Impact Evaluation of Institutional Evaluation and Programme Accreditation at Technical University of Civil Engineering Bucharest (Romania)

Autor/inn/en	Bejan, Andrei-Stelian; Damian, Radu Mircea; Leiber, Theodor; Neuner, Iohan; Niculita, Lidia; Vacareanu, Radu
Titel	Impact Evaluation of Institutional Evaluation and Programme Accreditation at Technical University of Civil Engineering Bucharest (Romania)
Quelle	In: European Journal of Higher Education, 8 (2018) 3, S.319-336 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bejan, Andrei-Stelian) ORCID (Leiber, Theodor) ORCID (Vacareanu, Radu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2018.1474780
Schlagwörter	Foreign Countries; Program Evaluation; Accreditation (Institutions); Educational Quality; Quality Assurance; Universities; Case Studies; Civil Engineering; Engineering Education; Teaching Methods; Learning Processes; Expenditures; College Administration; College Faculty; Teacher Attitudes; Institutional Evaluation; Comparative Analysis; Surveys; Romania + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Qualitätssicherung; University; Universität; Case study; Fallstudie; Case Study; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausgaben; College administrators; Hochschulverwaltung; Fakultät; Lehrerverhalten; Survey; Umfrage; Befragung; Rumänien
Abstract	The article reports on a case study of impact evaluation of external quality assurance, i.e. institutional evaluation including programme accreditation, which was carried out by the Romanian Agency for Quality Assurance in Higher Education at Technical University of Civil Engineering Bucharest 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 on a high positive level. The analysis also shows that teachers, on the average, perceive better and perceive more effects of quality assurance in learning and teaching, and that they experience university leadership as highly supportive for quality assurance. The study further demonstrates that for teachers the perceived amount of benefit surpasses the perceived expenditure. 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