Bologna Process

The Bologna Process is an intergovernmental European initiative aimed at creating and strengthening the European Higher Education Area (EHEA) through greater compatibility, comparability, and transparency of higher education systems. It promotes common principles such as the three-cycle degree structure (Bachelor, Master, Doctorate), quality assurance based on the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), recognition of qualifications, student-centred learning, and academic mobility. The Bologna Process supports international cooperation and mutual trust among higher education institutions and quality assurance systems across participating countries.

Certification

Certification is an external quality assurance procedure through which FIBAA or another authorised body formally confirms that an educational institution, programme, process, or management system complies with defined standards, criteria, or professional requirements. Certification may relate to specific areas such as continuing education, digital learning, quality management systems, or other institutional processes. For certification, the terms Certification Procedure, Certification (Assessment) Report, Certification Status, Certification Criteria; Certification Decision; and Certification Period apply according to “Accreditation”.

Condition

A condition is a mandatory requirement attached to an accreditation decision that obliges the higher education institution or programme to address a specified deficiency or non-compliance within a defined timeframe. Fulfilment of the condition is required to maintain compliance with the applicable accreditation criteria.

Continuing Education Provider

A Continuing Education Provider is an institution, organisation, or organisational unit that offers structured continuing, professional, executive, or lifelong learning programmes aimed at the further development of professional, academic, or personal competencies. In the context of FIBAA procedures, a Continuing Education Provider may apply for Certifications of its programmes in accordance with applicable FIBAA certification standards and criteria.

Digital Education

Digital education refers to teaching and learning strategies, concepts and processes that are designed, delivered, supported, and/or enhanced through the use of digital technologies. It encompasses a broad range of formats, including fully online learning, blended and hybrid learning, as well as on-campus teaching supported by digital tools such as learning management systems, multimedia resources, simulations, and interactive platforms.

In the FIBAA context, digital learning is understood as an integrated approach to higher education that ensures the effective use of digital technologies to achieve defined learning outcomes, support student-centred learning, and enhance accessibility, flexibility, and quality of education.

Digital learning is also assessed within the framework of the FIBAA Quality Seal „Excellence in Digital Education“®, which recognises programmes and institutions that demonstrate outstanding quality in the design, implementation, and continuous development of digitally supported education. This includes, in particular, the teaching and learning concept, digital infrastructure, student and teacher support, teaching and technical staff’s qualifications, assessment methods, and the assurance of academic integrity in digital learning environments.

ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA))

The ESG are the common framework of standards and guidelines for quality assurance in higher education within the European Higher Education Area (EHEA). They provide principles and reference points for internal and external quality assurance processes and for the operation of quality assurance agencies. The ESG aim to support transparency, mutual trust, academic quality, and international recognition across higher education systems.

EQAR (European Quality Assurance Register for Higher Education)

EQAR is the official register of quality assurance agencies that operate in substantial compliance with the ESG. Inclusion in EQAR confirms that an agency has successfully undergone an independent external review against the ESG. EQAR promotes transparency, trust, and cross-border cooperation in higher education quality assurance within the European Higher Education Area.

ENQA (European Association for Quality Assurance in Higher Education)

ENQA is a European membership organisation representing quality assurance agencies in higher education. ENQA supports the development of quality assurance practices, promotes cooperation among agencies, and contributes to the advancement of the European Higher Education Area. Membership in ENQA is based on substantial compliance with the ESG and successful external review.

EHEA (European Higher Education Area)

An international cooperation framework established through the Bologna Process that promotes compatibility, comparability and quality in higher education systems across participating countries, facilitating student and staff mobility, mutual recognition of qualifications, and continuous enhancement of higher education.

External Quality Assurance

External quality assurance (EQA) refers to the process by which external agencies evaluate and ensure the quality and standards of educational institutions and programmes. This involves assessments, audits, and reviews conducted by independent or regulatory bodies to verify that institutions meet established standards and criteria for educational quality. EQA aims to promote transparency, accountability, and continuous improvement within higher education systems.

Expert Panel

See Assessment Panel

FIBAA Accreditation and Certification Committee (F-ACC)

An independent decision-making body of FIBAA responsible for taking accreditation and certification decisions on the basis of external evaluation reports and ensuring that procedures are conducted in accordance with the applicable standards and FIBAA regulations.

FIBAA Quality Seal

The FIBAA Quality Seal is the official visual mark awarded following a positive accreditation or certification decision by FIBAA. It confirms that the accredited programme, institution, or certified process has successfully met the applicable FIBAA quality standards and criteria for a defined validity period. The use of the FIBAA Quality Seal is subject to FIBAA regulations and branding guidelines.

Follow-up Procedure

A follow-up procedure is a voluntary, formal process conducted after an accreditation or evaluation decision to verify the implementation of conditions, requirements, recommendations, or improvement measures identified during the original procedure. Follow-up activities may include submission of documentation, progress reports, or additional assessments.

Formal Decision

A formal decision is the officially adopted and binding decision issued by the competent FIBAA decision-making body (FIBAA Accreditation and Certification Committee) following completion of an accreditation, certification, or evaluation procedure. The decision defines the outcome of the procedure, including accreditation status, conditions, recommendations, validity period, and any applicable obligations.

Hybrid Learning

Hybrid learning is a teaching model that combines in-person instruction with online learning, so participants can engage both face-to-face and remotely. It is designed to offer flexibility, continuity, and access for learners in different locations or circumstances.

Institutional Accreditation

Institutional accreditation is an external quality assurance procedure through which the quality management system of a higher education institution is evaluated against defined quality standards and criteria. The procedure assesses the institution’s governance, quality management system, academic processes, teaching and learning environment, resources, strategic development, and capacity to ensure the quality and continuous improvement of its educational offerings. A positive institutional accreditation decision confirms that the institution meets the applicable requirements for delivering higher education at an appropriate quality level.

Internal Quality assurance

Internal quality assurance (IQA) refers to the processes and mechanisms within an institution that ensure the quality and adherence to established national/international standards of its educational offerings. This involves regular self-assessment, faculty development, curriculum reviews, and continuous improvement efforts to maintain and enhance educational quality. IQA aims to create a culture of quality and accountability within the institution.

Joint Programme (Degree)

A Joint Programme is a higher education programme designed and delivered collaboratively by two or more higher education institutions, typically from different countries, leading to a single integrated curriculum and jointly agreed learning outcomes.

A Joint Programme is characterised by:

• joint design and approval of the programme by all participating institutions;

• integrated curriculum delivered across partner institutions;

• coordinated admission, teaching, and assessment procedures;

• mutual recognition of study periods and credits; and

• the awarding of a joint degree, double degree, or multiple degree, as defined in the programme agreement.

In the context of FIBAA accreditation under the European Approach, Joint Programmes are assessed as integrated academic units, taking into account the shared responsibility of partner institutions and the consistency of quality assurance mechanisms across all participating sites.

Learning Analytics

In higher education, learning analytics refers to the collection, analysis, and reporting of data about learners and the institutional context. Such data is typically used to understand and optimize learning processes and environments, and sometimes to plan for the use of resources and investment.

Learning Outcomes

Learning outcomes are clear and measurable statements that describe what a learner is expected to know, understand, and be able to do upon completion of a course, module, or programme. In FIBAA quality assurance procedures, learning outcomes form a central reference point for evaluating curriculum design, teaching and learning methods, and assessment strategies. They ensure that qualifications are outcome-based, transparent, and aligned with the intended academic and professional level.

Lifelong Learning

Lifelong learning refers to the continuous, purposeful, and flexible acquisition of knowledge, skills, and competences throughout an individual’s life. It includes formal, non-formal, and informal learning and supports personal development, employability, and social participation. In the context of FIBAA, lifelong learning encompasses continuing education and professional development programmes designed to meet evolving academic, professional, and societal needs.

Micro-credentials

Micro-credentials are short, focused learning experiences that certify the acquisition of specific knowledge, skills, or competences in a defined area. They are typically smaller in scope than traditional qualifications and are designed to be flexible, targeted, and often digitally supported. Micro-credentials may be offered within formal higher education or continuing education contexts and are increasingly used to support lifelong learning and employability.

In FIBAA certification quality assurance procedures, micro-credentials are assessed with regard to their defined learning outcomes, workload, assessment methods, and transparency, ensuring that they meet appropriate academic or professional quality standards and are clearly documented and verifiable.

Onboarding Training

Onboarding Training is an introductory training programme provided to newly appointed FIBAA experts. In addition to detailed written guidance and individual support from the Expert Management Division, each new expert is invited to participate in a digital onboarding session conducted regularly throughout the year by the Expert Management Division.

The training familiarises experts with FIBAA procedures, quality assurance principles, accreditation criteria, roles and responsibilities, ethical standards, confidentiality obligations, and practical aspects of participating in accreditation and certification procedures.

Online Learning

Online learning refers to a form of teaching and learning in which educational content, interaction, and assessment are delivered primarily through digital technologies and internet-based platforms. It may be conducted synchronously (real-time) or asynchronously and can include virtual classrooms, learning management systems, multimedia resources, and digital communication tools.

In the context of FIBAA quality assurance, online learning is evaluated with regard to the achievement of defined learning outcomes, the quality and accessibility of digital teaching and learning environments, the adequacy of student support services, and the reliability and fairness of assessment methods in a digital setting.

Online learning as part of a digital education strategy is also assessed within the framework of the FIBAA Quality Seal „Excellence in Digital Education“®, which recognises programmes and institutions that demonstrate outstanding quality in the design, implementation, and continuous development of digitally supported education. This includes, in particular, the teaching and learning concept, digital infrastructure, student support, assessment methods, and the assurance of academic integrity in digital learning environments.

Peer Review Procedure

The Peer Review Procedure is a structured external quality assurance process in which independent experts (“peers”) evaluate a higher education institution or programme against defined accreditation criteria. The peer review is based on documentary analysis (e.g. self-evaluation reports), expert discussions, and typically includes a site visit (on-site or virtual). The procedure ensures that assessment is carried out by qualified academic experts, practitioners, and student representatives, in line with principles of independence, transparency, and academic judgement.

Preliminary Meeting

A Preliminary Meeting is a mandatory preparatory meeting conducted by the FIBAA project manager approximately one to two weeks prior to an accreditation or certification procedure. The meeting, typically held digitally and lasting approximately 60 to 90 minutes, is intended to prepare the expert panel for the upcoming procedure.

During the briefing, the project manager reviews the procedural framework, timetable, accreditation criteria, documentation, and organisational aspects of the procedure, and ensures that all panel members are fully informed about their roles, responsibilities, ethical obligations, and confidentiality requirements.

Programme Accreditation

Programme accreditation is a quality assurance procedure through which a specific study programme is evaluated to determine whether it meets defined academic and professional standards. The assessment focuses on key aspects such as learning outcomes, curriculum design, admission requirements, teaching and learning methods, assessment procedures, resources, and quality assurance mechanisms. A positive accreditation confirms that the programme complies with applicable criteria and is suitable for its intended qualification level within the higher education system.

FIBAA Project Manager

FIBAA Project Manager is a FIBAA staff member responsible for the organisational and administrative coordination of accreditation and certification procedures, including communication with the institution, experts and relevant FIBAA bodies, and ensuring the proper and timely implementation of the procedure in accordance with FIBAA requirements.

Quality Culture

Quality culture refers to the shared values, beliefs, and behaviours within a higher education institution that support continuous improvement and the consistent assurance of academic and organisational quality. It is characterised by active engagement of leadership, staff, and students in quality assurance processes, evidence-based decision-making, and a collective commitment to maintaining and enhancing standards in teaching, learning, and institutional development.

Quality Management System

A Quality Management System (QMS) is the structured framework of policies, processes, responsibilities, and procedures that an institution uses to plan, implement, monitor, and continuously improve the quality of its activities and outcomes. In higher education, a QMS typically includes mechanisms for programme design, evaluation, internal review, stakeholder feedback, risk management, and corrective actions, ensuring systematic quality assurance and enhancement.

Recommendation

A recommendation is a non-binding suggestion for further improvement provided as part of an accreditation/certification decision. Recommendations identify areas where the institution or programme may enhance quality, effectiveness, or development beyond the minimum accreditation/certification requirements. Recommendations do not affect the accreditation/certification status and do not require mandatory implementation.

Re-accreditation / Re-certification

Re-accreditation / re-certification is a periodic external quality assurance procedure conducted after the expiration of an existing accreditation/certification period. Its purpose is to reassess whether a higher education institution or programme continues to meet the applicable accreditation/certification criteria and quality standards.

The procedure follows a structured review process similar to initial accreditation/certification and typically includes a self-evaluation, expert assessment, and formal decision-making. Re-accreditation / re-certification also takes into account the development and improvement measures implemented since the previous accreditation/certification decision.

A positive re-accreditation / re-certification confirms continued compliance with the relevant standards and extends the validity of the accreditation/certification for a defined period.

Review Panel

See Assessment Panel

Self-Evaluation Report (SER)

The Self-Evaluation Report (SER) (alternatively: Self-Assessment Report (SAR)) is a structured document prepared by a higher education institution or programme provider as part of an external quality assurance procedure. It provides a comprehensive and evidence-based analysis of the institution’s or programme’s objectives, structures, processes, and quality assurance mechanisms in relation to the applicable accreditation criteria. The SER serves as the primary basis for the external review and reflects the institution’s capacity for critical reflection and continuous improvement.

Site Visit

A site visit is a key phase of the external quality assurance process during which an expert panel engages directly with representatives of a higher education institution or programme. It may be conducted on-site or virtually (see “Virtual Site Visit) and typically includes interviews with management, academic staff, students, and other relevant stakeholders. The site visit allows the panel to verify documentation, clarify open questions, and assess the implementation of quality assurance processes in practice.

Stakeholder

A stakeholder is any individual, group, or organisation that has an interest in or is affected by the activities and outcomes of an educational institution or quality assurance process. In FIBAA procedures, stakeholders typically include students, academic staff, institutional leadership, employers, graduates, professional associations, and external partners. Their input is considered essential for ensuring relevance, transparency, and continuous improvement in tertiary education quality.

Student-centred Learning

Student-centred learning is an educational approach that places the learner at the centre of the teaching and learning process. It emphasises active participation, independent learning, flexibility in learning paths, and the development of competences and learning outcomes. In FIBAA quality assurance, student-centred learning is assessed with regard to curriculum design, teaching methods, assessment strategies, and the extent to which students are actively involved in shaping their learning experience.

Virtual Site Visit

A Virtual Site Visit is a structured component of an external quality assurance procedure conducted through digital communication technologies instead of an on-site meeting. It enables the expert panel to interact with representatives of a higher education institution or programme via secure video conferencing and other digital tools.

Virtual site visit follows the same objectives and principles as an on-site visit and typically includes interviews with institutional leadership, academic staff, students, and other relevant stakeholders. It allows the expert panel to verify documentation, clarify open issues, and assess the implementation of quality assurance processes in practice.

In FIBAA procedures, a virtual site visit is carried out in accordance with established methodological standards to ensure transparency, reliability, data protection, and the integrity of the evaluation process.