Transnational Education Networks of Excellence Based on Quality, Accreditation, and Recognition Management: A Holistic Approach

Abstract

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Internationalization, cultural appreciation and institutional governmentality for quality control in transnational higher education cooperation: An empirical assessment

“…Three identifiers have been conceptualized: (1) mutual cultural appreciation; (2) institutional governmentality; and (3) quality control. Such triangle identifiers have been grounded in the focal case in this research, which is popularly cited in previous prestige pieces of literature of transnational education collaboration, for instance, culture issues [ 60 , 61 ], institutional structure [ 62 , 63 ], as well as the systematic process for high profile quality control [ 63 , 64 ]. The research findings for each of the identifiers is then further shown and elaborated in detail in the following sections.…”

ISO Alongside, Instead, or Inside? The potential of ISO 21001:2018 to change and challenge higher education accreditation

“…Vocational training is an example of how the Standard may expand standardized quality assurance beyond accreditation. Illustrative of the strong emphasis on alternatives to university education, the European Quality Assurance Framework for Vocational Education and Training (EQAVET) began as a project in 2019, VET21001, to provide tools and guidance for implementation of the Standard for vocational programs (EQAVET, n.d. For other types of HEIs, the new standard is recognized as the start of a cycle of change towards more standardized approaches to quality in higher education (Schumann et al, 2019). In the European context, ISO 21001 is seen as a potential tool to define the required quality assurance system of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (Anttila & Jussila, 2018).…”