شبكة المعلومات العربية التربوية

The Triple Helix Model is used for describing innovation processes as a co-operational approach of universities, industry, and government. It is used for the development of knowledge-based relational networks of these three subsystems and influences the subdomain of sustainable education. One prerequisite for the successful application is a common understanding of quality. In a society of highly-developed countries, comprehensive quality consensus and culture is one of the most important success factors. If experience is to be transferred and cooperation is to be developed, the quality systems must be coordinated with one another. This also applies to education. However, due to the cultural peculiarities that influence the understanding of quality, an adjustment makes more sense than a simple adoption. Education institutions are subject of enormous transformation because of the massive influence of digitalization, diversification, and individualization of learning and training. Their strategic orientation has to be focused on regional, national, as well as international targets today. Typically, many education providers are too small to meet all these challenges on their own. This results in a need for greater integration, continuity, and permeability of the education domains while maintaining and harmonizing high education standards. Therefore, organizational developments are placed in the context of intra-organizational characteristics. The organizations mostly are legally and economically self-sufficient, but join forces in networks to achieve greater size without losing their flexibility. Increasingly, education providers are implementing quality assurance according to ISO 9001 and transferring this approach into their network relations. Initiated by the Bologna Process, extensive regulations for qualification frameworks and evaluation both at national and international level have been created in Europe. In addition to the corresponding accreditation systems, they serve to improve the control of increasingly complex, high-quality processes. Opportunities, challenges and risks of digitization, digital ecosystems and disruptive business models for even more innovations in education are also considered in terms of quality assurance and quality improvement in heterogeneous education networks and systems. (Author’s abstract)