By Stefanie Schwarz, Don F. Westerheijden
This quantity provides a wealthy account of the advance of accreditation and review in 20 eu nations. The authors are leaders within the box and so they have cooperated during this attempt through writing richly diverse, usually deep and insightful analyses of the placement of their nation. the 2 editors have extra a synopsis detailing the most tendencies, and sketching commonalities in addition to contrasts within the advancements throughout Europe. The booklet exhibits how accreditation is changing into a major mechanism within the steerage of upper schooling in every single place Europe. The publication is exclusive in its research of forces using in the direction of the unfold of other versions of accreditation within the rising eu greater schooling region. Readers will receive an up to date photograph of the situation of accreditation within the framework of review actions in Europe. they'll achieve an realizing of why accreditation and overview platforms have developed the way in which they've got, and therefore, they'll receive extra reasonable perspectives on possibilities for eu comparison and cooperation during this area.
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Extra info for Accreditation and Evaluation in the European Higher Education Area
Schwarz, S. ) (2003). Universities of the Future: Transatlantischer Dialog; Universities of the Future: Research, Knowledge Acquisition, Corporate Identity, and Management Strategies. Transatlantic Conference, Bonn, June 2002. Dok&Mat, 45/46. Bonn: DAAD. , & Rehburg, M. (2004). Bachelor and master degrees in Germany: A true reform or just partial changes? Summary of a national empirical study. Kassel: Centre for Research on Higher Education and Work (unpublished). , & Rehburg, M. (2004).
The ministerial decision to grant programmes or institutions the right to exist, remains a key element in European higher education systems. Especially, as higher education authorities in Europe have made clear time and again that higher education is seen as a public good. Moreover, other actors and stakeholders generally hold the same view: they want government recognition of the degree(s) and government funding of the programme or institution. g. Denmark, but not applying for approval implies no funding).
Latvian and Polish country reports). Reintegration has been part of the outlook since 1990, so this European dimension may have been strengthened since 1999, but it did not require a very great change of direction in the accreditation schemes. Its importance at the level of policy-makers does not automatically entail that the Bologna discussion permeates all the European higher education systems. The Trends IIII report notes that, according to its survey: In Estonia, Lithuania, Sweden, Germany, Ireland and most strongly the UK, deliberations on institutional Bologna reforms are even less widespread than in the other Bologna signatory countries.