Abstract
This paper proposes the design of a conceptual model of quality assessment in European higher education institutions (HEIs) that takes into account some of the critical reflections made by certain authors in the literature regarding standards and guidelines suggested for this purpose by the European Higher Education Area (EHEA). In addition, the evaluation of the conceptual model was carried out by means of the reliable hybrid methodology MCDM-FIS (multicriteria decision making approach–fuzzy inference system) using FDEMATEL and FDANP methods (fuzzy decision-making trial and evaluation laboratory and FDEMATEL-based analytic network process). The choice of these methodologies was justified by the existing interrelationships among the criteria and dimensions of the model and the degree of subjectivity inherent in its evaluation processes. Finally, it is suggested to include sustainability as a determining factor in the university context due to its great relevance in the training of future professionals.
Highlights
The concept of quality in European higher education is not new
The objectives set by the European Higher Education Area (EHEA) were fundamentally articulated around the document ‘Standards and guidelines for quality assurance in the EHEA’ (ESG), with their monitoring and improvement discussed in subsequent meetings (Prague (2001), Berlin (2003), Bergen (2005), London (2007), Lovaina (2009), Budapest and Vienna (2010), Bucharest (2012) and Yerevan (2015))
This paper aimed to contribute to the quality assurance issue by first proposing a new conceptual framework based on the PDCA tool, wherein sustainability is considered a momentous dimension to be considered in the evaluation
Summary
The concept of quality in European higher education is not new. Since the 1980s, national initiatives have been adopted to systematise evaluations and promote quality improvements [1,2]. The Bologna Declaration laid the foundation for the construction and implementation of the so-called ‘European Higher Education Area (EHEA)’, organised around four principles: quality, mobility, diversity and competitiveness. The European convergence in education aimed to promote the mobility of students, teachers and researchers while ensuring the quality of higher education, in order to increase employment in the European Union and the socioeconomic progress of the territory (http://www.eees.es/). It is important to highlight that these criteria are indicative of areas considered critical for high-quality and successful learning environments for higher education
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