Differentiation and institutional diversification
Slovenia and Croatia have already incorporated into their strategy plans (but not yet implemented) the principle of rewarding performance on the basis of the agreed strategic goals and institutional profiles in addition to the basic lump-sum financing. Other countries in the region are in the process of reforming their higher education funding systems.
Quality assurance and differentiation
The existing accreditation mechanisms in the region are typically based on a set of uniform criteria and indicators for institutional and study programme evaluation, and institutions seek to reach the minimum indicators in order to obtain accreditation. Although legal provisions for external accreditation bodies and procedures have been introduced in all countries (also see Chapter 6), our interviewees express concern over how reliable the existing accreditation standards and procedures are in practice. I think that external accreditation is legally formulated in a way that those responsible for accreditation should make an evaluation [of institutions]. Therefore I do not understand whether those responsible for accreditation are marginally willing or not at all willing to exert their role and thus influence the higher education system. If they were willing to perform their tasks correctly and there was a rigorous Accreditation Commission, at least 30% of faculties in our country – public and private – would not pass such accreditation (Interview 23; 01/03/2012). The importance of external quality assurance features in policy documents in all countries, but only the most recent Slovenian and Croatian policy documents amplify the role of Quality Assurance Agencies (QAA) also in promoting institutional profiling. Two countries, Albania and Macedonia, have ventured on national institutional rankings. The interviews with institutional leaders and the survey of academic opinions show that international university rankings are a relevant factor in defining institutional goals and strategies and that research excellence is an ambition prevalent in all countries (see Chapter 7).
The external policy influence and academic attitudes on differentiation
The European Union’s modernisation agenda, which highlights the central role higher education plays in the knowledge-based economy, has gradually but firmly diffused into the national contexts of the eight countries. Their research policies are closely aligned with the European
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