Políticas de calidad de la educación superior en Alemania y Reino Unido:
quo vadis?
DOI:
https://doi.org/10.21680/1981-1802.2019v57n53ID17097Palabras clave:
Enseñanza Superior. Calidad. Acreditación. Evaluación.Resumen
El objetivo de este estudio es discutir los sistemas de acreditación en la Educación Superior (ES) actualmente en Europa. Los objetivos específicos incluyen la descripción del contexto de la ES en Alemania y el Reino Unido identificando las principales políticas implementadas. Los estudios fueron sistemáticamente mapeados y contextualizados, y analizan la garantía y la evaluación de la calidad. Esta investigación describe la evaluación del fenómeno social y la acreditación de la ES en base al desempeño de las agencias de evaluación de la ES europeas. Este artículo también presentará los principales puntos de acción de las políticas de calidad y la calidad de las agencias de ES y su desarrollo. Se creó un mapeo conceptual de la ES en esos países y también se discutieron las características, restricciones y evolución de los procesos de acreditación, evaluación y revisión por pares. Los principales puntos de acción de las políticas de calidad y agencias de calidad en ES y su situación actual de desarrollo han sido demostrados.
Descargas
Citas
AMARAL, Alberto; ROSA, Maria João. International review of the Portuguese quality assurance system. In: BESO, Anela; BOLLAERT, Lucien; CURVALE, Bruno; TOFT JENSEN, Henrik; HARVEY, Lee; HELLE, Emmi; MAGUIRE, Brian; MIKKOLA, Anne; SURSOCK, Andrée. Implementing and using quality assurance: Strategy and practice. A selection of papers from the 2nd European quality assurance Forum. Italy: Università di Roma, 2008.
ATHANASSOPOULOS, Antreas; SHALE, Estelle. Assessing the Comparative Efficiency of Higher Education Institutions in the UK by the Means of Data Envelopment Analysis. Education Economics, v. 5, n. 2, p.117-134. 1997. Disponível em: <https://doi.org/10.1080/09645299700000011> Acesso em: 12 jan. 2019.
ANDERSON, Garry. Correlational research. In: ANDERSON, Garry; ARSENAULT, Nancy. (Org.). Fundamentals of educational research. London: Falmer Press Teachers Library. 1999.
BARKER, Katharine. The UK Research Assessment Exercise: the evolution of a national research evaluation system. Research evaluation, v. 16, n. 1, p. 3-12, 2007. Disponível em: <https://doi.org/10.3152/095820207X190674> Acesso em: 21 dez. 2019.
BERNER, Heike; RICHTER, Roland. Accreditation of degree programmes in Germany. Quality in Higher Education, v. 7, n. 3, p. 247–257, 2001. Disponível em: <https://doi.org/10.1080/13538320120098122> Acesso em: 12 nov. 2018.
BLACKMORE, Jill. (2009). Academic pedagogies, quality logics and performative universities: evaluating teaching and what students want. Studies in Higher Education, v. 34, n. 8, p. 857-872, 2009. Disponível em: <https://doi.org/10.1080/03075070902898664> Acesso em: 15 nov. 2018.
BLANDEN, Jo; MACHIN, Stephen. Educational Inequality and the Expansion of UK Higher Education. Scottish Journal of Political Economy, v. 51, n. 2, p. 230-249, 2004. Disponível em: <https://doi.org/10.1111/j.0036-9292.2004.00304.x> Acesso em: 01 out. 2018.
BRENNAN, John; SHAH, Tarla. Managing quality in higher education: An international perspective on institutional assessment and change. Buckingham: OECD, 2000.
BRITTINGHAM, Barbara. Accreditation in the United States: How Did We Get to Where We Are? New Directions for Higher Education, p. 7-27, 2009. Disponível em: <https://doi.org/10.1002/he.331> Acesso em: 19 sep. 2018.
CAÑAS, Alberto; FORD, Kenneth; COFFEY, John; REICHHERZER, Thomas; CARFF, Roger. Herramientas para construir y compartir modelos de conocimiento basados en mapas conceptuales. Revista de Informática Educativa, v. 13, n. 2, p. 145–158, may-2000.
COSTES, Nathalie; CROZIER, Fiona; CULLEN, Peter; GRIFOLl, Josep. Quality Procedures in the European Higher Education Area and Beyond-Second ENQA Survey. European Association for Quality Assurance in Higher Education (ENQA) occasional papers 14. ENQA. Brussels: Belgium, 2008. Disponível em: <http://eric.ed.gov/?id=ED542058> Acesso em: 07 ago. 2018.
DILL, David. Designing academic audit: Lessons learned in Europe and Asia. Quality in Higher Education, v. 6, n. 3, p. 187-207, 2000. Disponível em: <https://doi.org/10.1080/13538320020005945> Acesso em: 27 nov. 2018.
DILL, David. Capacity building as an instrument of institutional reform: Improving the quality of higher education through academic audits in the UK, New Zealand, Sweden, and Hong Kong. Journal of Comparative Policy Analysis: Research and Practice, v. 2, n. 2, p. 211-234, 2000a. Disponível em: <https://doi.org/10.1080/13876980008412643> Acesso em: 03 fev. 2019.
EATON, Judith. An Overview of US Accreditation-Revised. Council for Higher Education Accreditation. Washington, DC: ERIC, 2012.
EL HAGE, Natalija. Evaluation of Higher Education in Germany. Quality in Higher Education, v. 3, n. 3, p. 225–233, 1997. Disponível em: <https://doi.org/10.1080/1353832970030303> Acesso em: 03 fev. 2019.
ELTON, Lewis. The UK research assessment exercise: unintended consequences. Higher Education Quarterly, v. 54, n. 3, p. 274-283, 2000. Disponível em: <https://doi.org/10.1111/1468-2273.00160> Acesso em: 4 jan. 2019.
EUROPEAN ASSOCIATION FOR QUALITY ASSURANCE IN HIGHER EDUCATION (ENQA). Guidelines for national reviews of ENQA member agencies. ENQA Board. Helsinki: European Association for Quality Assurance in Higher Education, 2006. Disponível em: <http://siupt.uportu.pt/content/files/gqa/ENQA_Guidelines_for_national_reviewsDez2006.pdf> Acesso em: 29 dez. 2018.
EUROPEAN PARLIAMENT'S COMMITTEE ON CULTURE AND EDUCATION (EPCCE). Internationalization of Higher Education. European Union: European Parliament, 2015.
ERICHSEN, H.U. Quality Assurance and Accreditation in Germany. In: DI NAUTA, Primiano; OMAR, Pirjo-Liisa; SCHADE, Angelika; SCHEELE, Jacob (Org.). Accreditation Models in Higher Education ? experiences and perspectives. Helsinki: ENQA Workshop Reports 3, 2004.
FANDEL, Günter. On the performance of universities in north rhine-Westphalia, Germany: Government? Redistribution of funds judged using DEA efficiency measures. European Journal of Operational. Research, v. 176, n. 1, p. 521-533, 2007. Disponível em: <https://doi.org/10.1016/j.ejor.2005.06.043> Acesso em: 15 dez. 2018.
HAGEMANS, Mieke; VAN DER MEIJ, Hans; DE JONG, Ton. The effects of a concept map-based support tool on simulation-based inquiry learning. Journal of Educational Psychology, v. 105, n.1, p. 1-24, 2013. Disponível em: <https://doi.org/10.1037/a0029433> Acesso em: 15 ago. 2018.
HARRIS HUEMMERT, Susan. Evaluators of Higher Education in Germany: Are They “Fit For Purpose”? Quality in Higher Education, v. 14, n. 1, p. 55-65, 2008. Disponível em: <https://doi.org/10.1080/13538320802011722> Acesso em: 15 nov. 2018.
HARVEY, Lee. Beyond TQM. Quality in Higher Education, v. 1, n. 2, p. 123-146, 1995. Disponível em: <https://doi.org/10.1080/1353832950010204> Acesso em: 12 dez. 2018.
HARVEY, Lee. Evaluation for What? Teaching in Higher Education, v. 7, n. 3. p. 245-263, 2002. Disponível em: <https://doi.org/10.1080/13562510220144761> Acesso em: 03 ago. 2018.
HARVEY, Lee; WILLIAMS, James. Fifteen Years of Quality in Higher Education. Quality in Higher Education, v. 16, n. 1, p. 3-36, 2010. Disponível em: <https://doi.org/10.1080/13538321003679457> Acesso em: 01 jul. 2018.
HEMPSALL, Kay. Developing leadership in higher education: perspectives from the USA, the UK and Australia. Journal of Higher Education Policy and Management, v. 36, n. 4, p. 383-394, 2014. Disponível em: <https://doi.org/10.1080/1360080X.2014.916468> Acesso em: 25 nov. 2018.
HOGAN, John. Administrators in UK higher education: who, where, what and how much? Perspectives: Policy and Practice in Higher Education, v. 18, n. 3. p. 76–83, 2014. Disponível em: <https://doi.org/10.1080/13603108.2014.930073> Acesso em: 25 nov. 2018.
HIGHER EDUCATION FUNDING COUNCIL OF ENGLAND (HEFCE). Quality Assessment. Consultation Paper. Bristol: HEFCE, 1992.
HIGHER EDUCATION FUNDING COUNCIL OF ENGLAND (HEFCE). Research Assessment Exercise 2008: the outcome. Bristol: HEFCE, 2008.
HIGHER EDUCATION QUALITY COUNCIL (HEQC). Learning from Audit. London: HEQC, 1994.
HÜFNER, Klaus. Governance and Funding of Higher Education in Germany. Higher Education in Europe, v. 28, n.2, p. 145-163, 2003. Disponível em: <https://doi.org/10.1080/03797720304104> Acesso em: 13 dez. 2018.
INSTITUTE OF INTERNATIONAL EDUCATION (IIE). Project Atlas: trends and global data 2013, 2013. Disponível em: <http://www.iie.org/en/Research-and-Publications/Project-Atlas> Acesso em: 09 dez. 2018.
JACKSON, Stephen; BOHRER, Janet. Quality assurance in higher education: Recent developments in the United Kingdom. Research in Comparative and International Education, v. 5, n. 1, p. 77-87, 2010. Disponível em: <https://doi.org/10.2304/rcie.2010.5.1.77> Acesso em: 19 jan. 2019.
KANJI, Gopal. Measurement of business excellence. Total Quality Management, v. 9, n. 7, p. 633-643, 1998. Disponível em: <https://doi.org/10.1080/0954412988325> Acesso em: 21 jan. 2019.
KANJI, Gopal; MALEK, Abdul; TAMBI, Bin. A. Total quality management in UK higher education institutions. Total Quality Management, v. 10, n. 1, p.129-153, 1999. Disponível em: <https://doi.org/10.1080/0954412998126> Acesso em: 04 jan. 2019.
KASTELLIZ, Dietlinde; MITTERAUER, Barbara. (2014). Quality Audit in the European Higher Education Area: a Comparison of Approaches. Vienna: Facultas Verlags - und Buchhandels, 2014. Disponível em: <http://www.pedocs.de/frontdoor.php?source_opus=12088> Acesso em: 17 jan. 2019.
KELLEY, Craig; TONG, Pingsheng; CHOI, Beom-Joom. A review of assessment of student learning programs at AACSB schools: A dean’s perspective. Journal of Education for Business, v. 85, n. 5, p. 299-306, 2010. Disponível em: <https://doi.org/10.1080/08832320903449519> Acesso em: 24 jan. 2019.
KEMPKES, Gerhard; POHL, Carsten. The efficiency of German universities: Some evidence from nonparametric and parametric methods. Applied Economics, v. 42, n. 16, p. 2063-2079, 2010. Disponível em: <https://doi.org/10.1080/00036840701765361> Acesso em: 09 fev. 2019.
KNUPFER, Nancy; MCLELLAN, Hilary. Descriptive research for educational communications and technology. New York: Macmillan USA, 1996.
KOGAN, Maurice. Evaluating Higher Education. Papers from the International Journal of Institutional Management in Higher Education. Centre for Educational Research and Innovation. Organisation for Economic Co-operation and Development (OECD). Bristol/PA: Taylor & Francis, 1989.
LUCAS, Lisa. Academic resistance to quality assurance processes in higher education in the UK. Policy and Society, v. 33, n. 3, p. 215-224, 2014. Disponível em: <https://doi.org/10.1016/j.polsoc.2014.09.006> Acesso em: 19 jan. 2019.
MASSY, William. Teaching and Learning Quality?process Review: the Hong Kong programme. Quality in Higher Education, v. 3, n. 3, p. 249-262, 1997. Disponível em: <https://www.tandfonline.com/doi/abs/10.1080/1353832970030305> Acesso em: 01 nov. 2018.
MASSY, William. Academic audit for accountability and improvement. Achieving accountability in higher education: Balancing public, academic and market demands. San Francisco: Jossey-Bass, 2005.
MASSY, William. Education quality audit as applied in Hong Kong. Public Policy for Academic Quality, v. 30, n. 1, p. 203-225, 2010. Disponível em: <https://doi.org/10.1007/978-90-481-3754-1_11> Acesso em: 22 jan. 2019.
MCDONALD, Ian. Supporting international students in UK higher education institutions. Perspectives: Policy and Practice in Higher Education, v.18, n. 2, p. 62-65, 2014. Disponível em: <https://doi.org/10.1080/13603108.2014.909900> Acesso em: 22 jan. 2019.
MEADE, Philip; WOODHOUSE, David. Evaluating the effectiveness of the New Zealand Academic Audit Unit: Review and outcomes. Quality in Higher Education, v. 6, n. 1, p. 19-29, 2000. Disponível em: <https://doi.org/10.1080/13538320050001045> Acesso em: 23 jan. 2019.
MEDLAND, Emma. Assessment in higher education: drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education, v. 18. n. 2, p. 81-96, 2014. Disponível em: <https://doi.org/10.1080/02602938.2014.982072> Acesso em: 27 jan. 2019.
MELTZOFF, Julian. Critical thinking about research: Psychology and related fields. Washington DC: American Psychological Association, 1998.
MERTENS, Donna. Research methods in education and psychology: Integrating diversity with quantitative & qualitative approaches. London: Sage Publications, 1998.
MONTEIRO, Renato; PEREIRA, Cleber; SOUZA, Marcos. A necessidade da informação gerencial nas IES Públicas da Europa: breve abordagem pela realidade de Portugal. Revista Catarinense da Ciência Contábil, v. 14, n. 42, p. 9-24, 2015. Disponível em: <https://doi.org/10.16930/2237-7662/rccc.v14n42p9-24> Acesso em: 02 fev. 2019.
MOON, Brian; HOFFMAN, Robert; NOVAK, Joseph. Applied concept mapping: Capturing, analysing, and organizing knowledge. Boca Ratom, Flórida: CRC Press Taylor & Francis Group, 2011.
NAZARKO, Joanicjusz; ŠAPARAUSKAS, Jonas. Application of DEA method in efficiency evaluation of public higher education institutions. Technological and Economic Development of Economy, v. 20, n. 1, p. 25-44, 2014. Disponível em: <https://doi.org/10.3846/20294913.2014.837116> Acesso em: 06 fev. 2019.
ORR, Dominic; HOVDHAUGEN, Elisabeth. “Second chance” routes into higher education: Sweden, Norway and Germany compared. International Journal of Lifelong Education, v. 33, n. 1, p. 45-61, 2014. Disponível em: <https://doi.org/10.1080/02601370.2013.873212> Acesso em: 06 fev. 2019.
PRINGLE, Charles; MICHEL, Mitri. Assessment Practices in AACSB-Accredited Business Schools. Journal of Education for Business, v. 82, n. 4, p. 202–211, 2007. Disponível em: <https://doi.org/10.3200/JOEB.82.4.202-211> Acesso em: 19 nov. 2018.
RAUHVARGERS, Andrejs; DEANE, Cynthia; PAWELS, Wilfried. Bologna Process Stocktaking Report 2009. Report from working groups appointed by the Bologna Followup Group to the Ministerial Conference in Leuven/Louvain-la-Neuve: Belgium, 2009.
SANTOS, Sérgio Machado dos. Análise comparativa dos processos europeus para a avaliação e certificação de sistemas internos de garantia da qualidade. Lisboa, Portugal: A3ES Readings, 2011.
SCHWAB, Klaus; SALA-IARTIN, Xavier; SAMANS, Richard; BLANKE, Jennifer. The global competitiveness Report 2015-2016: Highlights. In: World Economic Forum, 2015. Disponível em: <http://www3.weforum.org/docs/gcr/2015-<2016/Global_Competitiveness_Report_2015-2016.pdf> Acesso em: 08 dez. 2018.
SILVA-TRIVINO, Moises; RAMIREZ-GATICA, Soledad. External review teams training in Central America. Quality in Higher Education, v. 10, n. 3, p. 261-265, 2004. Disponível em: <https://doi.org/10.1080/1353832042000299540> Acesso em: 11 jan. 2019.
STEWART, Jim. The UK research assessment exercise. Human Resource Development International, v. 8, n. 4, p. 489-494, 2005. Disponível em: <https://doi.org/10.1080/13678860500355616> Acesso em: 14 nov. 2018.
THOMAS, Robin; DAVIES, Annette. Theorizing the micro-politics of resistance: New Public Management and Managerial Identities in the UK Public Services. Organization Studies, v. 26, n. 5, p. 683-706, 2005. Disponível em: <https://doi.org/10.1177/0170840605051821> Acesso em: 29 dez. 2018.
WARNING, Susanne. Performance differences in German higher education: empirical analysis of strategic group. Review of Industrial Organization, v. 24, n. 4, p. 393-408, 2004. Disponível em: <https://doi.org/10.1023/b:reio.0000037538.48594.2c> Acesso em: 19 jan. 2019.
Publicado
Cómo citar
Número
Sección
Licencia
A la Revista “Educación en Cuestión” se reservan los derechos de autor pertinentes a todos los artículos publicados en ella.
Los autores y coautores de artículos y reseñas, publicados en la Revista “Educación en Cuestión”, tendrán un plazo de, como mínimo, de 1 (uno) año para que puedan someter nuevos trabajos para publicación.
