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Self-evaluation or self-reporting? A self-study in Russia’s higher education accreditation

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Abstract:

Quality assurance is at the forefront of higher education policy in Russia. The advancement of internal quality assessment in its accreditation system intensified in the 2000s (Кашлачева [Kashlacheva], 2006). Educational institutions started being evaluated on the development of the internal quality assurance systems. A self-study as a mandatory part of accreditation is meant to contribute to the development of the internal quality assurance system at the educational institution. The fact that Russian quality assurance system has a strong legacy of external control (Smolentseva, 2003) and the position of a self-study being internally oriented but externally mandated allows me to embed the research problem in the accountability versus improvement discourse.

External accountability and internal improvement are often discussed as two contrary agendas in a quality assurance establishment (Danø & Stensaker, 2007). The improvement rationales of a self-study are usually favored, but it is acknowledged that in real life accountability takes over in many countries. (Kells, 1995; Van Kemenade & Hardjono, 2010). The question driving this research is whether the self- study as a part of higher education accreditation in Russia is a critical self-evaluation tool internally oriented at the improvement of the education process, or a formal self-reporting practice to account for the education process to the external agency. I will present the results of the qualitative research that utilized document content analysis to explore the macro-level policies of the quality assurance in Russian higher education and the case study method to examine the self-study processes at two higher education institutions in Saint Petersburg, Russia.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p492830_index.html
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MLA Citation:

Maximova, Anastasia. "Self-evaluation or self-reporting? A self-study in Russia’s higher education accreditation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492830_index.html>

APA Citation:

Maximova, A. , 2011-04-30 "Self-evaluation or self-reporting? A self-study in Russia’s higher education accreditation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492830_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Quality assurance is at the forefront of higher education policy in Russia. The advancement of internal quality assessment in its accreditation system intensified in the 2000s (Кашлачева [Kashlacheva], 2006). Educational institutions started being evaluated on the development of the internal quality assurance systems. A self-study as a mandatory part of accreditation is meant to contribute to the development of the internal quality assurance system at the educational institution. The fact that Russian quality assurance system has a strong legacy of external control (Smolentseva, 2003) and the position of a self-study being internally oriented but externally mandated allows me to embed the research problem in the accountability versus improvement discourse.

External accountability and internal improvement are often discussed as two contrary agendas in a quality assurance establishment (Danø & Stensaker, 2007). The improvement rationales of a self-study are usually favored, but it is acknowledged that in real life accountability takes over in many countries. (Kells, 1995; Van Kemenade & Hardjono, 2010). The question driving this research is whether the self- study as a part of higher education accreditation in Russia is a critical self-evaluation tool internally oriented at the improvement of the education process, or a formal self-reporting practice to account for the education process to the external agency. I will present the results of the qualitative research that utilized document content analysis to explore the macro-level policies of the quality assurance in Russian higher education and the case study method to examine the self-study processes at two higher education institutions in Saint Petersburg, Russia.


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