However, the perceptions of the different higher education actors about the
impact of quality assurance differ from actor to actor, with the institutional
leadership and administration being the groups in general identifying most
positive effects (Rosa, Tavares and Amaral 2006; Stensaker et al. 2008). Another
conclusion is that special attention should be given to the student dimension in
quality assurance as “students are least convinced of the positive effects of the
various evaluations conducted, and that they also is the group that is least
informed about effects in general” (Stensaker et al. 2008: 13). This is confirmed
by the work of Sónia Cardoso (2009) who has interviewed a number of students
on their representations on the evaluation of higher education institutions.