Impact Evaluation of EUR-ACE Programme Accreditation at Jyväskylä University of Applied Sciences (Finland)

Autor/inn/en	Jurvelin, Jouni Antero; Kajaste, Matti; Malinen, Heikki
Titel	Impact Evaluation of EUR-ACE Programme Accreditation at Jyväskylä University of Applied Sciences (Finland)
Quelle	In: European Journal of Higher Education, 8 (2018) 3, S.304-318 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jurvelin, Jouni Antero) ORCID (Kajaste, Matti) ORCID (Malinen, Heikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2018.1474779
Schlagwörter	Program Evaluation; Accreditation (Institutions); Case Studies; Educational Quality; Quality Assurance; Foreign Countries; Comparative Analysis; Teacher Attitudes; Student Attitudes; College Faculty; College Students; Program Development; Positive Attitudes; Technology; Feedback (Response); Questionnaires; Attitude Change; Finland + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Qualitätssicherung; Ausland; Lehrerverhalten; Schülerverhalten; Fakultät; Collegestudent; Programmplanung; Technologie; Fragebogen; Attitudinal change; Einstellungsänderung; Finnland
Abstract	The article reports on a case study of impact evaluation of external quality assurance, i.e. EUR-ACE programme accreditation, which was carried out by the Finnish Education Evaluation Centre at Jyväskylä University of Applied Sciences in the form of a methodological before-after comparison. The results show mainly positive and stable attitudes of teachers and students towards quality assurance during the accreditation process and indicate that the university has managed to find a balanced expenditure/benefit ratio with respect to its quality assurance procedures. Another finding is that the involvement of the students in quality assurance as well as to make quality assurance work more relevant for them seems to be one challenge. Particularly, the difference in awareness of the development of the programme between average students and student representatives seems to be substantial. In addition, the data suggests that individual teachers could be more involved in quality assurance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01