Higher Education Accreditation Research Articles

Development of Accreditation Information System (AIS) for vocational higher education with NAAHE standard

Higher Education Accreditation is an activity that must be implemented by every college for every 5 years where this activity becomes a benchmark for college sustainability. This accreditation must be in line with the National Accreditation Agency for Higher Education (NAAHE) standards. Astra Manufacturing Polytechnic (Polman Astra) as one of the vocational higher education also conducts the accreditation. In compiling the accreditation instrument Polman Astra has a problem such as the inaccuracy of accreditation data between one department and another and the difficulty of coordinating among departments in providing data accreditation compilation. This problem may cause the late of accreditation according to a predetermined time. Due to this problem, an information system was built, namely Accreditation Information System (AIS). It is a web-based information system and designed according to NAAHE standard. AIS is built using the .NET framework and SQL Server DBMS with prototyping methodology. After implementation, AIS was able to integrate the needs of data accreditation by providing data requirements and eliminates delaying data preparation by the related department since it was directly generated from the Polman Astra database. AIS is also able to manage the accreditation data table dynamically and transparently, eliminates paper printing costs into zero and prevent delays in the preparation of accreditation instruments so that the accreditation can be completed according to a predetermined time

Analysis of Management Readiness of Higher Education Accreditation

This study aims to determine the Accreditation Management Readiness of Higher Education. PTKIS Kopertais Region II West Java-Banten. This study uses a sequential transformative mixed method through the theory of Edward III. Data collection through literature, interviews, questionnaires, and observations, involving 15 informants with 45 respondents, data validation with triangles has been done internally, and involved experts from across sectors. The results of this study indicate that most of the eight or (53%) PTKIS are not ready to implement AIPT. It can be seen from the average achievement in four aspects: Communication has not run optimally: the dissemination of information has not been evenly distributed, understanding of staff is lack, and information is inconsistent, its achievement is (37.08%). Resource readiness: the availability of numbers and competencies of staff, facilities and infrastructure, information data have not yet supported, and its achievement is (31.25%); Task fragmentation and use of SOPhave alreadybeen running but have not supported the program achievement (44.17%). The success of achieving the program rests on a team that has qualified human capital/executors.

Shadows over accreditation in higher education: some quantitative evidence

Accreditation systems in higher education are widespread both in the USA and in Europe. However, numerous reservations have appeared in the literature about whether these systems can comprehend and represent the quality of university courses. This study sets out to contribute to this debate by discussing whether the results of the recent university teaching accreditation system in Italy are influenced by the characteristics of degree programmes, their performance, and the characteristics of incoming students. Whilst addressing this research question, this paper intends above all to give a methodological contribution by proposing an evidence-based approach that tackles the limits found in the literature in relation to university accreditation and quality assurance.

Accreditation in higher education: Does disciplinary matter?

Quality assurance in higher education has developed and has been totally reformed in the last decades. In particular, in Italy the AVA system (Autovalutazione, Valutazione e Accreditamento, in English self-evaluation, evaluation and accreditation) was used in 2016 to verify the performance of 118 randomly selected university study programmes (SPs).This study investigated the relationship between quality performance (AVA evaluation) and discipline areas with the aim of understanding the ‘quality mechanism’ thus determining whether some disciplines perform better in quality assurance processes.A strong correlation between technical/engineering SPs and good quality assurance results was found, probably because quality expertise is particularly developed in these disciplines. The creation, for each university of an expert’s unit constituted by professionals with a technical/engineering mentality to monitor and improve quality, is therefore recommended.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

PurposeThis 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/approachThis 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.FindingsFollowing 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/implicationsRanking 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 implicationsThe paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates.Originality/valueThe 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.

Battling Academic Corruption in Higher Education: Does External Quality Assurance (EQA) Offer a Ray of Hope?

The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, UNESCO (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption. However, a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption exists. This conceptual paper, using the crime-punishment model as an analytical lens, explores how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The paper advances the setting of academic integrity standards, institutional and programme accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies in the exercise of their leadership role in combating academic corruption. These approaches are hypothesised to create both incentives and disincentives for the institutions and staff in connection with engaging in academic corruption. Nevertheless, the paper takes cognisance of the fact that external quality assurance is necessary but not sufficient in combating corruption at the level of the academy.

Inbreeding and Research Productivity Among Sociology PhD Holders in Portugal

In Portugal, research productivity is nowadays essential for the positive assessment of academics, research units and study programmes. Academic inbreeding has been highlighted in the literature as one of the factors influencing research productivity. This paper tests the hypothesis that inbreeding is detrimental for research productivity, measured through the number of publications listed in Scopus. The study resorts to a database provided by the national Agency for Assessment and Accreditation of Higher Education (A3ES), which comprises all academics teaching in all Portuguese institutions in the academic year 2015/2016. The sample selected for the analysis contains all academics with a PhD in Sociology (N=289). The study uses a special regression model for the analysis: the negative binomial logit hurdle. This was necessary given the large amount of academics with no publications or citations in Scopus, which were the dependent variables to assess research performance. The analysis provides separate results for the probability of inbred academics of having no papers/citations, and for the probability of producing more papers/citations than the non-inbred. Findings suggest that academic inbreeding, defined at the institutional level, has no negative effect on research productivity, contrary to what was expected. However, when defined at the national level, academic inbreeding is detrimental for the recognition and the impact of research: academics with a foreign PhD are more likely to have citations compared to academics who obtained their PhD in Portugal. A tendency was also noted that inbreeding might be more detrimental to research productivity in faculties of Economics than in Social Sciences and Humanities.

Higher education quality policies in Germany and United Kingdom:


 
 
 The objective of this study is to discuss the accreditation systems in Higher Education (HE) currently in Europe. The specific goals include describing the context of HE in Germany and the UK, identifying the main policies implemented. The studies are systematically mapped and contextualized and they will analyse quality assurance and evaluation. This research describes the assessment of the social phenomenon and the accreditation of HE based on the performance of European rating agencies. This paper will also present the main points of action of the quality policy and the quality of HE agencies and their development. It was created a concept mapping of HE in these countries and it was also discussed the characteristics, restrictions and evolution of the processes of accreditation, evaluation and peer review. The main points of action of quality policies and quality agencies in HE, and their current situation of development were demonstrated.
 
 

‘Another accreditation? what’s the point?’ effective planning and implementation for specialised accreditation

ABSTRACTGlobally, attention to quality and accreditation in higher education continues trending upward. This is attributable to a number of factors, such as the internationalisation of higher education, stakeholders demanding accountability, international rankings; parents and students wanting assurance that a diploma equals employment. Universities and individual programmes pursue accreditation because it is mandated; others to stand out in a crowded marketplace. The somewhat voluntary pursuit of accreditation raises two relevant questions. First, to what degree do teachers and administrators perceive its value? Second, for institutions and programmes seeking accreditation for the first time, is there a strategic approach that may effectively help prepare for the accreditation process? First, these issues are explored with teachers and administrators who have experienced the accreditation process. Second, using Bolman and Deal’s four frames for organisational analysis, this research proposes a strategic approach to analysing the institutional context and laying the foundation for successful accreditation efforts.

Systematic Review of Utilized ICTs in Quality Assurance and Accreditation of Higher Education and a Case Study of Developing Country

Numerous studies and surveys have examined the utilization of Information and Communication Technologies (ICTs) in Higher Education (HE), but the lack of studies on the utilization of ICTs in Quality Assurance and Accreditation (QAA) of HE led us to perform a Systematic Literature Review (SLR). This review mainly benefits QAA agencies and researchers interested in utilizing ICTs for QAA of HE. Several contributions of ICTs to QAA of HE are identified. 1) Compared to QAA agencies, Higher Education Institutions (HEIs) are more likely to implement ICTs. 2) Most ICTs in HEIs are for Quality Assurance (QA). 3) Most previous studies were conducted in Europe, demonstrating that efforts have been made to align QAA agencies and HEI QAA units with European Standards. Consequently, ICTs are more often utilized by European HEIs. Furthermore, we investigated the QAA status in a developing country (Afghanistan) as a case study.

Should Nursing Programs at Schools That Prohibit Same-sex Marriage be Accredited?

Should Nursing Programs at Schools That Prohibit Same-sex Marriage be Accredited?

Intercultural Management Education in a Global Market: Promoting Internationalization By Curricula Design

The BA in Language Management for International Business and the MAin Intercultural Studies for Business, both accredited by A3es (Agency for Assessment and Accreditation of Higher Education in Portugal) for 6 academic years, were conceptually designed to enhance the international vocation of the training provided at ISCAP, intending to deepen the successful international mobility programs within and outside the EU, by being ETP’s (English taught programmes), which regard the English Language as a lingua franca. In a strategic move toward internationalization, many international enterprises are changing the language of work in all or part of their activities. A great number of documents are being published in English, which has become an official language in meetings, teleconferences, or video conferences. This poses obvious questions of language management and of intercultural communication that these study programmes intend to answer. In times of financial difficulties, especially in Higher Education Institutions, these new study programme represent an opportunity and, simultaneously, a challenge. It is an opportunity to attract foreign students and national students, aiming to develop their internationalization skills in a global market, fostering employability. It is also a challenge because it provides the opportunity to meet the market's demand for internationalization, while providing a completely new framework for teaching how languages and cultures operate in a global world and of their relevance for business, networking and the development of the digital world. Thus, we present and reflect upon the design of a curriculum that weaves Digital Humanities and Business Studies.

Higher Education Accreditation and University Autonomy

University autonomy is regarded as the necessary condition to implement advanced university governance practices to improve and enhance the quality of higher education. It should be paid attention to how to grant autonomy to higher education institutions and how these institutions exercise autonomy to ensure the purpose of improving the efficiency and quality of higher education; at the same time, to ensure the fairness and accountability for society. Accreditation is one of the approaches in education management for higher education institutions to ensure their quality, while ensuring accountability for their quality to society. This paper focuses on the relationship between university autonomy and accreditation. First, the study presents practical issues regarding university autonomy, including the literature review of university autonomy across the world and in Vietnam. Second, the paper analyses the relationship of university autonomy with the affirmation of higher education institutions’ academic prestige. Third, the study analyses the accountability of higher education institutions, in which accreditation is implemented by institutions as a means for their accountability. Finally, the paper proposes four groups of recommendations for the state management organisation, accreditation agencies and higher education institutions to effectively implement university autonomy with Vietnamese higher education institutions for accreditation.
 Keywords
 Higher education institutions, accreditation, university autonomy, accountabilit
 References
 [1] Đặng Ứng Vận, Nguyễn Thị Huyền Trang (2017) Tự chủ ĐH Việt Nam: nội dung, nguồn lực và trách nhiệm. Tạp chí Khoa học giáo dục số 141 tháng 6/2 017tr 5-8. 
 [2] Thomas Estermann, Terhi Nokkala & Monika Steinel (2011) University Autonomy in Europe II The Scorecard. European University Association. Belgium.[3] Kelchen R. (2018) Higher Education Accountability Johns Hopkins University Press. ISBN: 9781421424736. [4] https://www.wisconsin.edu/accountability/ truy cập ngày 10/12/2018.[5] https://ir.uoregon.edu/overview truy cập ngày 10/12/2018.[6] https://www.foriowa.org/accountability/, https://accountability.universityofcalifornia.edu/2018/, https://uwaterloo.ca/about/accountability, https://www.uvic.ca/home/about/facts-reports/accountability/index.php, http://accountability.tamu.edu/, https://apir.wisc.edu/institution/accountability-reports/.[7] http://cou.on.ca/about/more/university-accountability/, https://www.ucc.ie/en/gdpr/accountability/,

Assessing the quality of third mission activities in Portuguese universities

Since 2009, Portuguese higher education institutions have been developing their own internal quality assurance systems and policies as a result of the reforms of higher education quality assurance in Europe and Portugal. This paper analyses how far Portuguese universities, within the remit of their internal quality assurance systems, define and employ mechanisms and procedures in order to assess the quality of their third mission activities. The analysis was conducted on documents submitted by institutions to the Portuguese Agency for the Assessment and Accreditation of Higher Education (A3ES) under the institutional evaluation process. Findings suggest that although the analysed Portuguese institutions apparently embrace the third mission, the quality assurance of this core activity is still in an embryonic stage of development. This suggests that quality assurance systems need to be developed so as to integrate the various core missions of an institution (e.g. teaching and learning; research and third mission), ensuring they receive similar levels of consideration.

Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

A key component of quality assurance in online higher education is the periodic evaluation of fully online courses, by both internal and external reviewers, against standards developed by the offering institution. These standards can address a variety of quality areas including but not limited to: the organization and structure of the online course; the extent to which technology is used to foster learning and student engagement; and the use of available communication features to stimulate student discussion and interaction. In this paper the online evaluation processes and criteria of the two largest U.S. state universities involved in online education – University of Maryland University College and Troy University – are compared. It will be shown that the two institutions arrived independently at very similar quality standards for online courses, and that these standards are congruent with those developed and promulgated by nationwide higher education accreditation agencies in the U.S.

Impacts of higher education quality accreditation: a case study in Vietnam

ABSTRACTQuality accreditation in higher education exists in many countries, including Vietnam. As of May 2018, 80 higher education institutions in Vietnam have officially been evaluated and recognised using the national quality standards. This study examined the impact of institutional accreditation on the evaluated university. The qualitative research evaluates the impact of external quality assurance from the perspective of managers of the university. The self-assessment phase helped the university assemble evidence of activities carried out at the university and the status of being recognised was believed to increase its prestige. The process, on the other hand, was also believed to be burdensome, time and cost consuming, which led to no significant changes at the institution. Lack of institutional autonomy and competence of the review team were barriers to any attempts to improve quality of higher education in Vietnam.

INDIA – CANADA COLLABORATION IN HIGHER EDUCATION – THE ROAD AHEAD

Higher education accreditation is a type of quality assurance process under which services and operations of post-secondary educational institutions or programs are evaluated by an external body to determine if applicable standards are met. If standards are met, accredited status is granted by the agency.

Quality management in universities: towards an integrated approach?

PurposeThe purpose of this paper is to empirically test the thesis that universities are developing their different quality management (QM) systems comprehensively and integrating them in their broader management and governance systems, covering different processes, organisational levels and the principles of QM.Design/methodology/approachThe empirical work is based on a country case study which embeds three paradigmatic university case studies. Data are obtained from institutional documents, as well as from individual and panel interviews. A content analysis using N-Vivo was undertaken.FindingsUniversities show signs of integrating QM in their overall management and governance framework. They develop their QM systems with a focus on teaching and learning, but they are increasingly trying to integrate their other processes. They seek to involve their different organisational levels, from the programme to the institutional level. Universities cover most QM principles, but show deficiencies regarding customer focus, mutually beneficial supplier relationships, involvement of people and process and system approach.Research limitations/implicationsThe research shows the results of three paradigmatic cases regarding QM implementation, since these were the first to have their QM systems certified by the Agency for Assessment and Accreditation of Higher Education. In future work, it would be interesting to understand how other universities are developing their QM systems and whether implementation occurs in an integrated way.Practical implicationsThe authors expect that the results will add to the discussion on the implementation of QM in universities, further contributing to the development of truly integrated approaches to QM in higher education.Originality/valueThe paper discusses the QM systems which are being developed and implemented in universities and analyses how integrated they are, as only those that are fully integrated will contribute to improve the overall quality of universities.

Challenges in Implementing Academic Accreditation in Higher Education in

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

Recent Development in Higher Education Accreditation in Germany

Recent Development in Higher Education Accreditation in Germany