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Discusses challenges raised by students, including tokenistic implementation and unclear indicator interpretation, and introduces the QA FIT project’s phases, stakeholders, surveys, and planned publications.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Future-Students’perspective  \nSeptember 2023  \nAuthors: Horia Onița, Ana Gvritishvili, Joanna Maruszczak  \nTable of Contents  \nI. Introduction 4  \nII. Student-centred learning 6  \nIII. Social Dimension of higher education 7  \nIV. Fundamental Values of Higher Education 12  \nV. Quality Assurance and the future of ESG 15  \nVI. Conclusions 29  \nI. Introduction  \nDespite emerging as an established mechanism within several Eu-ropean countries since the 90’s, the process of quality assurance in higher education has expanded as a commonality across all Europe as it was embraced by the Bologna Process since its early beginnings.  \nThe adoption of the first edition of the  European Standards and Guidelines for Quality Assurance in the European Higher Education Area in 2005 represented a cornerstone in European cooperation in higher education for several reasons: it was the first policy docu-ment adopted by ministers of higher education where the agen-cy was put in stakeholders (E4 - ENQA, EUA, EURASHE, ESU), which came with the proposal; it demonstrated that overarching, but also concrete commitments in national jurisdictions can be agreed upon; and it had created a coherent system with ingenious relations of cau-sality that would ensure its application: to be ‘recognised’, quality assurance agencies should comply with the ESGs, which in turn re-quires that they assess the compliance of HEIs against the ESGs (in most cases with effects regulated by national regulations in case of non-compliance), and finally also that the national framework for quality assurance is in line with theset of standards enacted by it.  \nAfter the development and improvement of the framework, both in terms of coverage and depth, in the second edition of the ESGs, ad-opted in 2015, quality assurance has been recognised as a‘key commitment’ within the Bologna Process, signifying its role as a building block in the maturing and expansion of the Bologna Pro-cess, as well as in the implementation of the other commitments.  \nAnd it could have difficulty been considered differently, as quality assurance confirms and consolidates trust and thus is a catalyst for recognition and international cooperation. The ESGs are a central piece in the puz-zle, establishing commonly agreed principles and standards that should be applied in all quality assurance procedures consistently and similarly while also providing orientations for enhancement, serving thus multiple purposes and gearing quality assurance and higher education systems towards common concepts, goals and means to instrumentalise them.  \nSince the beginning of the incorporation in the Bologna Process, students have been enthusiastic and vocal supporters of both quality assurance processes and the ESGs. Apart from fostering mobility and recognition, the quality assurance framework provided a well round-ed system for promoting student participation and an apparatus fruit-ful for guaranteeing student interests. ESGs have been instrumental in ensuring student participation in quality assurance across Europe, as well as student-centred learning, while the whole QA mechanisms are set to guarantee minimum basic standards of quality for stu-dents while simultaneously enhancing it. On the other side, students have also been keen on pointing out issues related to tokenistic im-plementation, meaningless procedures or a too wider interpretation of indicators or standards (be them at European level, in the ESGs, or at other levels) that dilutesthe commonly agreed expectations for institutions, study programmes or quality assurance procedures. The QA FIT project, which will end in November 2024, is coordinated by the European Association for Quality Assurance in Higher Education (ENQA) . The other stakeholder partners of the project are the E4 organ-isations (the authors of the 2005 ESG), i.e. the European University As-sociation (EUA), the European Association of Institutions in Higher Edu-cation (","cbCaieIx1kUCXALH","https://ap.wps.com/l/cbCaieIx1kUCXALH","pdf",4083337,"English","# Introduction\n# Student-centred learning\n# Social Dimension of higher education\n# Fundamental Values of Higher Education\n# Quality Assurance and the future of ESG\n# Conclusions","[{\"question\":\"How did quality assurance in higher education spread across Europe?\",\"answer\":\"It expanded as a shared practice across Europe and was adopted through the Bologna Process, building on a framework that gained common acceptance in multiple European countries.\"},{\"question\":\"Why are the ESGs central to quality assurance according to the text?\",\"answer\":\"They establish commonly agreed principles and standards applied consistently across quality assurance procedures, while also providing orientations for enhancement and supporting recognition and cooperation.\"},{\"question\":\"What concerns do students raise about quality assurance implementation?\",\"answer\":\"Students point to tokenistic implementation, meaningless procedures, and overly broad interpretations of indicators or standards that dilute expectations for institutions and study programmes.\"}]","Quality Assurance Fit for the Future - Students’ Perspective - September 2023 | PDF",1792049060,76]