Acta Universitatis Danubius. Communicatio, Vol 7, No 2 (2013)

Abstract

An inflation of publicly formulated expectations and requirements with regard to instruments and methods for preparing, securing and monitoring research and teaching quality as well as the quality of the management of higher education give the impression of an overload of quality management and thus a new “quality of bureaucracy”. Behind it appears at a first glance an in transparent and confusing puzzle of highly diverse procedures which are subsumed under the term quality management. The cause of this development can be seen in the context of the Bologna process and the Lisbon strategy, which has defined development and control of a high quality in teaching and research as a central success factor in the implementation of higher education policy reforms and as an organizational obligation for Higher Education Institutions.