Titlebook: Quality Assurance in Higher Education; Contemporary Debates Maria Jo?o Rosa (Assistant Professor),Alberto Amar Book 2014 Palgrave Macmillan

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Where Are Quality Frontiers Moving to?ope, it never departed’ (Neave, 1994, p. 16), and that evaluation is ‘a(chǎn)n intrinsic part of policy making’ (Neave, 1998, p. 265). Indeed, quality has been a permanent concern of universities from the early days of their foundation.

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Transparency about Multidimensional Activities and Performance: What Can U-Map and U-Multirank Contrs such a debatable issue? In this chapter I intend to show the principles and preliminary contributions of two transparency instruments that respond to much of the criticism of conventional league table rankings. To do so, I first need to make a brief excursion into the character of higher education

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Assessment of Higher Education Learning Outcomes (AHELO): An OECD Feasibility Studymands and contemporary socio-political scenarios lead to the need to build global professional profiles. On the one hand, technical, scientific, conceptual and methodological skills are valued. On the other hand, the experiences and observations from practice, shared and re-signified by relational p

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Risk, Trust and Accountabilityat it described as a ‘genuinely’ risk-based approach to the regulation of universities.. The White Paper instructed the English Funding Council to consult on the criteria against which risk should be assessed and the frequency with which institutions should be reviewed. The anticipated outcome was a

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