The quality of teaching staff: higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal

Cardoso, Sónia; Tavares, Orlanda; Sin, Cristina

doi:10.1007/s11092-015-9211-z

Cited by 28 publications

(36 citation statements)

References 19 publications

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“…Além disso, estão mais voltadas para a apresentação de justificativas do que para a apresentação de propostas de intervenção, denotando o caráter de prestação de contas que perpassa a AQE. Essa realidade parece, aliás, corresponder à situação de outras IES em Portugal (CARDOSO; TAVARES; SIN, 2015;VEIGA et al, 2013). Além disso, a análise do manual aponta para a opção da IES por processos eletrônicos e previamente formatados de escuta aos diferentes atores envolvidos no processo, não havendo referência a estratégias complementares, como já sugerido na literatura (BENTON; CASHIN, 2012;PENNY, 2003;PENNY;COE, 2004;SPOOREN;BROCKX;MORTELMANS, 2013), tampouco presenciais e dialogadas, conforme sugerido pelos alunos e professores participantes deste estudo.…”

Section: Percepções De Alunos E Professoresunclassified

Qualidade do ensino na educação superior: sentidos sobre a avaliação

Oliveira

Almeida

2017

Est. Aval. Educ.

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Section: Percepções De Alunos E Professoresunclassified

Qualidade do ensino na educação superior: sentidos sobre a avaliação

Oliveira

Almeida

2017

Est. Aval. Educ.

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“…Based on research carried out over the last four years (Cardoso et al, 2015a(Cardoso et al, , 2015bSin et al, 2016;Tavares et al, 2016aTavares et al, , 2016b, this article documents the changes that occurred in Portugal after the adoption of the new higher education quality assurance framework in 2007. First, we explain the context that determined the evolution of quality assurance in Portugal, paying special attention to the most recent developments, since 2007, in the quality system restructuring.…”

Section: Guidelines For Quality Assurance In the Europeanmentioning

confidence: 99%

“…For example, when it defined its procedures, A3ES consulted the ESGs. proposed by A3ES (Cardoso et al, 2015a). Therefore, despite the Agency's insistence that its references to quality assurance are not prescriptive, they clearly still determine institutional behaviour; this is likely because institutions are aiming to limit their risks, and perhaps also because they lack a tradition of dealing with quality in a formal way and they may have limited capacities to innovate in this sense.…”

Section: Certification Of Internal Quality Assurance Systemsmentioning

confidence: 99%

“…A previously identified weakness (Cardoso et al, 2015a) was the near non-existence of pedagogical training in institutions, a situation which academics report has not improved after the implementation of internal quality assurance systems; this could at least partly explain the lack of tangible or visible results in teaching and learning practices. In fact, pedagogical training is the only issue related to teaching and learning that academics clearly feel has not improved.…”

Section: Perceptions Of How Quality Assurance Reforms Have Improved Tmentioning

confidence: 99%

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

Sin¹,

Tavares²,

Amaral³

2017

Annual Review

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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.

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“…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

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

Sin¹,

Tavares²,

Amaral³

2017

Debats

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(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

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The quality of teaching staff: higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal

Cited by 28 publications

References 19 publications

Qualidade do ensino na educação superior: sentidos sobre a avaliação

Qualidade do ensino na educação superior: sentidos sobre a avaliação

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

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