Accreditation in the Framework of Evaluation Activities: A Comparative Study in the European Higher Education Area

Abstract

Higher education systems in Europe are currently undergoing deep reforms. These reforms are triggered by national developments, as well as by the aim to evolve towards comparable systems and ensure the quality of the higher education systems in Europe (Bologna Process). This study was initiated by the education trade unions’ goal to widen the scope of the debate on accreditation and evaluation activities in higher education in Europe from a comparative perspective. In order to provide the factual base for this discussion, we were asked to carry out a comparative study of ‘accreditation in the framework of evaluation activities’ in the European higher education area. Accreditation is the focus of our study, but accreditation is a policy instrument made up of two elements: evaluation and approval. Therefore, we felt it necessary to analyse these two elements in their own right. Hence, the aims of the study are to:1.Provide an updated picture of the current situation with regard to (1) accreditation schemes, (2) other approval schemes (outside accreditation) and (3) evaluation schemes.2.Analyse the underlying principles of the accreditation scheme(s) and how they relate to other approval and evaluation schemes (‘system logic’ or ‘system dynamic’).3.Point out and analyse current reforms of the accreditation scheme(s) (with a view to other approval and evaluation schemes as well as supra-national developments, e.g. the Bologna process and other influences).