Facilitation and Regulation of Educational Institutions: The Role of Accreditation (original) (raw)
Journal of Economic and Administrative Sciences, 2019
Purpose-This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach-This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings-Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications-Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications-The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value-The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.
Addressing the barriers and difficulties in achieving educational institutions accreditation
International Journal of Human Capital in Urban Management, 2023
BACKGROUND AND OBJECTIVES: The accreditation process is pivotal to ensuring high educational standards, but it often faces various challenges. The innovative study seeks not only to identify these hindrances in the accreditation process within Philippine educational institutions but also to map out the countermeasures employed. The study uniquely delves into the perceptions of diverse stakeholders-administrators, faculty, staff, and students-providing a comprehensive, multi-perspective view of the barriers to accreditation. The objective is to explore these perceptions, assess their alignment, and thereby create a more effective, stakeholder-informed strategy for accreditation processes. This novel approach is designed to optimize institutional performance and bolster educational quality, marking our study's distinctive contribution to the field. METHODS: A descriptive survey method was employed in this study. The sample comprised administrators, faculty, staff, and students from various schools. A self-constructed questionnaire that was validated and were to gather data on hindrances faced by the schools during the accreditation process, and the measures taken to address them. Descriptive statistics were used to analyze the data, and ANOVA was performed to identify any significant differences in the perceptions of the respondents. FINDINGS: The results revealed several categories of hindrances, with administration, faculty, instruction, laboratory, library, and physical facilities emerging as the key areas of concern. Financial aspects in administration and faculty development programs in the faculty category were the most significant hindrances. Other notable hindrances included measuring student progress in the instruction category, sufficiency of facilities in the laboratory category, organizational structure of libraries, and room lighting in the physical plant category. No significant differences were found in the perceptions of administrators, faculty, staff, and students regarding accreditation hindrances, indicating a shared understanding of these challenges. CONCLUSION: This study examines the hindrances to accreditation and the steps educational institutions have taken to overcome them. Prioritizing these challenges is vital for continuous improvement and educational quality. Investment in competent administrators and funding is crucial for problem-solving. Creative service formulation aids in overcoming hindrances and achieving accreditation. The study provides insights into stakeholders' perceptions of accreditation challenges, helping schools enhance performance and reputation, benefiting students and the broader community.
Development of an Accreditation Matrix for Institutions of Higher Education
2011
Accreditation is the process in which quality assur ance reviews of higher education institutions—two-year and four-year colleges, unive rsities, and graduate education programs— are performed to enable such institutions to implem ent improvement measures where and when necessary to effectively deliver quality educationa l service to their students. Universities and colleges rely on the accreditation process to ensur e internal and external constituencies of the quality of educational programs offered and the cal iber of their institutional capacity. This study examined the organizational effectiveness models cu rrently used to meet accreditation guidelines and considered the experiences of one regionally ac credited college as it prepared and participated in an accreditation review. Component s of three organizational effectiveness models were used to assess how the institution appl ied these theoretical constructs in preparation for the accreditation visit. The research objective ...
An overview of regional perspectives on accreditation in today’s world
This overview analyses various aspects of higher education, including: its massive expansion, the role of the private sector among the diverse providers, and international mobility. The aim is to identify the reasons for concern about higher education quality and the rationale for quality assurance and accreditation in the different regions of the world. This analysis is based on the latest statistics provided by the UNESCO Institute of Statistics. We then examine the existing situation in terms of the coverage and type of higher education accreditation that is practised in the different regions. The global issues discussed in the preceding section are then considered, as far as is possible, from regional perspectives, using the papers on regional perceptions of accreditation as a basis. We conclude with an analysis of the results of the Delphi poll. This poll was carried out by the GUNI Secretariat on specific aspects of international accreditation in the different regions of the world.
Challenges in Implementing Academic Accreditation in Higher Education in
journal of King Abdulaziz University Environmental Design Sciences
Higher education standards in Saudi Arabia are changing rapidly to align with the country’s 2030 vision. There is recognition of the importance of education and a clear focus on the quality of education in the objectives of the country’s National Transformation Programs which aim to realize that vision. In this regard, the Ministry of Education (MOE) advises universities to obtain both institutional
Higher Education Accreditation in View of International Contemporary Attitudes
Accreditation can be seen as one of several complementary measures in a quality assurance system, and the starting point is the need to maintain and improve good quality in institutions of higher education. Accreditation can play a more or less dominant role in the field of different measures that aim at monitoring, steering, recognizing and ensuring quality assurance in higher education. The frameworks for accreditation and external quality assurance vary from country to country, but generally follow three basic forms: the European model of central control of quality assurance by state educational ministries (Egypt follows this model); the United States (US) model of decentralized quality assurance combining limited state control with market competition; and, the British model in which the state essentially ceded responsibility for quality assurance to self-accrediting universities. (Contains 1 table.)
Views of school administrators regarding accreditation implementations in educational inspection
This study aims to identify the views of school administrators regarding the implementation of educational inspection by independent accreditation organizations. The research is qualitative. The data of the study were collected by interviewing 12 school administrators, working in the province of Istanbul, identified through " typical case sampling " method. The study shows that school administrators are well informed about the accreditation system in education and that implementation of accreditation can ensure productivity and efficiency in schools.
Quality Assurance and Accreditation in Higher Education
2012
Quality assurance (QA) has long been applied in the corporate sector to ensure stakeholder satisfaction, compare standards with those of other organizations and raise standards in the face of competition. Applying rigorous QA and accreditation to educational processes and outcomes, particularly in higher education, is a more recent phenomenon. This chapter examines these issues in regard to conventional university education.