actions can be observed primarily at the level of teaching-program provision. Accreditation activities resulted in a 40% reduction in the supply of the courses on offer between 2009(Sin et al, 2016. This reduction was felt mainly in private institutions, which confirms that substandard programmes were more common in the private sector.…”

Section: Introductionsupporting

confidence: 54%

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Sin¹,

Tavares²,

Amaral³

2017

Annual Review

Self Cite

View full text Add to dashboard Cite

This article documents the changes that occurred in Portugal after the adoption of the new higher education quality assurance framework in 2007. The most obvious results of the new higher education evaluation and accreditation agency's actions can be observed primarily at the level of teaching-program provision. Accreditation activities resulted in a 40% reduction in the supply of the courses on offer between 2009(Sin et al., 2016. This reduction was felt mainly in private institutions, which confirms that substandard programmes were more common in the private sector. Another consequence was that institutions started to take a more formal and systematic approach to quality by implementing internal quality assurance systems. These systems were driven by a logic of accountability rather than by genuine self-reflection aiming to engage all those involved and which would have led to improvement. Therefore, it appears that most academics perceive internal quality assurance to have had negative effects on teaching and learning, mainly because of increased bureaucracy, while the positive effects are still perceived as being relatively modest.

show abstract

Section: Introductionsupporting

confidence: 54%

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Sin¹,

Tavares²,

Amaral³

2017

Annual Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…Atés que la generació de lucre és la prioritat per al sector privat, les institucions que tenien la finalitat de maximitzar les matrícules van invertir més en infraestructures que en l'ensenyament i l'aprenentatge o en la dotació de personal docent, cosa que ha afectat la qualitat acadèmica (Espinoza i González, 2013;Cao i Li, 2014;Sin et al, 2016). A Portugal, per exemple, continua existint una diferència significativa en la titulació acadèmica del personal docent de les institucions públiques i privades: en 2015 el 72,6 % tenia un doctorat en institucions públiques i el 55,3 %, en institucions privades.…”

Section: Referències Bibliogràfiquesunclassified

“…A Portugal, per exemple, continua existint una diferència significativa en la titulació acadèmica del personal docent de les institucions públiques i privades: en 2015 el 72,6 % tenia un doctorat en institucions públiques i el 55,3 %, en institucions privades. Així i tot, el percentatge de professors doctorats en les institucions privades és alt si es compara amb la situació deu anys enrere (Sin et al, 2016). Cal assenyalar, a més, que l'oferta d'ensenyaments barats o populars i el baix nivell de recerca de les institucions privades portugueses (ja que aquestes se centren principalment en l'ensenyament) també han contribuït al desprestigi del sector privat (Teixeira i Amaral, 2007;Teixeira, 2012 (Amaral, 2008;Tavares et al, 2016a).…”

Section: Referències Bibliogràfiquesunclassified

“…A partir d'una sèrie de treballs de recerca realitzats durant els últims quatre anys (Cardoso et al, 2015a(Cardoso et al, , 2015bSin et al, 2016;Tavares et al, 2016aTavares et al, , 2016b, aquest article documenta l'evolució que s'ha dut a terme a Portugal després de l'adopció, en 2007, del nou marc de garantia de la qualitat en l'educació superior. Inicialment s'explica el context que va determinar l'evolució de la garantia de la qualitat a Portugal, parant esment als desenvolupaments més recents, des del 2007, en la reestructuració del sistema de qualitat.…”

Section: Introduccióunclassified

“…

(Sin et al, 2016). Aquesta reducció s'ha sentit principalment en les institucions privades, la qual cosa demostra que la qualitat dels ensenyaments era un problema que afectava principalment el sector privat.

…”

unclassified

See 2 more Smart Citations

Balanç dels canvis en la garantia de la qualitat en l’educació superior a Portugal entre 2007 i 2015

Sin¹,

Tavares²,

Amaral³

2017

Debats

Self Cite

View full text Add to dashboard Cite

(Sin et al., 2016). Aquesta reducció s'ha sentit principalment en les institucions privades, la qual cosa demostra que la qualitat dels ensenyaments era un problema que afectava principalment el sector privat. Una altra conseqüència ha sigut un enfocament més formal i més sistemàtic entre les institucions pel que fa a la qualitat a través de la implementació de sistemes interns de garantia de la qualitat. Aquests sistemes han estat impulsats per una lògica de prestació de comptes i no per una reflexió interna genuïna que involucrés totes les parts interessades i que podria conduir a la millora. Per aquesta raó, els acadèmics semblen percebre que el principal efecte de la garantia interna de qualitat en l'ensenyament i l'aprenentatge és negatiu, la qual cosa es deu principalment a l'augment de la burocràcia, mentre que els efectes positius són encara bastant modests.Paraules clau: garantia de la qualitat en l'educació superior, acreditació, garantia interna de la qualitat, rendició de comptes, millora de l'ensenyament. ABSTRACT. Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015This article presents the developments which have occurred in Portugal after the adoption of the new framework for quality assurance in 2007. The most obvious outcomes of the operation of the new agency for assessment and accreditation of higher education could be observed at the level of programme provision. Accreditation procedures led to a 40 % reduction of the programmes, in the period between 2009 and 2015. This reduction occurred mainly in the private sector, which confirms that substandard programmes were more common in this sector. Another consequence has been an increasing awareness of quality among institutions, which have started to address quality in a more formal and systematic way through the implementation of -DEBATS · Volum 131/2 · 2017

show abstract

Transparency and Accountability in Higher Education as a Response to External Stakeholders and Rules: A Comparison Between Three Country-Case Studies

Pattaro

Sá

Kruijf

2022

SIDREA Series in Accounting and Business Administration

View full text Add to dashboard Cite

Higher Education Institutions (HEIs) have been increasingly under pressure to enhance accountability towards their stakeholders and to disclose relevant, updated, and reliable information about their performance in terms of teaching/education, research, and other activities, often labeled "'third mission."'.Based on an exploratory qualitative research, build through the analysis of literature, of national legislation, and of the information disclosed in different institutional websites, the purpose of this chapter is to offer a general overview of the present accountability requirements and of the instruments or resolutions, rule-driven but also voluntary, adopted in three European countries used as country-case studies --the Netherlands, Portugal, and Italy -. In addition, this contribution aims at proposing a general assessment of the degree of transparency and accountability of public-funded HEIs. 2Findings indicate that there is a quite a strong emphasis on accountability towards public or private funders/sponsors and to actual and future students and their families. It has also been realized that the weakest area in terms of transparency of HEIs' performance is that of transfer and consulting activities, contrasting to the attention paid to the disclosure of teaching and education performance information. Overall, HEIs in the three countries seem to be transparent but especially towards expert stakeholders who know exactly what to look for and where, since performance information is often scattered and available on wide documents, making the access and usability of information relatively low.The current research aims at contributing to the literature on transparency and accountability, particularly on performance information disclosure in the specific environment of public-funded higher education institutions, from an international comparative perspective, while offering to managers and policymakers some hints on how to assess their current transparency practices, as well as some suggestions about possible future amendments and improvements. Clearly, additional investigation is needed to further validate some findings and introduce other transparency dimensions and national contexts.

show abstract

The impact of programme accreditation on Portuguese higher education provision

Cited by 29 publications

References 17 publications

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Balanç dels canvis en la garantia de la qualitat en l’educació superior a Portugal entre 2007 i 2015

Transparency and Accountability in Higher Education as a Response to External Stakeholders and Rules: A Comparison Between Three Country-Case Studies

Contact Info

Product

Resources

About