1. Axel Aerden 17 April 2012

2. Set up in the framework of the Bologna Process Bi-national organisation Established by treaty Safeguards for independence procedures, methodologies, decision-making Publicly funded Pre-funded by the Netherlands & Flanders (60/40) HEIs pay for procedures Accountable Committee of ministers Respective parliaments 2

3. European Association of HEIs (EURASHE) European Student Union (ESU) European University Association (EUA) Master 2nd cycle 90-120 ECTS Master 2nd cycle 90-120 ECTS Bachelor 1 st cycle 180-240 ECTS Bachelor 1 st cycle 180-240 ECTS Associate Degree +/- 120 ECTS Ph.D. 3 rd cycle Ph.D. 3 rd cycle Internal QA External QA QA Agency Qualifications Framework for EHEA European Standards & Guidelines for QA European QA Register Level descriptors AD, Ba., Ma. & Dr. Peer review of QA Agency European Association for QA in HE (ENQA) 3 European Credit Transfer System

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5. Internal QA assurance To achieve academic excellence (improve) quality of teaching, learning, research and scholarship To demonstrate achieved academic quality (proof) To keep at the level of achieved quality External QA assurance To contribute to the enhancement of quality To provide third-party information about quality To support transparency 5

6. Internal quality assurance system Internal quality assurance system External quality assurance system External quality assurance system Assessment frameworks 6 Institutional level Institutional level Institutional audit Institutional audit Programme level Programme level Programme accreditation Self-evaluation report

7. Open and inclusive approach One framework for all assessments in a given type of procedures E.g. one assessment framework for all types of initial accreditation Fit for purpose (~appropriate burden) Respect for institutional autonomy Internal quality assurance system Assessment in line with institutional choices on the basis of the relevant framework Programme level Institutional level 7 ? ?

8. Generic, descriptive standards Narrow, prescriptive and highly formulated Broad acceptance Focus on what should be done (~fitness of purpose) How they should be achieved Do not dictate practice Focus on teaching & learning (~education) Incl. academic standards Research Incl. professional orientation Service to society 8

9. Central documentation for External QA Self-contained document – relatively brief Basic information Institution / programme details Presents perspective shared by (internal) stakeholders Addresses each standard in relevant framework rationale, practice, ambition Provide insight into strengths & weaknesses Maximising strengths? Converting weaknesses into strengths? Mandatory annexes 9

10. 10 Assessment system Internal QA Self-eval report External QA Panel report

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