Peer Review and Assistance

Peer Review and Assistance

Peer Assistance

The ATHEA is committed to a developmental approach to accreditation and quality in higher education. The organisation promotes continuous improvement by working in a collaborative and cooperative manner with its members in their efforts toward achieving higher levels of quality in higher education. In keeping with this developmental and collaborative approach to accreditation, ATHEA has established a peer assistance program to assist its members in their pursuit of quality in higher education.

Mentoring services are available to all institution members of the ATHEA, regardless of accreditation status, throughout the entire accreditation process.

Upon receipt of a request for peer assistance, an ATHEA-approved peer assistant will be matched with the institution. The institution and the peer assistant will then confer to arrange the details and itinerary of the visit. If available, the institution should send relevant materials to the peer assistant for review prior to the visit (e.g., drafts of self-evaluation, outcomes assessment plan, strategic plan, etc.).The peer assistance visit can involve meetings and consultations with individuals, workshops for groups, or both.

Subsequent to the peer assistance visit, the institution will be asked to provide to ATHEA a written evaluation of the peer assistant and the quality of the peer assistance provided. The peer assistant will be available for follow-up questions and/or review of documents.

The costs of the peer assistance visit will be paid in advance by the institution. These costs include travel expenses, hotel accommodations, meals, and transportation for the peer assistants, plus a mentoring fee of 750 Euro for half a day (up to five hours) or 1,500 Euros for a full day.

Peer Reviewer

After the institution submits its self-evaluation, the ATHEA Board of Commissioners will designate a team of professionally-trained peer reviewers, including one student, to conduct the site visit. The ATHEA Board of Commissioners selects site visit team members from a pool of well-qualified individuals with experience in the evaluation process and in higher education institutional operations.

The Chair of the team will be responsible for assuring that the site visit is conducted objectively. The size of the team and the qualifications of its members are influenced by the institutions’ size, complexity, and the number of locations. For institutions that offer programmes of that are taught in a language other than English, at least one member of the site visit team will be fluent in the language of instruction.

The ATHEA Board of Commissioners is committed to avoiding potential conflicts of interest by site visit team members. The following guidelines will be used to determine site visit team composition:

  • No member of the site visit team will have had a recent affiliation with the institution that is being considered for accreditation, nor will the members of the site visit team have relatives who are employees of the institution.
  • No member of the site visit team will be a graduate of the institution that is being considered for accreditation.
  • No member of the site visit team will have a known, expressed bias for or against the institution.
  • No member of the site visit team will currently be a full-time employee of another institution in the institution’s primary competitive market.

Peer Review and Site Visits

After the institution submits its self-evaluation, the ATHEA Board of Commissioners will designate a team of professionally-trained peer reviewers, including one student, to conduct the site visit. The ATHEA Board of Commissioners selects site visit team members from a pool of well-qualified individuals with experience in the evaluation process and in higher education institutional operations.

The Chair of the team will be responsible for assuring that the site visit is conducted objectively. The size of the team and the qualifications of its members are influenced by the institutions’ size, complexity, and number of locations. For institutions that offer programmes of that are taught in a language other than English, at least one member of the site visit team will be fluent in the language of instruction.

The ATHEA Board of Commissioners is committed to avoiding potential conflicts of interest by site visit team members. The following guidelines will be used to determine site visit team composition:

  • No member of the site visit team will have had a recent affiliation with the institution that is being considered for accreditation, nor will the members of the site visit team have relatives who are employees of the institution.
  • No member of the site visit team will be a graduate of the institution that is being considered for accreditation.
  • No member of the site visit team will have a known, expressed bias for or against the institution.
  • No member of the site visit team will currently be a full-time employee of another institution in the institution’s primary competitive market