The change of disciplinary practices as an effect of peer review in re-accreditation: the case of humanities in Croatia.

The efforts in establishing quality assurance schemes in Croatia have faced a relatively new task of evaluating their effect on multiple levels. The effects of institutional compliance with European and national quality assurance framework and introduction of higher education management approach tools for internal quality assurance are noticeable in the compliance parts of the re-accreditation reports. In contrast, analysis of open parts of re-accreditation reports in humanities has shown unexpected results. The reviewer teams' recommendations are addressing positive disciplinary practices characteristic of the humanities and suggesting the improvements targeting the modifications of practices related to the cultural-cognitive aspect of academic discipline. Content analysis results outline that reviewers have detected institutional strengths related to teaching which correspond with traditional cultural-cognitive practices in humanities (soft-pure sciences) contrastively, recommendations for improvement are mostly related to research practices, which demonstrate characteristics of hard sciences. [ABSTRACT FROM AUTHOR]

Copyright of Quality in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)