ESSAYS ON SUPPORTIVE PEER REVIEW -- NOTICE TO THE READER -- CONTENTS -- PREFACE -- CONTRIBUTORS -- FOREWORD -- PART I: INTRODUCTION ON THE EUAINSTITUTIONAL EVALUATION -- INTRODUCTION TO ESSAYS IN SUPPORTIVEPEER REVIEW -- ABSTRACT -- INTRODUCTION -- NOTE TO THE READERS -- DEVELOPMENTS IN QUALITY -- STRUCTURE OF THE BOOK -- Part I. General Introduction to the IEP -- Part II. Methodology of the Institutional Evaluation Programme: Conceptsand Practices -- Part III. Experiences: Looking Back and Picking Up -- Part IV. The IEP in a Changing World: Perceptions and Perspectives -- REFERENCES -- TRENDS IN QUALITY IN HIGHER EDUCATION.DOES EUA FALL INTO THESE TRENDS? -- ABSTRACT -- INTRODUCTION -- NEW PUBLIC MANAGEMENT, MASSIFICATION ANDLOSS OF TRUST -- THE DIVERSIFICATION OF THE ROLES OF QUALITY ASSESSMENT -- PERFORMANCE CONDITIONALITY AND THEPRINCIPAL-AGENT DILEMMA -- RECENT TRENDS: THE MOVE TOWARDS ACCREDITATION -- CONCLUSION -- REFERENCES -- SELF-REGULATION IN EUROPE:THE INSTITUTIONAL EVALUATION PROGRAMME -- ABSTRACT -- INTRODUCTION -- PHILOSOPHY AND METHODOLOGY -- THE SELF-EVALUATION PHASE -- EVALUATION TEAMS -- THE SITE VISITS AND THE EVALUATION REPORTS -- COUNTRYWIDE AND REGIONAL EVALUATIONS -- A FLEXIBLE INSTRUMENT -- EMPOWERING UNIVERSITIES -- IMPACT ON POLICY DISCUSSIONS -- CONCLUSION -- REFERENCES -- PART II: METHODOLOGY OF THE INSTITUTIONALEVALUATION PROGRAMME:CONCEPTS AND PRACTICES -- AUDITS AS SUPPORTIVE PEER REVIEWS -- ABSTRACT -- INTRODUCTION -- THE FUNDAMENTAL CHARACTERISTICS OF THE IEP -- CRE'S INSTITUTIONAL EVALUATION -- THE FOCUS IS MOVING FROM QUALITY ASSESSMENT OFEDUCATION TOWARDS THE MANAGEMENT OF THE INSTITUTION -- COMMENTS AND DISCUSSION -- REFERENCES -- SELF-EVALUATION:HOW DID UNIVERSITIES TAKE UP THEIR TASK? -- ABSTRACT -- INTRODUCTION -- THE SELF-EVALUATION PROCESS:FOUR CASE STUDIES AND FOUR VIGNETTES.

THE SELF-EVALUATION REPORTS: AN ANALYSIS -- CONCLUSION -- What does not work? -- What Does Work? -- What Happens after the Self-Evaluation? -- REFERENCES -- EVALUATION REPORTS: DO THEY CONTRIBUTE TOQUALITY IMPROVEMENT? -- ABSTRACT -- INTRODUCTION -- EXTERNAL EVALUATION REPORTS AS FEEDBACK MECHANISMS -- THE IEP REPORTS - THEIR CONTRIBUTION TOWARDS THEQUALITY IMPROVEMENT OF THE UNIVERSITIES -- FIVE UNIVERSITIES' IEP REPORTS - MAIN FINDINGS -- CONCLUSION -- REFERENCES -- WHAT WAS EVALUATED IN TERMS OFTEACHING AND RESEARCH? -- ABSTRACT -- INTRODUCTION -- THE MISSION AND PHILOSOPHY OF THE IEP -- Self-Evaluation Report of the Evaluated Institutions -- EVALUATIONS OF TEACHING AND RESEARCH IN THETEN FINAL REPORTS -- Selection of Institutions -- Final Reports -- IEP Process -- Theoretical Perspective -- The Qualitative Analysis of the 'Recommendations' -- Results -- CONCLUSION -- What Was Evaluated in Terms of Teaching and Research? -- REFERENCES -- FOLLOW-UP PROCESSES AN ANALYSIS OF THERECOMMENDATIONS IN FOLLOW-UP REPORTS -- ABSTRACT -- INTRODUCTION -- Quality Evaluations -- Institutional Improvements from a Theoretical Perspective -- STAGE 1. INITIATING A FOLLOW-UP OF THE INSTITUTIONALEVALUATION PROGRAMME (IEP) OF CRE -- Introducing a CRE Follow-Up Process in 1998 -- Institutions -- The First Follow up Process -- Analysis of the Monitors' Reports -- The CRE Teams' Follow up Reports -- STAGE 2. ESTABLISHING THE FOLLOW UP PROCESS OF THE EUAEVALUATION PROGRAMME IN 2002 TO 2006 -- Guidelines for the Follow up Process -- Results of the EUA's Follow up Reports -- CONCLUSION -- REFERENCES -- REVIEWS OF THE INSTITUTIONAL EVALUATIONPROGRAMME -- ABSTRACT -- INTRODUCTION -- INTERNAL AND EXTERNAL REVIEWS -- The Internal Monitoring of the Institutional Evaluation Programme -- The First Internal Reviews -- Review of Evaluations Reports -- External Review (2002).

Review and Synthesis of 60 Evaluation Reports (2004) -- Higher Education Authority Review in Ireland (2005) -- Review of IEP (2008) -- CONCLUSION -- REFERENCES -- PART III: EXPERIENCES:LOOKING BACK AND PICKING UP -- THE FIRST EXPERIMENT - THREE PILOT PROJECTS.THE VIEW OF AN EVALUATOR -- ABSTRACT -- INTRODUCTION -- MY PRIOR EXPERIENCES (BOTH POSITIVE AND NEGATIVE) OFEVALUATIONS -- The 'Good and Valuable' Evaluation Procedures Were of Three Kinds -- The Poor and Unhelpful Evaluation Procedures Were Also of Three Kinds,and in Each Case Were Coercive and Imposed By External Bodies onUniversities and/or Their Departments -- How Did My Experiences of British Evaluations Influence My Approach tothe First Experiment? -- THE FIRST EXPERIMENT: ITS AIMS AND STRUCTURE -- AND THEUNIVERSITIES AND INDIVIDUALS INVOLVED -- THE CONTRASTING SITUATIONS OF THE THREE UNIVERSITIESIN THE PILOT -- The University of Utrecht -- The University of Porto -- The University of Gothenburg -- CONDUCTING THE EVALUATIONS -- MY THOUGHTS AT THE END OF THE FIRST EXPERIMENT -- Was the First Experiment a Success? -- Universities Benefit from Having a High Degree of Autonomy -- Assessing Quality: Research -- Assessing Quality: Teaching -- The 'Identity' of a University, and the Degree of Cooperation andCollaboration Between its Academic Components (Faculties, Departments,Etc) -- CONCLUSION -- Relatively Very Few of the 'Internationally Recognised' Universities inWestern Europe Have Made Individual Requests to the EUA for Evaluation -- Advantages and Disadvantages of The Nation-Wide Use of the IEP -- What Changes Result in a University from Evaluation? -- The Preparation of the Self-Evaluation Reports Could Still Be Improved -- The Length of Time Spent by Students to Obtain a Bachelor's Degree -- The Slow Spread of the Bologna Process -- Student Questionnaires.

Training University Teachers to Teach -- A Personal Lesson on the Importance of Self-Evaluation -- ANNEX -- INTRODUCTION -- ROLE OF QUALITY IN THE UNIVERSITY'S STRATEGY -- HOW THE UNIVERSITY'S STRATEGY FOR QUALITY OPERATES -- SUPPORT SERVICES -- COMMUNICATIONS AND PUBLIC RELATIONS -- SPECIFIC POINTS -- INSTITUTIONS' POLICIES, VISIONS, MISSIONS ANDAIMS -- POLICIES OF INSTITUTIONAL GOVERNANCE:IEP EVALUATION AND BOĞAZIÇI UNIVERSITY -- ABSTRACT -- INTRODUCTION: THE TURKISH HIGHER EDUCATION SYSTEM -- QUALITY REVIEW REACHES THE "SHORES" OF BOĞAZIÇIUNIVERSITY (BU) -- THE 'QUALITY CULTURE' OF THE UNIVERSITY -- QUALITY CREEPS INTO THE AGENDA OF THE UNIVERSITY -- CRE IS INVITED FOR INSTITUTIONAL EVALUATION -- CHANGES IN INSTITUTIONAL LEADERSHIP ANDITS IMPACT ON QUALITY -- CONCLUSION -- REFERENCES -- EUA EVALUATION OF IRISH UNIVERSITIES -- ABSTRACT -- INTRODUCTION -- IRISH HIGHER EDUCATION -- Background -- Structure -- QUALITY ASSURANCE IN IRISH HIGHER EDUCATION -- QUALITY ASSURANCE IN IRISH UNIVERSITIES -- Internal Quality Assurance (Pre-1995) -- The Universities Act (1997) -- CHIU Programme of Pilot Reviews and the Establishment of IUQSC (1995) -- A Framework for Quality in Irish Universities (2003) -- Irish Universities Quality Board (2002) -- External Quality Assurance: HEA Review of Quality Assurance Proceduresin the Irish Universities (2002) -- EUA EVALUATION OF QUALITY ASSURANCE INIRISH UNIVERSITIES (2003-2005) -- Background -- Context to the Evaluation - OECD Review of Higher Education in Ireland(2003-4) -- Agreed Process for the EUA Evaluation -- The Evaluation Timetable -- Findings in the Sectoral Report -- Recommendations -- Overall Conclusion of the Evaluation -- FOLLOW-UP TO THE EVALUATION (MARCH 2005-OCTOBER 2007) -- Sectoral Report -- University Reports -- European Standards and Guidelines for Quality Assurance (May 2005).

Implementation of Recommendations in the Evaluation Reports (2005-2007) -- OVERALL REFLECTIONS ON THE EUA EVALUATION OFIRISH UNIVERSITIES (2004-05) -- Irish Universities Quality Board -- European University Association -- Future Perspectives 2007 -- REFERENCES -- EUA'S INSTITUTION EVALUATION PROGRAMME.WHAT DID THE IEP ACTUALLY DO? -- ABSTRACT -- INTRODUCTION -- THE INTERSECTION OF TIME AND PLACE -- Evaluations within Europe -- Evaluations Outside Europe -- CO-ORDINATED EVALUATIONS AND SPECIAL PROJECTS -- National or Regional Evaluations -- Thematic Evaluations -- Lessons Learned -- CONCLUSION -- REFERENCES -- PART IV: THE IEP IN A CHANGING WORLD:PERCEPTIONS AND PESPECTIVES -- INTERNATIONALIZATION, TRANSNATIONALIZATIONAND GLOBALIZATION: CAN QUALITY MECHANISMSBE AN ADEQUATE REGULATION TOOL? -- ABSTRACT -- INTRODUCTION -- DEFINITIONS AND THEORETICAL CONCEPTS -- GLOBALIZATION AND TRANS-NATIONAL EDUCATION -- POSITIVE AND NEGATIVE ASPECTS OF TRANS-NATIONALHIGHER EDUCATION -- COMMODITISATION OF HIGHER EDUCATION AND GATS -- ROGUE PROVIDERS -- THE NEED FOR EFFECTIVE REGULATION -- CONCLUSION -- REFERENCES -- QUALITY ASSURANCE PERSPECTIVES OF THEBOLOGNA PROCESS - CONSEQUENCES FOR ANDIMPACT OF THE EUA INSTITUTIONAL EVALUATIONPROGRAMME -- ABSTRACT -- QUALITY AND QUALITY ASSURANCE IN THE BOLOGNA PROCESS -- THE INSTITUTIONAL EVALUATION PROGRAMME ANDITS RELATION TO QUALITY ASSURANCE -- BASIC QUALITY CONCEPTS AND THE CHOICE OF THEBOLOGNA PROCESS -- MATCHING THE IEP CONCEPT WITH EXPECTATIONS OF THEBOLOGNA PROCESS -- MIRRORING THE ESG QUALITY APPROACH IN THEIEP MISSION STATEMENT -- CONFLICTS DUE TO WIDER PROGRAMMATIC SCOPE ANDTECHNICAL LIMITS OF THE IEP? -- WHERE TO GO FROM HERE? -- CHANGING RELATIONSHIPS WITH GOVERNMENTS INTHE US: BALANCING QUALITY CONCERNS WITHTHE DESIRE FOR INTELLECTUAL INDEPENDENCE INTHE UNIVERSITY -- ABSTRACT -- INTRODUCTION.

THEORETICAL BASES FOR SELF REGULATION OF THEUNIVERSITIES' CORE FUNCTIONS.