Essays on Supportive Peer Review.

Intro -- ESSAYS ON SUPPORTIVE PEER REVIEW -- ESSAYS ON SUPPORTIVE PEER REVIEW -- CONTENTS -- PREFACE -- CONTRIBUTORS -- FOREWORD -- PART I: INTRODUCTION ON THE EUA INSTITUTIONAL EVALUATION -- Chapter 1 INTRODUCTION TO ESSAYS IN SUPPORTIVE PEER REVIEW -- ABSTRACT -- INTRODUCTION -- NOTE TO THE READERS -- DEVELOPMENTS IN QUALITY -- STRUCTURE OF THE BOOK -- Part I. General Introduction to the IEP -- Part II. Methodology of the Institutional Evaluation Programme: Concepts and Practices -- Part III. Experiences: Looking Back and Picking Up -- Part IV. The IEP in a Changing World: Perceptions and Perspectives -- REFERENCES -- Chapter 2 TRENDS IN QUALITY IN HIGHER EDUCATION. DOES EUA FALL INTO THESE TRENDS? -- ABSTRACT -- INTRODUCTION -- NEW PUBLIC MANAGEMENT, MASSIFICATION AND LOSS OF TRUST -- THE DIVERSIFICATION OF THE ROLES OF QUALITY ASSESSMENT -- PERFORMANCE CONDITIONALITY AND THE PRINCIPAL-AGENT DILEMMA -- RECENT TRENDS: THE MOVE TOWARDS ACCREDITATION -- CONCLUSION -- REFERENCES -- Chapter 3 SELF-REGULATION IN EUROPE: THE INSTITUTIONAL EVALUATION PROGRAMME -- ABSTRACT -- INTRODUCTION -- PHILOSOPHY AND METHODOLOGY -- THE SELF-EVALUATION PHASE -- EVALUATION TEAMS -- THE SITE VISITS AND THE EVALUATION REPORTS -- COUNTRYWIDE AND REGIONAL EVALUATIONS -- A FLEXIBLE INSTRUMENT -- EMPOWERING UNIVERSITIES -- IMPACT ON POLICY DISCUSSIONS -- CONCLUSION -- REFERENCES -- PART II: METHODOLOGY OF THE INSTITUTIONAL EVALUATION PROGRAMME: CONCEPTS AND PRACTICES -- Chapter 4 AUDITS AS SUPPORTIVE PEER REVIEWS -- ABSTRACT -- INTRODUCTION -- THE FUNDAMENTAL CHARACTERISTICS OF THE IEP -- CRE'S INSTITUTIONAL EVALUATION -- THE FOCUS IS MOVING FROM QUALITY ASSESSMENT OF EDUCATION TOWARDS THE MANAGEMENT OF THE INSTITUTION -- COMMENTS AND DISCUSSION -- REFERENCES -- Chapter 5 SELF-EVALUATION: HOW DID UNIVERSITIES TAKE UP THEIR TASK? -- ABSTRACT.

INTRODUCTION -- THE SELF-EVALUATION PROCESS: FOUR CASE STUDIES AND FOUR VIGNETTES -- THE SELF-EVALUATION REPORTS: AN ANALYSIS -- CONCLUSION -- What does not work? -- What Does Work? -- What Happens after the Self-Evaluation? -- REFERENCES -- Chapter 6 EVALUATION REPORTS: DO THEY CONTRIBUTE TO QUALITY IMPROVEMENT? -- ABSTRACT -- INTRODUCTION -- EXTERNAL EVALUATION REPORTS AS FEEDBACK MECHANISMS -- THE IEP REPORTS - THEIR CONTRIBUTION TOWARDS THE QUALITY IMPROVEMENT OF THE UNIVERSITIES -- FIVE UNIVERSITIES' IEP REPORTS - MAIN FINDINGS -- CONCLUSION -- REFERENCES -- Chapter 7 WHAT WAS EVALUATED IN TERMS OF TEACHING AND RESEARCH? -- ABSTRACT -- INTRODUCTION -- THE MISSION AND PHILOSOPHY OF THE IEP -- Self-Evaluation Report of the Evaluated Institutions -- EVALUATIONS OF TEACHING AND RESEARCH IN THE TEN FINAL REPORTS -- Selection of Institutions -- Final Reports -- IEP Process -- Theoretical Perspective -- The Qualitative Analysis of the 'Recommendations' -- Results -- CONCLUSION -- What Was Evaluated in Terms of Teaching and Research? -- Organisation and Resources (prerequisites) -- Education and Teaching -- Research -- Various Academic Activities -- REFERENCES -- Chapter 8 FOLLOW-UP PROCESSES AN ANALYSIS OF THE RECOMMENDATIONS IN FOLLOW-UP REPORTS -- ABSTRACT -- INTRODUCTION -- Quality Evaluations -- Institutional Improvements from a Theoretical Perspective -- STAGE 1. INITIATING A FOLLOW-UP OF THE INSTITUTIONAL EVALUATION PROGRAMME (IEP) OF CRE -- Introducing a CRE Follow-Up Process in 1998 -- Institutions -- The First Follow up Process -- 1. The Rectors' Statements -- 2. The Institutions' Reports -- 3. The Follow up Teams' Pre-Visit Preparation Phase -- 4. The Visits -- Analysis of the Monitors' Reports -- The CRE Teams' Follow up Reports -- Results -- Organisation Structure -- Internal Management Structure -- Quality Management.

Information Technology and Data Systems -- Strategic Management -- Various Academic Activities -- Summary -- STAGE 2. ESTABLISHING THE FOLLOW UP PROCESS OF THE EUA EVALUATION PROGRAMME IN 2002 TO 2006 -- Guidelines for the Follow up Process -- Aims of the Follow Up Process -- Selection of Institutions -- Analysis -- Results of the EUA's Follow up Reports -- Strategies and Strategic Planning in a Changing Environment -- Internal Organisation -- Education and Study Programs -- Quality Management -- Research and Research Training -- Internationalisation -- External Relations and Collaborations -- Various Academic Activities -- CONCLUSION -- REFERENCES -- Chapter 9 REVIEWS OF THE INSTITUTIONAL EVALUATION PROGRAMME -- ABSTRACT -- INTRODUCTION -- INTERNAL AND EXTERNAL REVIEWS -- The Internal Monitoring of the Institutional Evaluation Programme -- The First Internal Reviews -- Review of Evaluations Reports -- External Review (2002) -- Review and Synthesis of 60 Evaluation Reports (2004) -- Higher Education Authority Review in Ireland (2005) -- Review of IEP (2008) -- CONCLUSION -- REFERENCES -- PART III: EXPERIENCES: LOOKING BACK AND PICKING UP -- Chapter 10 THE FIRST EXPERIMENT - THREE PILOT PROJECTS. THE VIEW OF AN EVALUATOR -- ABSTRACT -- INTRODUCTION -- MY PRIOR EXPERIENCES (BOTH POSITIVE AND NEGATIVE) OF EVALUATIONS -- The 'Good and Valuable' Evaluation Procedures Were of Three Kinds -- The Poor and Unhelpful Evaluation Procedures Were Also of Three Kinds, and in Each Case Were Coercive and Imposed By External Bodies on Universities and/or Their Departments -- How Did My Experiences of British Evaluations Influence My Approach to the First Experiment? -- THE FIRST EXPERIMENT: ITS AIMS AND STRUCTURE -- AND THE UNIVERSITIES AND INDIVIDUALS INVOLVED -- THE CONTRASTING SITUATIONS OF THE THREE UNIVERSITIES IN THE PILOT -- The University of Utrecht.

The University of Porto -- The University of Gothenburg -- CONDUCTING THE EVALUATIONS -- MY THOUGHTS AT THE END OF THE FIRST EXPERIMENT -- Was the First Experiment a Success? -- Universities Benefit from Having a High Degree of Autonomy -- Assessing Quality: Research -- Assessing Quality: Teaching -- The 'Identity' of a University, and the Degree of Cooperation and Collaboration Between its Academic Components (Faculties, Departments, Etc) -- CONCLUSION -- Relatively Very Few of the 'Internationally Recognised' Universities in Western Europe Have Made Individual Requests to the EUA for Evaluation -- Advantages and Disadvantages of The Nation-Wide Use of the IEP -- What Changes Result in a University from Evaluation? -- The Preparation of the Self-Evaluation Reports Could Still Be Improved -- The Length of Time Spent by Students to Obtain a Bachelor's Degree -- The Slow Spread of the Bologna Process -- Student Questionnaires -- Training University Teachers to Teach -- A Personal Lesson on the Importance of Self-Evaluation -- ANNEX -- Chapter 11 INSTITUTIONS' POLICIES, VISIONS, MISSIONS AND AIMS -- POLICIES OF INSTITUTIONAL GOVERNANCE: IEP EVALUATION AND BOĞAZIÇI UNIVERSITY -- ABSTRACT -- INTRODUCTION: THE TURKISH HIGHER EDUCATION SYSTEM -- QUALITY REVIEW REACHES THE "SHORES" OF BOĞAZIÇI UNIVERSITY (BU) -- THE 'QUALITY CULTURE' OF THE UNIVERSITY -- QUALITY CREEPS INTO THE AGENDA OF THE UNIVERSITY -- CRE IS INVITED FOR INSTITUTIONAL EVALUATION -- CHANGES IN INSTITUTIONAL LEADERSHIP AND ITS IMPACT ON QUALITY -- CONCLUSION -- REFERENCES -- Chapter 12 EUA EVALUATION OF IRISH UNIVERSITIES -- ABSTRACT -- INTRODUCTION -- IRISH HIGHER EDUCATION -- Background -- Structure -- QUALITY ASSURANCE IN IRISH HIGHER EDUCATION -- QUALITY ASSURANCE IN IRISH UNIVERSITIES -- Internal Quality Assurance (Pre-1995) -- The Universities Act (1997).

CHIU Programme of Pilot Reviews and the Establishment of IUQSC (1995) -- A Framework for Quality in Irish Universities (2003) -- Irish Universities Quality Board (2002) -- External Quality Assurance: HEA Review of Quality Assurance Procedures in the Irish Universities (2002) -- EUA EVALUATION OF QUALITY ASSURANCE IN IRISH UNIVERSITIES (2003-2005) -- Background -- Context to the Evaluation - OECD Review of Higher Education in Ireland (2003-4) -- Agreed Process for the EUA Evaluation -- The Evaluation Timetable -- Findings in the Sectoral Report -- Commendations -- Recommendations -- Organisation and Planning of the Quality Assurance (QA) Process -- Self-assessment phase -- Peer Evaluation Phase -- Quality Improvement -- Strategic Governance and Management -- Overall Conclusion of the Evaluation -- FOLLOW-UP TO THE EVALUATION (MARCH 2005-OCTOBER 2007) -- Sectoral Report -- University Reports -- European Standards and Guidelines for Quality Assurance (May 2005) -- Implementation of Recommendations in the Evaluation Reports (2005-2007) -- 2nd Edition of the Framework Document -- Agreement to Hold 2nd Cycle of Evaluations of Irish Universities (October 2006) -- OVERALL REFLECTIONS ON THE EUA EVALUATION OF IRISH UNIVERSITIES (2004-05) -- Irish Universities Quality Board -- European University Association -- Future Perspectives 2007 -- REFERENCES -- Chapter 13 EUA'S INSTITUTION EVALUATION PROGRAMME. WHAT DID THE IEP ACTUALLY DO? -- ABSTRACT -- INTRODUCTION -- THE INTERSECTION OF TIME AND PLACE -- Evaluations within Europe -- Evaluations Outside Europe -- CO-ORDINATED EVALUATIONS AND SPECIAL PROJECTS -- National or Regional Evaluations -- Serbia (2001-02) -- Bosnia and Herzegovina (2003-04) -- Ireland (2004-05) -- Catalonia (2004-08) -- Slovakia (2005-08) -- Portugal (2006-08) -- Thematic Evaluations -- Portuguese Medical Faculties (2001-2002).

Grenoble (2005).

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