Abstract
This article offers a critical exploration of the espoused purpose and implementation of accreditation of health professions programs in Australia from the perspectives of academics at an Australian university. It examines enactment of accreditation in supporting the development of work-ready graduates through outcome-based education. By drawing upon Yanow’s interpretive policy approach, this qualitative study identifies similarities in perceptions of accreditation across health professions and draws attention to key tensions that must be addressed in the pursuit of outcome-based education. Concerns related to the inflexibility of accreditors, time and administrative requirements, and processes for educational review and innovation are highlighted. The article concludes by offering suggestions for changing accreditation practices to ensure future-focused work-ready graduates.
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