Higher Education Accreditation Research Articles

QUALITY ACCREDITATION IN HIGHER EDUCATION: INNOVATION, ETHICS AND STANDARDS FOR HOLISTIC DEVELOPMENT

QUALITY ACCREDITATION IN HIGHER EDUCATION: INNOVATION, ETHICS AND STANDARDS FOR HOLISTIC DEVELOPMENT

Initial evaluation exercise of a Higher Education Unit: In response to the guidelines of a National System

This article addresses the importance of assessment and accreditation in higher education, highlighting its crucial role in ensuring quality and relevance. It focuses on the methodology used in a specific analysis of a Higher Education Unit in Northern Mexico, to evaluate academic programs through the requirements posed by the National System of Evaluation and Accreditation of Higher Education in terms of social responsibility, equity. . , inclusion, excellence, social innovation, avant-garde and interculturality. The results reveal strengths and areas for improvement, especially in aspects such as social equity and inclusion. The analysis concludes by highlighting the need for evaluation and accreditation to not be mere bureaucratic requirements, but rather dynamic processes that drive the constant evolution of higher education at a global level.

Strategic Planning For Foreign Language Program Accreditation In Higher Education

In response to expanding demand for access to higher education globally, governments and private sectors have reacted through massification, both in terms of numbers and sizes of institutions. While this has generated quantity, many argue that a corresponding rise in quality is lacking. This increasingly consumer-driven marketplace is under pressure from stakeholders - students, parents, governments, funders - to demonstrate quality. This may occur through internally generated reports, or from external accrediting bodies. For many higher education institutions, particularly in developing countries, these are novel practices. The purpose of this study is to analyze the outcomes of a program-level accreditation process implementation, and through the lens of a relevant case study, propose a framework to guide programs pursuing accreditation. Frameworks such as Bolman and Deal's Four Frames as well as Spillane, Halverson, and Diamond's Distributed Leadership can offer those charged with planning and implementing quality assurance initiatives the tools to effectively diagnose the current readiness within their organization to undergo a quality assurance initiative.

Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations

Education accreditation is the formal evaluation ‎process conducted by specialized ‎institutes ‎or ‎agencies to assess educational programs for ‎compliance with established ‎quality ‎standards. ‎Accreditation publicly recognizes programs that ‎meet these standards. ‎Beyond ‎this recognition, ‎accreditation also engenders increased public ‎confidence, ‎fostering mutual ‎acceptance of ‎academic credentials and encouraging active ‎participation ‎by academic staff. ‎The ‎present study is dedicated to evaluating the quality assurance (QA) ‎accreditation in higher ‎education, with particular emphasis on Third-World and ‎unstable ‎nations. The study ‎draws ‎insights from the experience of the University of Sabratha, ‎Faculty ‎of Engineering, which ‎serves as a ‎compelling case study. To gain a ‎comprehensive ‎understanding of the status ‎quo, ‎the perspectives of faculty staff using a ‎SWOT ‎analysis were solicited. This approach ‎allows us to identify the ‎most significant ‎opportunities and threats ‎inherent in the current ‎scenario.‎‎ The findings underscore the ‎importance of quality assurance ‎accreditation not only ‎for enhancing academic ‎profiles ‎but also for improving all facets of higher ‎education ‎systems. Furthermore, it serves as ‎a ‎mechanism to address inconsistencies in ‎regulations ‎within the Ministry of ‎Higher ‎Education and tackle managerial and financial ‎challenges ‎prevalent in ‎university ‎administrations. In sum, QA accreditation ‎emerges as a preferred ‎avenue ‎for ‎organizational enhancement and overall ‎development within the ‎higher ‎education ‎sector.‎

Policy Implementation of Quality Assurance and Accreditation in The Nepalese Higher Education Institutions Offering Hospitality Education

Quality assurance and accreditation has become essential components of higher education globally. Policy implementation is necessary for quality assurance and accreditation in Nepalese higher education institutions offering hospitality education. The study aims to explore the current state of policy implementation, identify the challenges and gaps in the implementation process, and recommend strategies for improving the policy implementation. The study uses a descriptive research design with a mixed approach using structured questionnaire and structure interview schedule about the implementation of QAA in the Nepalese higher education institution offering hospitality education. This study uses purposive sampling. This study includes14 hospitality management professionals and 97 hospitality students. The study finds that Nepal has recognized the importance of quality assurance and accreditation in higher education, and policies have been developed to implement them in the hospitality education sector. However, the implementation of these policies faces several challenges and gaps. This study emphasizes stakeholder participation, clear policies, and transparent feedback. Clear curriculum, various teaching techniques, and student-accessible amenities improve campus culture and student achievement. Resources, interdisciplinary research, and real-world research improve learners and community. Resource allocation, capacity-building, partnerships, staff professional development, and funding exploration can improve quality assurance, UGC compliance, and student happiness.

21st Century Accreditation

The ALA Standards for Accreditation of Master’s Programs in Library and Information Studies has undergone a significant proposed revision to foreground: program learning outcomes; place more emphasis on equity, diversity, and inclusion; eliminate redundancy; and reflect the current institutional context of LIS education and/or the needs of the profession.
 
 The revision maintains focus on: systematic planning; program level learning outcomes and curriculum; faculty; students; and infrastructure, through the maturing lens and experiences of 21st century students, educators, employers, and schools.
 
 The revised Standards are designed to be flexible enough to support a range of program modalities (primarily in-person, hybrid, primarily online), pedagogies, concentrations, and sizes, while maintaining a professional standard and expectation of program learning outcomes relevant to an evolving and expanding range of career options and opportunities.
 
 Whether library and information studies programs exist as faculties, schools, or departments, the Standards were revised to be expansive enough to support the development, implementation, and growth of robust teaching, learning, and research environments tailored to institutional strategic directions and local realities but focused on producing quality education experiences for students through common accreditation expectations. This panel brings together program and Committee on Accreditation representatives to review the aims of the revision, the process and results of the revision consultation process focused mainly within the United States, Canada, and the UK where ALA-accreditation is recognized by the Council on Higher Education Accreditation as the accreditor for the field of library and information studies, the experiences and expectations of external review panels during site visits, and the accreditation experiences of two representative schools.
 
 The panel will further explore the implementation of the revised standards, Committee on Accreditation expectations, supports available to programs from the Office of Accreditation, and initial and developing experiences in applying the revised standards. The panel will also invite comments, questions, and observations from attendees.

21st Century Accreditation

The ALA Standards for Accreditation of Master’s Programs in Library and Information Studies has undergone a significant proposed revision to foreground: program learning outcomes; place more emphasis on equity, diversity, and inclusion; eliminate redundancy; and reflect the current institutional context of LIS education and/or the needs of the profession.
 
 The revision maintains focus on: systematic planning; program level learning outcomes and curriculum; faculty; students; and infrastructure, through the maturing lens and experiences of 21st century students, educators, employers, and schools.
 
 The revised Standards are designed to be flexible enough to support a range of program modalities (primarily in-person, hybrid, primarily online), pedagogies, concentrations, and sizes, while maintaining a professional standard and expectation of program learning outcomes relevant to an evolving and expanding range of career options and opportunities.
 
 Whether library and information studies programs exist as faculties, schools, or departments, the Standards were revised to be expansive enough to support the development, implementation, and growth of robust teaching, learning, and research environments tailored to institutional strategic directions and local realities but focused on producing quality education experiences for students through common accreditation expectations. This panel brings together program and Committee on Accreditation representatives to review the aims of the revision, the process and results of the revision consultation process focused mainly within the United States, Canada, and the UK where ALA-accreditation is recognized by the Council on Higher Education Accreditation as the accreditor for the field of library and information studies, the experiences and expectations of external review panels during site visits, and the accreditation experiences of two representative schools.
 
 The panel will further explore the implementation of the revised standards, Committee on Accreditation expectations, supports available to programs from the Office of Accreditation, and initial and developing experiences in applying the revised standards. The panel will also invite comments, questions, and observations from attendees.

Teaching Evidence-Based Medicine and Non-conventional (Alternative) Therapies in Portuguese Veterinary Schools—A Curricular Assessment

Applying evidence-based veterinary medicine (EBVM) is considered a Day One competence for veterinary graduates. Furthermore, the increasing interest in the use of complementary and alternative (non-conventional) veterinary therapies (NCTs) must be grounded on EBVM principles. Few studies have mapped the teaching of EBVM and of NCTs and assessed their content. This study analyses the official curricula of six (out of eight) Portuguese veterinary schools in terms of EBVM and NCTs, using the self-evaluation documents submitted to the National Agency for Assessment and Accreditation of Higher Education (A3ES) (2014–2015). Results show that, with few exceptions, veterinary education in Portugal follows a traditional, clinically-driven approach to evidence, with concepts taught mostly from an empirical and experiential perspective instead of a systematic one. Core EBVM topics, such as placebo effect, methodological validity, PICO, cognitive bias, and systematic review are either absent or insufficiently covered. Moreover, the teaching of NCTs was found in three out of the six curricular programmes, namely acupuncture, phytotherapy, homeopathy, traditional Chinese medicine, aromatherapy, Bach flower remedies, ayurveda, energetic healing (reiki), and massage. We found no evidence that these therapies are being taught under the principles of EBVM. Taken together, these results highlight the need for more explicit and targeted teaching of EBVM-related topics, namely regarding the critical appraisal of scientific literature and the integration of best evidence into clinical decision-making. Results can also be useful to inform the accreditation process by the A3ES and by education quality assurance agencies in other jurisdictions.

International Engineering Education Accreditation for Sustainable Career Development: A Comparative Study of Ship Engineering Curricula between China and UK

Higher education accreditation within the Washington Accord has played a crucial role in advancing the global recognition of engineering training, greatly benefiting the professional sustainability of graduates. However, the existence of substantial disparities in higher engineering education systems among countries poses challenges for international engineering education accreditation, primarily due to information asymmetry. To address this issue, this study focuses on a comparative analysis of representative undergraduate programs in the field of ship engineering from the Ocean University of China in China and the University of Southampton in the UK. By examining the curriculum systems in the field of ship engineering in both countries, this study aims to shed light on the variations and similarities between the two. Moreover, the study delves into the specific example of the “Marine Engineering English” module to illustrate how an independent module can effectively fulfill the requirements for international recognition in higher engineering education accreditation while also serving the curriculum system. Serving as a significant practical case within the framework of the Washington Accord, this research provides valuable insights for the establishment of engineering education curriculum systems that are aligned with international standards. Ultimately, its findings hold considerable significance for promoting the international recognition of engineering education and fostering sustainable professional development for graduates.

Trends and Future Directions of Accreditations in Higher Education : Bibliometric Analysis

Purpose : The study aimed to highlight the importance of accreditation in higher education and its relevance in enhancing the quality and standardization of the education system. The purpose of this research was to analyze the trends and future directions of accreditation in higher education using bibliometric analysis. Specifically, the study aimed to identify the relationship between accreditation-originating countries and top publishing countries in this domain, assess the relevance of accreditation over time, and propose future research areas through citation analysis and thematic evaluation. Design/Methodology/Approach : The bibliometric method was used in our research to study and explore accreditation in higher education research. Bibliometric analysis is famous for quantitative data analysis. Using the relevant keywords in the Scopus database, we performed a bibliometric analysis on 1,544 articles. We used the biblioshiny tool through “R” open-source software for performance analysis and thematic mapping analysis, and VOSviewer was used for co-occurrence keyword analysis and network analysis. Findings : The findings of the analysis substantiate with literature to infer the relationship between accreditation-originating countries and top countries publishing in this domain. The findings revealed that the relevance of accreditation has been increasing over the years, and the accreditation-originating countries were leading the research through publications in this area. The study proposed future research areas using citation analysis and thematic evaluation. Practical Implications : The implications are relevant to higher education institutes, policymakers, and other stakeholders. The study is expected to be a catalyst in driving the research in the area of accreditation in higher education. Novelty : This study's novelty is its use of bibliometric analysis to explore the trends and future directions of accreditations in higher education. The study also highlighted the increasing relevance of accreditation in enhancing the quality and standardization of the education system. The study is expected to be a catalyst for driving research in the area of accreditations in higher education.

Evaluating the evaluators: analysis of the structure and processes of seven United States health professions education accreditors

Higher education accreditation has spread internationally as a vehicle for quality assurance and improvement but is strongly influenced by accreditation practices in the United States. The organisational structure and processes of seven United States health professions accreditors were analysed to identify common characteristics that reflect general fitness for purpose and infrequent features that show potential to enhance the effectiveness of accreditation processes, increase engagement of and support by accredited institutions and programmes and provide greater transparency.

Virtual accreditation peer review team visits – higher education accreditations: present and future directions

PurposeThe main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has changed higher education delivery. Higher education accreditation and PRT visits have become online. The lockdown forced schools and accreditation agencies to cancel or change visit arrangements. PRT visits could not be stopped during the COVID-19 pandemic, but accrediting agencies needed to review programme quality to meet standards.Design/methodology/approachEight former and present accreditation specialists were interviewed. The researchers described the challenges and opportunities in virtual accreditation visits (VAV). Also, the authors have explained their own experience of coordinating on-site and virtual accreditation visits. Using the NVIVO tool, the experts' replies are transcribed and categorised as challenges and opportunities.FindingsThe findings will help the professionals and academicians better prepare for, plan and execute virtual PRT visits for accreditation agencies and schools. The results revealed that the evaluation and accreditation outcomes are similar for virtual and physical accreditation visits. Finally, the findings suggest that accreditation agencies and schools need to adopt a hybrid site visit model for accreditation visits.Practical implicationsThe school can prepare better for virtual PRT visits by identifying the challenges and opportunities ahead of time. The finding may motivate authorities to schedule meetings in different time zones, prepare document evidence rooms, save money, time, and travel time, and benefit the environment by eliminating paper printing, fuel use, and paper printing.Originality/valueThis research is unique and noteworthy since accreditation organisations, PRT members and schools are uncertain about virtual visits. This may be the first paper in this domain to assist accreditation organisations and institutions review accreditation visits online or in hybrid mode.

Engineering Learning Outcomes: The Possible Balance between the Passion and the Profession

What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master’s and bachelor’s learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices.

Perancangan Prototyping Sistem Informasi Penilaian Kinerja Dosen Perguruan Tinggi

Higher Education Governance is very important in achieving its Vision and Mission, one of which is in managing Human Resources (HR) in this case are Lecturers, Lecturers can carry out many tasks that are carried out both in the Tridarma of Higher Education and Structural, in this case many obstacles are faced faced in assessing lecturer performance, so far monitoring of work is still done manually still collecting hardcopy reports, and evaluating lecturer work takes a long time. In this research, a Prototyping Design of Higher Education Lecturer Performance Assessment Information System will be made that can be used to evaluate and evaluate the performance of Higher Education lecturers to support Accreditation where this system can be used as a reference in decision making. The next goal is to implement a lecturer performance appraisal system in tertiary institutions. Thus, higher education accreditation can be increased

Colombia in the international development of high quality accreditation in higher education

High-quality accreditation of higher education emerges in the United States and develops, some time later, in other countries. In Colombia, such processes have been evident since the 1990s, although similar activities have been recognized throughout the 20th century. As an objective, this reflective article analyzes the place of Colombia in the international development of quality accreditation in higher education. To do this, from the qualitative hermeneutic approach, a critical reflection and contrast of the characteristics in the accreditation processes in Colombia with respect to other countries in America and Europe is carried out. The results expose the birth of accreditation in the United States and the underlying values ​​of quality in Colombia at the beginning of the 20th century, the initial characteristics of the evaluation of higher education in Latin America and the underlying values ​​of quality in Colombia up to the years eighties, and accreditation in Colombia, Latin America and Europe with a brief contrast between agencies. In conclusion, the quality of the National Accreditation Council is recognized to balance the global accreditation processes with the social and cultural problems of the country's higher education institutions

Capacity and willingness in higher education accreditation: when incentives are not enough

ABSTRACT Accreditation as a form of quality assurance has spread worldwide. As a result, the public and research interests have targeted the policies that developed agencies and procedures and the responses and effects of accreditation on higher education organizations and programs. However, studies on accreditation have not analyzed two core aspects: the capacity and willingness of the accreditation agencies and the programs to perform their functions. Through qualitative interviews with key stakeholders in the regulatory agencies and universities, this study explores the issue of capacity and willingness in higher education accreditation by studying the functioning of an accreditation agency in Argentina and the responses of organizations and programs to the accreditation process. The results show that three key factors may affect accreditation monitoring, enforcement, and compliance: administrative burden, inadequate resources, and information availability. The findings are relevant beyond the national context and have research and policy implications.

EVALUATION OF PROGRAM OUTCOMES IN THE ACCREDITATION PROCESS: A RESEARCH ON THE CASE OF ATATURK UNIVERSITY LANDSCAPE ARCHITECTURE

Yükseköğretimde program akreditasyonu, bir akreditasyon kuruluşu tarafından belirli bir alanda akademik ve mesleğe ilişkin standartların bir yükseköğretim programınca hangi ölçüde karşılandığını belirleyen; ölçme, değerlendirme ve dış kalite güvence sürecidir. Yükseköğretim programlarının akreditasyon süreçlerinde değerlendirmede kullanılan bazı ölçütler bulunmaktadır. Bu ölçütlerden biri, program çıktılarıdır. Program çıktıları yükseköğretim programlarının öğrencilerine öğrenim süresi boyunca kazandırdıkları bilgi, beceri ve davranışlardır. Bu çalışmanın amacı Atatürk Üniversitesi Mimarlık ve Tasarım Fakültesi Peyzaj Mimarlığı Bölümü’nün akreditasyon çalışmalarının bir parçası olarak gerçekleştirdiği program çıktıları belirleme, güncelleme ve ölçme-değerlendirme süreçlerini incelemektir. Çalışma kapsamında bölüme ait akreditasyon öz değerlendirme raporu, bölüm kalite komisyonu raporları ve paydaş toplantısı raporları incelenerek, program çıktılarına ulaşma anketi gerçekleştirilmiştir. Çalışma ile akreditasyon süreçlerinin peyzaj mimarlığı eğitimine yönelik belirli standartların oluşturulması ve eğitim kalitesinin ölçme ve değerlendirme metotlarıyla sürekli izlenerek tedbir geliştirilmesi konusunda öncü bir rol oynayabileceği değerlendirilmiştir. Ayrıca program çıktılarına hangi düzeyde ulaşıldığını değerlendirmede sadece öğretim üyesi ve mezuniyet aşamasındaki öğrencilerin görüşlerine dayanarak yapılan bir değerlendirmenin yetersiz olacağı, programdan mezun olarak en az 1-2 yıl sektörde çalışma deneyimine ulaşmış mezunların da görüşlerine başvurulmasının daha doğru bir değerlendirme verisi sağlayacağı sonucuna ulaşılmıştır.

Importance of International Accreditation for Global Recognition for Higher Education

Education is a gate to improving human resource quality in a country. It must be managed to achieve that target including higher education. Higher education that is well-managed can contribute to national development. Higher education should not be afraid of international accreditation or certification, because it can build their reputation and also the students’ reputation. This research aims to explain the importance of international recognition in higher education institutions. This research was conducted by studying literature about external quality assurance related to increasing international recognition in higher education. The advantages of international accreditation are to improve competitiveness. Higher education needs to prepare their institution for international accreditation to get international recognition, improve motivation to create a quality culture, establish the institution or study program, improve competitiveness, and measure organizational performance. International accreditation also being part of the institutional responsibility toward the stakeholder. International accreditation in higher education is a long target for most Indonesian higher education.

Pengembangan Kurikulum Merdeka Belajar – Kampus Merdeka (MBKM) pada Perguruan Tinggi Keagamaan Islam (PTKI)

Today change is taking place so rapidly following the currents of globalization and technological advances. Therefore, education has an important role in preparing Human Resources (HR) who have a variety of skills in order to face a dynamic life. The Merdeka Belajar Policy – Kampus Merdeka is here to improve the competence of graduates from universities in the form of soft skills and hard skills in order to adjust to the needs of the times. In this study, the type of research used is library research. The data collection used is the documentation method. The MBKM policy includes four main policies, namely: ease of opening new study programs, changes in the higher education accreditation system, the ease of universities becoming legal entities, and the right to study three semesters outside the study program. Learning activities outside the study program and outside of higher education include internships, rural projects, teaching in schools or madrasah, student exchanges, research, entrepreneurship, independent projects, and humanitarian projects. Broadly speaking, curriculum development has three stages, namely the curriculum design stage, learning implementation, and learning evaluation.

Assessment and Accreditation of Higher Education in India

Assessment and Accreditation of Higher Education in India