Student Guidance and Attention to Diversity in the Processes of Quality Assurance in Higher Education

Autor/inn/en	Ferreira, Camino; Vidal, Javier; Vieira, María José
Titel	Student Guidance and Attention to Diversity in the Processes of Quality Assurance in Higher Education
Quelle	In: European Journal of Education, 49 (2014) 4, S.575-589 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12098
Schlagwörter	Quality Assurance; Higher Education; Guidelines; Standards; Evaluation Criteria; Accreditation (Institutions); Institutional Evaluation; Qualitative Research; Content Analysis; Educational Quality; Student Diversity; Public Agencies; Guidance; Academic Support Services; Foreign Countries; United States + Suchen Sie Ihr Suchwort? Qualitätssicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Standard; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitative Forschung; Inhaltsanalyse; Quality of education; Bildungsqualität; Öffentliche Einrichtung; Beratung; Ausland; USA
Abstract	The main objective of this article is to analyse the importance given to student guidance and diversity in the standards and criteria used in the quality accreditation and evaluation processes in Europe and the US. Agencies selected in this study are the members of ENQA (European Association for Quality Assurance in Higher Education), EQAR (European Quality Assurance Register for Higher Education) and regional and programme accrediting organisations in the US that are recognised by the Council for Higher Education Accreditation (CHEA). The data were analysed by means of qualitative and content analysis of the principles, standards and criteria published in the guidelines of the respective agencies. The results of this study reveal that guidance and attention to diversity are included in the quality evaluation guidelines for university study programmes and for higher education institutions in different ways. The main conclusion is that most guidelines include general criteria about guidance and diversity. In order to assist HEIs in the way to plan this support, guidelines should include specific criteria for the provision of academic, career and personal guidance within general student support services. Additionally, criteria should specify the actions to be taken and the resources to respond to diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10