VET listing (peer experts)

Selection criteria

ECTE VET members are carefully selected by the ECTE Council to ensure the appropriate skills, competences and attitudes necessary for their task. Consistent processes are in place for their nomination. The criteria employed by the for ECTE Council to select ECTE VET members include the following:

  1. Subscription to ECTE’s goals and objectives and core values.
  2. Possession of threshold competences.The initial VET Application form will include a survey of competences that are specific to the task of peer evaluation.  It is acknowledged that not all candidates will possess all competences, but a threshold level of competences will normally be expected.
  3. Established experience and reputation. VET panel members must be men and women of established experience, maturity and good reputation within their communities.
  4. Commitment to quality assurance. VET panel members must understand and be committed to the value of quality assurance as applied to theological education.
  5. Fluency in the English language. All ECTE accreditation is carried out in English, therefore fluency in reading, writing, speaking and listening is expected.
  6. Completion of training. Before nomination and listing as ECTE VET panel member, all candidates must either attend a VET training event or complete the ICETE Academy ECTE VET Training course.
  7. Appreciation of diversity.The goal of accreditation is to help institutions achieve more effectively their objectives and to improve the quality of education at level(s) of training offered. Not all member institutions have the same objectives and each theological institution has its own background and history, its own context, its own faith tradition and its own mission statement and learning outcomes. Although these differences represent a welcome richness, they may also cause misunderstanding. Peer experts must endorse a climate of mutual understanding and an appreciation of diversity.
  8. VET panel members must be prompt, efficient, precise, accurate and conscientious in the use of information or insights received. They should respect the theological institution visited, maintain confidentiality and conduct their task in the spirit of humility that is conducive to mutual cooperation and confidence.
  9. VET panel members must collaborate with the ECTE office, promptly reply to correspondence and submit reports according to the required time frames.  Although each VET has a leader, all VET panel members must work together in a spirit of service, listening and mutual appreciation for the competence of all team members,
  10. While all expenses are paid for, ECTE site visits are not normally compensated.VET panel members must be available for at least one on-site visitation per year.

The ECTE’s Visitation Evaluation Teams (VET) conduct on-site reviews of institutions and programmes that are seeking ECTE accreditation. VET members include a variety of stakeholder perspectives as described below. Student VETs participate in each visit, either as regular VETs or as Occasional Student VETs. Each VET panel has a team leader that coordinates the visit and the production of the review report together with the Review Secretary. For more information on VET perspectives, composition, selection, recruitment, nomination, briefing and training, independence see the Guidelines for Site Visits.

ECTE Visitation Evaluation Teams operate independently from the ECTE Council. The ECTE Council is responsible for all final accreditation decisions based on the VET reports.


Listing

The following experts currently serve as ECTE Visitation Evaluation Teams (alphabetical listing):

  • Born, Horst (Germany)(post-2019 training complete) – Academic faculty
  • Cheesman, Graham (Ireland)(post-2019 training complete) – Academic faculty, Leadership in academic context, Cooperation with global TE networks, ECTE staff
  • Constantineanu, Corneliu (Romania) (post-2019 training complete) – Academic faculty, Leadership in academic context, Governing board, Administrator in academic context, Cooperation with European QA authorities, ECTE Council
  • Crouse, Carmen (Germany) – Leadership in academic context, Administrator in academic context, Employer of theology graduates, Fundraising and support of theological education, External partner of a theological institution, Representative of an ECTE accredited or member institution, Cooperation with other peer, subject-specific QA agencies, Cooperation with European QA authorities, Cooperation with global TE networks, ECTE staff
  • Fjeld, Bjørn (Norway) -Academic faculty
  • Fulton, Karen (Ireland) – Academic faculty
  • Fulton, Karen (UK) Academic faculty
  • Hutcherson, Caleb (Lebanon) (post-2019 training complete) – Academic faculty and leader
  • Jaeger, Lydia (France) – Academic faculty, Leadership in academic context, Representative of an ECTE accredited or member institution
  • Janzon, Göran (Sweden) – Academic faculty, Leadership in academic context, Representative of an ECTE accredited or member institution
  • Jurgensen, Hubert (France) – Academic faculty, ECTE staff
  • Kessler, Volker (Germany) – Academic faculty and leader
  • Kleiner, Paul (Switzerland) (post-2019 training complete) – Ecclesial leader, Academic faculty and leader
  • Macelaru, Marcel (Romania) (post-2019 training complete)- Academic faculty and leader
  • Mitchel, Patrick (UK)(post-2019 training complete) – Academic faculty, Leadership in academic context, Administrator in academic context, Representative of an ECTE accredited or member institution
  • Ott, Bernhard (Switzerland)  – ECTE council, academic faculty and leader
  • Oxenham, Marvin (Italy)(post-2019 training complete) – Academic faculty, Leadership in academic context, Fundraising and support of theological education, Cooperation with other peer, subject-specific QA agencies, Cooperation with European QA authorities, Cooperation with global TE networks, ECTE staff
  • Parushev, Parush (Bulgaria) – Academic faculty and scholars network
  • Penner, Peter (Austria) – Academic faculty and leader
  • Penner, Katharina (Austria) – Librarian
  • Pomrehn, Joachim (Germany) (post-2019 training complete) – Academic faculty, Leadership in academic context, Representative of an ECTE accredited or member institution, Cooperation with global TE networks, ECTE Council
  • Sanders, Paul (France)  – Academic faculty, Leadership in academic context, Governing board, Administrator in academic context, Cooperation with other peer, subject-specific QA agencies, Cooperation with global TE networks
  • Shaw, Perry (Lebanon) – Academic faculty, Leadership in academic context
  • Smith, Adrian (UK) – Church leader
  • Soref, Erez (Israel) – Leadership in academic context, ECTE member institution
  • Toth, Lina (UK)(post-2019 training complete) – Academic faculty, Leadership in academic context, Administrator in academic context
  • Wazir, Rana (Lebanon) – Administrative leader
  • Wuench, Hans Georg (Germany) (post-2019 training complete)- Academic faculty and leader

 

  • Occasional Student VET members are recruited and trained as on a visit-by-visit basis. Their names appear below:
    • Grace Al-Zoughbi (Palestine) – 2020
    • Mirko Fritzlar (Council student representative – Germany)- 2020
    • Hannah Marks (Zimbabwe) – 2020

Summary of perspectives

The following chart summarises the current spread of VET perspectives and national representation.

Note: only the perspective of regular student VETs is represented in this chart and not of Occasional Student VETs who represent the majority of student VETs involved in ECTE visitations.