Latest Documents


  • 21-August-2001

    English, , 62kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Jyväskylä (Finland)

    The aim of the article is to analyse the impacts of quality assessment, called 'total evaluation' that was carried out at Jyväskylä University in 1992-93. Analytically, the starting point is to analyse both direct and indirect impacts of quality ...

  • 21-August-2001

    English, , 108kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Cardiff (United Kingdom)

    Cardiff is one of Britain's major universities, with its own Royal Charter and a history of service and achievement dating back to 1883. Its international reputation attracts staff and students from throughout the UK and from the rest of the worl...

  • 21-August-2001

    English, , 155kb

    Institutional Experiences of Quality Assessment in Higher Education - The Free University of Brussels (Belgium)

    This study will begin with an overview of how education is structured and organised under the Belgian constitution. It will then give a brief description of the legal framework in which the universities conduct their mission, in order to show the...

  • 21-August-2001

    English, , 39kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Oulu (Finland)

    In 1959, the University of Oulu, one of Finland's 20 universities, was created 600 km north of Helsinki, the beginning of regional higher education in Finland. Today, its five faculties -- Education, Humanities, Medicine, Science and Technology -...

  • 21-August-2001

    English, , 46kb

    Institutional Experiences of Quality Assessment in Higher Education - Sheffield Hallam University (United Kingdom)

    The University was formed as Sheffield Polytechnic through the merger of three Colleges of Art and Design, Commerce and Technology. Further mergers with three Teacher Training Colleges during the 1970s involved a name change, to Sheffield City Po...

  • 21-August-2001

    English, , 16kb

    Institutional Experiences of Quality Assessment in Higher Education - Athens University of Economics and Business (Greece)

    Greek universities are constitutionally defined as public institutions and come under the supervision of the Ministry of National Education and Religious Affairs (MNERA). The government determines their creation, structure, and operations. Nation...

  • 21-August-2001

    English, , 42kb

    Institutional Experiences of Quality Assessment in Higher Education - The Technological and Educational Institute of Patras (Greece)

    The Education Policy officially introduced systematic quality assurance (QA) into Hellenic higher education (HE) at the time of the Maastricht Treaty (article 126). The Ministry of Education (ME) nominated the two departments of electrical engine...

  • 21-August-2001

    English, , 102kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Helsinki (Finland)

    In this report we will describe the various assessments of operations carried out at the University of Helsinki in the 1990s. In addition, we will discuss where these assessments have led and how the operations of the university have benefited fr...

  • 21-August-2001

    English, , 39kb

    Institutional Experiences of Quality Assessment in Higher Education - The Louis Pasteur University, Strasbourg (France)

    The Université Louis Pasteur comprises 17 separate institutional components (i.e. schools, education/training and research units, an 'observatory' and various institutes), in which some 18 000 students are enrolled. Its human resources consist o...

  • 2-août-2001

    Français

    Cyberformation: Les enjeux du partenariat

    Les nouvelles technologies de l’information et des communications transforment-elles l’enseignement et l’apprentissage dans les pays de l’OCDE ? Il ne fait aucun doute que la cyberformation suscite une vague d’enquêtes et d’interrogations de la part des multiples parties prenantes et groupes d’intérêts -- pouvoirs publics, professionnels, secteur marchand -- et de l’ensemble de la communauté éducative. Étant donné les « méga-tendances

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