Impact Evaluation of Programme Accreditation at Autonomous University of Barcelona (Spain)

Autor/inn/en	Leiber, Theodor; Prades, Anna; Alvarez del Castillo, Maripaz
Titel	Impact Evaluation of Programme Accreditation at Autonomous University of Barcelona (Spain)
Quelle	In: European Journal of Higher Education, 8 (2018) 3, S.288-303 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leiber, Theodor) ORCID (Alvarez del Castillo, Maripaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2018.1474778
Schlagwörter	Case Studies; Program Evaluation; Accreditation (Institutions); Educational Quality; Quality Assurance; Public Agencies; Teacher Attitudes; Teaching Methods; Comparative Analysis; Foreign Countries; College Administration; Learning Processes; Surveys; Student Attitudes; Statistical Analysis; College Faculty; College Students; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Qualitätssicherung; Öffentliche Einrichtung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; College administrators; Hochschulverwaltung; Learning process; Lernprozess; Survey; Umfrage; Befragung; Schülerverhalten; Statistische Analyse; Fakultät; Collegestudent
Abstract	The article reports on a case study of impact evaluation of external quality assurance, i.e. programme accreditation, which was carried out by the Catalan University Quality Assurance Agency at Autonomous University of Barcelona in the form of a methodological before-after comparison. The impact evaluation exhibits a marked stability of the attitudes towards quality assurance of different stakeholders and shows that the majority of teachers do not perceive effects of quality assurance in learning and teaching. The analysis further indicates that teachers' awareness of certain quality assurance instruments increases during accreditation and that university leadership is seen as highly supportive for quality assurance by teachers. The study also demonstrates that for teachers the perceived amount of expenditure is clearly higher than the perceived benefit. Finally, a series of open answers gives indications for possible improvement of the university's quality assurance and organizational structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01