Accreditation and Quality Assurance for Professional Degree Programmes: Comparing Approaches in Three European Countries

Autor/inn/en	Frank, Andrea; Kurth, Detlef; Mironowicz, Izabela
Titel	Accreditation and Quality Assurance for Professional Degree Programmes: Comparing Approaches in Three European Countries
Quelle	In: Quality in Higher Education, 18 (2012) 1, S.75-95 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2012.669910
Schlagwörter	Educational Quality; Quality Control; Foreign Countries; Quality Assurance; Accreditation (Institutions); Institutional Evaluation; Comparative Analysis; Comparative Education; Educational Practices; Stakeholders; Academic Standards; National Standards; Higher Education; College Planning; Case Studies; College Administration; Alignment (Education); Germany; Poland; United Kingdom + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätskontrolle; Ausland; Qualitätssicherung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Vergleichende Erziehungswissenschaft; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienplanung; Case study; Fallstudie; Case Study; College administrators; Hochschulverwaltung; Deutschland; Polen; Großbritannien
Abstract	Over the last two decades, considerable progress has been made in establishing and implementing robust, comparable quality assurance processes throughout much of the European higher education sector. However, concerns persist over degree portability and recognition as current systems are rooted in national contexts. In particular, specialised accreditation for professional degrees is ill-understood cross-nationally. This study explores approaches and practices in quality assurance and accreditation for professional degrees using the example of urban, regional and spatial planning. Schemes in the UK, Poland and Germany reveal considerable variation in stakeholder influence and involvement of the profession in accreditation. Closer alignment of curricula with professional standards seems to increase practice-relevance and recognition nationally but not necessarily degree portability within Europe. International or pan-European professional accreditation would therefore be desirable but remains so far elusive. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10