Towards blended external quality assurance agencies: a European experience

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Quality in Higher Education Pub Date : 2022-09-28 DOI:10.1080/13538322.2022.2123271

Arnau Bàguena, Esther Huertas, M. Casadesús

引用次数: 0

Abstract

Abstract During this pandemic period, many external quality assurance agencies organised their external assessment visits to higher education institutions virtually. This has been an experience that must be valued, determining whether in future it makes sense to continue organising visits virtually or adopting other similar formats. To this end, this article presents the results of a survey carried out among participants in 100 external assessment panels. Four different items have been analysed: satisfaction with different aspects of the virtual site visits, overall satisfaction, the visit of the facilities and the future of virtual visits. The results show that satisfaction with the process is very broad. Moreover, the physical visit to the facilities is still valued very positively. Few statistically significant differences have been found between programme and institutional accreditation processes, which suggests that whatever the future proposal is, it would follow a similar strategy in both cases.

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走向混合外部质量保证机构:欧洲的经验

在疫情期间，许多外部质量保证机构组织了对高等院校的虚拟外部评估访问。这是一种必须加以重视的经验，决定将来是否有必要继续组织虚拟访问或采用其他类似的形式。为此，本文介绍了对100个外部评估小组的参与者进行的调查结果。我们分析了四个不同的项目:对虚拟现场参观的不同方面的满意度、总体满意度、设施参观和虚拟参观的未来。结果表明，对该工艺的满意程度非常广泛。此外，对设施的实际访问仍然非常积极。方案和机构认证程序之间几乎没有统计学上的显著差异，这表明无论未来的提议是什么，在这两种情况下都将采用类似的战略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.