|Author(s)||Michal Daloya, Avner Halevy|
Higher education institutions are not unique in experiencing a blend of external regulation together with internal evaluation processes. Regulatory bodies invariably rely on facts and data produced and presented by the regulated bodies as the basis for their external assessment processes. Thus, the bulk of the preparatory work is being allocated to the regulated bodies themselves. Higher education institutions were proposed to upgrade this self-performed preparatory stage into a more broad-minded form: self-evaluation of quality. The HEIs welcomed the idea, and many of them embarked upon thorough, deep and comprehensive self-search programmes leading to important re-thinking of their mission, vision and methods and to significant improvements to their study programmes. However, most regulatory bodies adhered to traditional accreditors’ and supervisors’ roles and their efforts did not match up to those taken by many academic units. We will look at the last twenty years’ evolution of academic self-evaluation practices and at the dynamics between regulators and academic units. We will suggest a seemingly improved dynamics between all involved parties.
|Categories||Quality of HE » 2013 8th EQAF|