Accreditation and standards-driven program evaluation: implications for program quality assurance and stakeholder professional development

Abstract

This study evaluates a language education program and assesses the influence of this program evaluation on program performance and stakeholder professional development. The research design makes use of mixed paradigms and methods. Positivism is followed to verify the extent to which the program meets predetermined quality standards through quantitative evaluation research, questionnaires and document and record analysis. In contrast, the qualitative paradigm is followed to uncover program evaluation impact on program components and stakeholders through qualitative evaluation and interviews. The study concludes the program maintains satisfactory overall performance with some components performing better than others. Likewise, evaluation of program evaluation improves program elements and faculty and program administration professional skills. The study therefore recommends program evaluation as an effective program improvement strategy. Program evaluation is also an effective professional development strategy that provides program administration, staff and faculty members with onsite opportunities to develop their professional skills. Moreover, evaluation of program evaluation should be an integral part of program evaluation to help program stakeholders not only do but also use evaluation alongside decreasing resistance to imposed review and reform.