The Change of Disciplinary Practices as an Effect of Peer Review in Re-Accreditation: The Case of Humanities in Croatia

Autor/inn/en	Petrušic, Irena; Ðikic, Mia; Havranek, Jasmina
Titel	The Change of Disciplinary Practices as an Effect of Peer Review in Re-Accreditation: The Case of Humanities in Croatia
Quelle	In: Quality in Higher Education, 28 (2022) 2, S.221-235 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petrušic, Irena) ORCID (Ðikic, Mia) ORCID (Havranek, Jasmina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2021.1988222
Schlagwörter	Humanities; Teaching Methods; Quality Assurance; Educational Quality; Higher Education; Educational Administration; Foreign Countries; Compliance (Legal); Guidelines; Accreditation (Institutions); Institutional Evaluation; Intellectual Disciplines; Croatia + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Humanwissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitätssicherung; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Richtlinien; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Kroatien
Abstract	The efforts in establishing quality assurance schemes in Croatia have faced a relatively new task of evaluating their effect on multiple levels. The effects of institutional compliance with European and national quality assurance framework and introduction of higher education management approach tools for internal quality assurance are noticeable in the compliance parts of the re-accreditation reports. In contrast, analysis of open parts of re-accreditation reports in humanities has shown unexpected results. The reviewer teams' recommendations are addressing positive disciplinary practices characteristic of the humanities and suggesting the improvements targeting the modifications of practices related to the cultural-cognitive aspect of academic discipline. Content analysis results outline that reviewers have detected institutional strengths related to teaching which correspond with traditional cultural-cognitive practices in humanities (soft-pure sciences) contrastively, recommendations for improvement are mostly related to research practices, which demonstrate characteristics of hard sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01