新形势下专业学位教育认证与合格评估的协同探析

学位授权点合格评估是国家保证学位授予质量和研究生教育质量的重要抓手。在统筹构建研究生教育质量保障体系的新框架下,面对评估、认证、排名等多种质量保障方式,如何构建内、外部质量保障体系,科学、和谐地处理好各评估工作的关系,是各学位授予单位面临的新问题。试从教育认证和学位授权点合格评估的特点切入,以教育认证和办学单位自我评估的协同为主要内容展开研讨,为新形势下学位授予单位开展质量保障工作的战略选择提供参考建议。     

美国商学院促进协会的商科认证研究

美国商学院促进协会是全世界商科教育最有声望和最信任的认证机构之一,其商科认证包括战略管理与创新、参与者、学与教、学术与专业活动四大模块15个认证标准。通过首次认证表明认证学院已达到或超过公认的最低教育质量,持续改进评估是认证学院保持认证地位的周期性行为。美国商学院促进协会商科认证具有以学院使命为依据、强调内部质量保障体系建设和重视师资背景多元化发展三大特点。中国商学院在建设卓越商科教育的进程中,首先要确立特色鲜明的学院使命,据此加强以学习效果评价为核心的内部教学质量保障体系建设,科学规划和大力发展实践型师资队伍。     

EQUIS认证与中国特色商科教育质量管理体系建构

改革开放以来,伴随着我国社会经济的快速发展,商科教育在高等教育体系中的地位更加凸显,也肩负着更大的社会责任。商科教育在培养我国社会经济和企业管理专业人才方面发挥着关键的作用,其质量直接影响着社会经济的发展水平。EQUIS认证起源于欧洲,是国际前沿的商科教育专业认证体系,我国大多数一流高校的商学院均通过参与该认证体系来保障和提升商科教育质量。结合国际前沿的商科教育质量管理理论和EQUIS认证的质量指标维度,建构中国特色商科教育质量管理体系是我国商科教育发展的一个核心目标。高质量发展和立德树人是我国商科教育质量管理的政治论基础,内外部利益相关者协同治理是商科教育质量管理的重要抓手,质量文化建设是商科教育质量管理的关键要素。     

美国 AACSB 卓越商科教育质量认证的特点与启示

参与商学院国际认证已成为国内商科教育追求卓越、增强国际竞争力的一种重要战略手段。本研究从认证程序、认证范围、认证标准等方面简要介绍了AACSB 国际认证的基本框架,着重从关注组织使命的陈述、影响与创新,重视利益相关者对认证过程的全员参与,关注学生学习保障机制的构建等方面剖析了卓越商科教育质量认证的主要特点,并从推动本科层次“ 中国式”商学院认证体系建立、促进商学院内部质量文化共识形成、推进学习结果评价为抓手的长效质量保障机制构建等方面,为国内不同层次的商科教育尤其中外合作办学商科教育走向卓越提供参考价值。     

面向国际认证的商科类本科专业建设价值链

该文面向我国"一带一路"倡议对国际化商科人才的新需求,以国际专业认证为推动,对比分析EPAS、ACBSP两大国际商科专业认证标准体系的异同点;借鉴美国哈佛商学院著名战略学家Porter教授提出的价值链模型,构建面向国际认证的商科类本科专业建设价值链模型和闭环体系,为商科类专业建设及优化提供分析框架,促进专业建设国际化水平的不断提升和人才培养质量的持续改进。     

基于EPAS国际认证的陕西省应用型高校商科国际化路径研究

商科国际认证已经成为商学院具有国际水准的证明,是世界一流商学院的标志。基于商科国际认证体系梳理并制订商学院的建设标准和依据,成为目前各类商学院办学所遵循和追求的目标。建设一流商学院及学科,需要根据院校综合实力及办学特色进行全面评估,选择适合并能进一步推动自身发展的国际认证指标体系。本文在研究EPAS国际认证指标体系的基础上,基于西安欧亚学院商科国际化实践经验,提出一套适合陕西省应用型高校商科专业进行国际化建设的路径,既可看齐国际优秀学府,寻找标杆院校学习借鉴,又能立足本校、本院特色和优势专业,以国际认证体系的标准来规范、引领商科院校发展,使其成为商学院走向卓越的重要路径。     

美国Ed.D.教育的管理、认证与评估制度探析

美国教育博士专业学位研究生教育形成了教育学院自治、学位自主的内部管理制度,外部形成了政府教育行政部门认可监督和专业团体组织的认证与评估制度。内部管理制度与外部认证与评估度相结合,为教育博士专业学位研究生教育构建了完善的质量保障体系。     

台湾地区IEET工程教育专业认证的现状及启示

建立具有国际实质等效性的中国高等工程教育专业认证(评估)制度已成为教育界、工程界的广泛共识。认真研究相应的国际专业认证(评估)组织及其认证制度,并在适当的时候建立与国际认证制度具有实质等效性的高等工程教育评估认证体系,是提高我国高校土建类工程人才培养质量的重要保证,也是我国高等工程教育参与国际竞争的重要基础。比较台湾IEET专业认证(评估)与大陆高校土建类专业认证(评估)之差别,进而完善大陆高校土建类专业认证(评估)体系,必须确保专业认证(评估)机构的中介性和权威性,明确国际互认是大陆土建类专业认证(评估)的努力方向,制订科学合理的土建类专业认证(评估)标准,严格执业资格准入制度。     

美国工程教育专业认证发展趋势、特色及启示

认证标准是美国工程教育专业认证制度的核心。文章在分析目前国际工程教育专业认证发展的新趋势基础上,对美国工程教育专业认证的标准及其特色进行深入分析;以期对我国工程教育专业认证的发展提供一定的借鉴和参考。     

服务公众 保障质量 激励创新——ABET工程教育认证概述

美国工程与技术认证委员会(ABET)是国际工程教育专业认证互认协议——《华盛顿协议》的发起组织之一。本文介绍了ABET的组织架构、使命愿景和全球活动,分享了ABET"关注学生学习成果、鼓励教育创新、强调持续改进"的认证理念,介绍了ABET认证的通用标准和专业标准、认证过程等方面的情况。     

CACREP Accreditation Intentions

The authors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to CACREP accreditation. Programs were separated into four groups: Group 1—programs that held CACREP accreditation; Group 2—programs with definite intentions of seeking CACREP accreditation; Group 3—programs that were uncertain whether they would pursue CACREP accreditation; and Group 4—programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided focus for the study. Implications of the findings are discussed.     

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.Ann L. Wood earned a Ph.D. in educational psychology from The University of Michigan and a M.A. in special education and a B.A. in sociology, psychology, and education from Michigan State University. She is currently the Co-Principal Investigator for the Comprehensive Teacher Education Institute and an Assistant Professor in the Charter College of Education at California State University, Los Angeles. Her special interests are educational reform, urban education, lives of faculty and teachers, higher education, teacher development, and teacher induction     

Accreditation in Turkish universities

In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed.     

Social Work Accreditation:

This study reports on how the social work education accreditation process is perceived and experienced by a national sample of graduate and baccalaureate social work programs. Respondents, mainly program directors, identify cost and benefits and share problems. Suggestions for how the system can be improved are included.     

自动化专业认证标准与自动化系统工程师资格认证的相符度及其衔接

工程教育专业认证是提高工程专业教学质量而推行的一项重要措施。本文分析了自动化专业认证标准与自动化系统工程师资格认证考试要求的相符度,并对自动化专业认证制度和自动化系统工程师资格认证制度之间的衔接提出了几点建议,以期为二者的全面实施提供一定的借鉴和参考。     

Accreditation,the Bologna Process and National Reactions: Accreditation as Concept and Action

This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?