A Next Generation of Quality Assurance Models : On Phases, Levels and Circles in Policy Development

Quality assessment has been part of the feedback mechanisms of European higher education systems since around 1980. Due to internal dynamics, `erosion¿ of the effectiveness of firstgeneration quality assessment systems has led to loss of credibility (legitimacy) of these systems in the late 1990s. External dynamics also necessitate designing a next generation of quality assurance systems. They include notably a loss of transparency (hence, legitimacy) of the European higher education system through increased internationalisation (most notably through the Bologna process) which puts new, increased demands on institutional arrangements for quality assurance. In this paper, we first intend to schematise the developments of quality assurance in higher education by introducing a phase model of the effects of internal and external dynamics. Next, we will analyse this phase model from the perspective of argumentative policy inquiry. Finally, we will contrast policy developments in higher education with one other example, viz. environmental policy in the Netherlands. The conclusions of this comparison, as well as the new challenges set for quality assurance in higher education by the Bologna process, are the subject matter for the final section of our paper

Social science teachers on citizenship education: a comparative study of three European countries

This paper presents a comparison of high school teachers’ views on citizenship education in three European countries – the Netherlands, Bulgaria, and Croatia. In all these countries, citizenship is an important part of school curriculum. The teachers need to find ways to deal with the everyday dilemmas of teaching a concept so highly loaded with diverse political meanings. What kind of citizens would they educate? How would they find a balance between neutrality and indoctrination? These and other questions were posed to over 60 teachers in the three countries in interviews using Q‐methodology, a combination of quantitative and qualitative techniques. In all three countries, we found variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (group-grid theory of Douglas/Wildavsky). The number of types revealed and the degree of consensus within the countries varied per country. Subsequent analysis of the three countries together revealed a number of underlying themes, as well as a shared bottom-line standard of professionalism among the teachers. We will discuss the methodological challenges and insights of the study. First, we demonstrate that the employment of group-grid theory as an overarching framework within Q-methodology is a suitable instrument for a cross-country comparison, as it allows analysis of genuine interpretations by practitioners without pre-set measures and imposed meanings. Second, the study reveals the importance of looking at the internal diversity of “national contexts” as a way to avoid cultural and political labelling. Third, we will discuss the challenges and the chances of doing research by people who have access to and experience with more than one culture and language. As a result, we believe that the study will shed a light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education in ‘established’ and ‘postcommunist’ democracies alike

Citizenship education: social science teachers' views in three European countries

The aim of the study presented in this study is to map the diverse views of\ud secondary school teachers on citizenship education in Bulgaria, Croatia, and the\ud Netherlands; to explore these views and to compare them, in order to arrive at a\ud richer understanding and possibly to suggest ways for engaging in a debate aimed\ud at daily teaching practices. The book focuses on authentic teachers’ voices, with teachers talking about the ways they perceive citizenship, citizenship education programs and curricula, politics, and their role in the lives of their students and in their society

Running the Maze: interpreting external review recommendations

Major findings and theoretical insights gained by a study on the impact of external review reports in Dutch higher education are presented. A model of argumentation around review recommendations is presented and illustrated by cases from Dutch higher education institutions. Practical implications of using the model as a predictive tool for success and failure and as a basis for the development of a practical instrument for optimisation of external quality reviews' effects and discussed

Views and beliefs of social studies teachers on citizenship education : a comparative study of the Netherlands, Bulgaria and Croatia

This paper reports on a comparative study of high school social science teachers in three European countries: the Netherlands, Bulgaria, and Croatia, and presents data from teacher interviews using Q methodology. An aim of the study is to make explicit the link between teachers’ views on citizenship education and their underlying beliefs about education, teaching, and the social science curriculum. Central to this are views on the type of citizen they aim to develop through citizenship education. Five distinct types were identified in Bulgaria - Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types were Patriotic Conservatives, Liberal Democracy Guardians, Reflective Humanists, and Personal Growth Coaches. In the Netherlands, four types: Action Learning Idealists, Critical Academics, Loyal Citizens’ Teachers, and Moral Democratic Educators. These are variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (grid-group theory of Douglas and Wildavsky). The study also aims to shed light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education. A third aim is to demonstrate the crucial role of teachers in shaping national and European citizenship education policies. Implications are discussed for citizenship education policy, curriculum development, and teacher training. Keywords: Citizenship education, Comparative study, Social science teachers, Q methodology, Group-grid theory