Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Accreditation and quality assurance of planning education in Europe – Comparing approaches in Germany, Poland and Great Britain

Frank, Andrea Irmgard, Kurth, Detlef and Mironowicz, Izabela 2010. Accreditation and quality assurance of planning education in Europe – Comparing approaches in Germany, Poland and Great Britain. Presented at: 24th AESOP Annual Congress, Helsinki, Finland, 7-10 July 2010.

Full text not available from this repository.

Abstract

In the context of globalisation, the competition amongst higher education institutions and programmes is increasing constantly. Thus, the accreditation of programmes as a means to signify certain levels of quality and the existence of quality assurance procedures is gaining growing prominence at institutional level. Moreover, in the European context, signatory countries agreed to develop and implement quality assurance processes of European dimension as part of the Bologna process and associated reforms of higher education. To date, there is no specific guidance on how such European-wide recognisable accreditation and quality assurance should be designed and implemented. Indeed, a number of different approaches to programme accreditation and quality assurance coexist in Europe. This paper will first explore the different definitions and interpretations of programme accreditation and quality assurance in the context of planning education. Second, we will compare the different approaches currently in place in Poland, Germany and the United Kingdom. These case studies are representative of three different models: – Programme accreditation through the national government (Poland) – Programme accreditation through the professional body (Great Britain) – Programme accreditation through independent agencies (Germany). Following on from this we will discuss the respective advantages and disadvantages, strengths and weaknesses of these models using a generic framework of quality control criteria and quality assurance theory. In conclusion we draw some lessons, which may be of value to nations and institutions seeking to develop a system of programme accreditation and quality assurance or review existing processes in place with an aim to enhance practice. Future research may explore further alternative models found elsewhere in the world in an attempt to document practices more comprehensively.

Item Type: Conference or Workshop Item (Paper)
Date Type: Completion
Status: Unpublished
Schools: Geography and Planning (GEOPL)
Subjects: D History General and Old World > DA Great Britain
D History General and Old World > DD Germany
D History General and Old World > DJ Netherlands (Holland) > DJK Eastern Europe
L Education > LB Theory and practice of education
Related URLs:
Last Modified: 07 Nov 2019 09:07
URI: http://orca.cf.ac.uk/id/eprint/42394

Actions (repository staff only)

Edit Item Edit Item