Between Accreditation and Curriculum Development: Findings from a Qualitative Analysis of Internal Accreditation
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| Keywords | Quality assurance in higher education, internal accreditation, interpretative research, curriculum development, quality enhancement, faculty perspectives, qualitative evaluation |
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June 30, 2026
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Published in Vol. 2 No. 1 (2026) of Horizont Lehre. Perspektiven und Wege. Die Inhalte dieser Zeitschrift stehen unter der Lizenz CC-BY. Die Zeitschrift wird mit Open Journal Systems (OJS) von PKP erstellt. OJS wird unter den Bedingungen der GNU General Public License veröffentlicht, die von der Free Software Foundation herausgegeben wird. About the Journal |
Abstract
Hamburg University of Applied Sciences has conducted internal accreditation of its study programs since 2018. This article explores how faculty perceive the process and its contribution to curriculum development. Based on a qualitative-interpretative analysis of five group discussions, key findings are reconstructed: faculty appreciate opportunities for dialogue but criticize an overemphasis on formal aspects, gaps between academic and quality management discourse, and the decoupling of accreditation from curriculum reform. Results are situated within existing research and implications for designing internal accreditation processes are derived.
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| DOI | |
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| Published |
June 30, 2026
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Forschungsperspektiven
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| Categories | |
| Keywords | Quality assurance in higher education, internal accreditation, interpretative research, curriculum development, quality enhancement, faculty perspectives, qualitative evaluation |
| How to Cite |
Ditzel, B. (2026). Between Accreditation and Curriculum Development: Findings from a Qualitative Analysis of Internal Accreditation. Horizont Lehre. Perspektiven Und Wege, 2(1). https://doi.org/10.63098/hl.2026.1.9
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Copyright (c) 2026 Benjamin Ditzel  This work is licensed under a Creative Commons Attribution 4.0 International License. |
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