Abstract
Abstract
 This study investigated faculty members’ perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential exploratory mixed methods design, the investigators interviewed seven faculty members at four universities, and subsequently conducted a self-administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = .75), however, interview participants were less satisfied with QAA outcome. Lastly, implications are made that a successful implementation of QAA processes in Afghanistan is contingent on: 1) establishment of a quality culture wherein universities own the processes and outcomes, and 2) engagement of key stakeholders including faculty, staff, and administrators to internalize QAA processes to improve the status quo.
 Keywords: higher education quality; quality assurance; accreditation; higher education in Afghanistan
Highlights
An increased focus on the quality of higher education (Ryan, 2015), in underresourced nations such as Afghanistan, promises hope, and introduces challenges
The results show that the average score for the Quality assurance and accreditation (QAA) questionnaire is relatively high M = 3.5 (SD = .75), which indicates that faculty members are optimistic about quality assurance and accreditation in Afghanistan universities
In regard to the first research question the findings confirmed that less is known among university faculty about the QAA process
Summary
An increased focus on the quality of higher education (Ryan, 2015), in underresourced nations such as Afghanistan, promises hope, and introduces challenges. The general public perceives higher education as a key path to success and prosperity; this has resulted in a tremendous growth in student enrollment and system expansion, as well as the emergence of a vibrant private sector of colleges and universities in the last decade (Ministry of Higher Education [MoHE], 2016). Quality assurance and accreditation (QAA) was introduced as a comprehensive national policy in the 2010–2014 National Higher Education Strategic Plan (NHESP). It mandated that all universities be subject to the process of accreditation review (Hayward, 2015). MoHE has required all public and private universities to participate in the process
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