European Discourse on Higher Education Quality Assurance and Accreditation: Recontextualizations In Greece and Cyprus at Times of 'Crisis'

Autor/inn/en	Sarakinioti, Antigone; Philippou, Stavroula
Titel	European Discourse on Higher Education Quality Assurance and Accreditation: Recontextualizations In Greece and Cyprus at Times of 'Crisis'
Quelle	In: European Education, 52 (2020) 2, S.132-145 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarakinioti, Antigone) ORCID (Philippou, Stavroula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2020.1765390
Schlagwörter	Higher Education; Accreditation (Institutions); Educational Quality; Quality Assurance; Cross Cultural Studies; Foreign Countries; Educational Change; Student Mobility; Educational Cooperation; Educational Policy; International Cooperation; Administrative Organization; Government Role; Government School Relationship; Greece; Cyprus + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Qualitätssicherung; Cultural comparison; Kulturvergleich; Ausland; Bildungsreform; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Education; cooperation; Kooperation; Politics of education; Bildungspolitik; Internationale Kooperation; Internationale Zusammenarbeit; Griechenland; Zypern
Abstract	European Higher Education (HE) systems have been undergoing reforms for quality assurance and accreditation (QAA) in response to the Bologna process. Through the comparative exploration of the recontexualizations of European policy discourse on HE QAA in the Republic of Cyprus and Greece, we illustrate the differentially centralized and increased governmental control over the two HE sectors as well as emerging changes in the relations between HE institutions and the state in the two countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01