Education Accreditation Research Articles

Research on the Construction and Teaching Application of the STEP Engineering Education Model in Cultivating Excellent Engineers

Objective: To address the urgent demand for high-level engineering talents in the new era, and in response to engineering education reform trends and accreditation requirements, this paper focuses on the educational philosophies of world-class universities, particularly drawing from the globally recognized CDIO (Conceive, Design, Implement, Operate) framework. Based on the characteristics and practical experiences of a university’s engineering education, we propose the STEP education model (i.e., Software, Theory, Experiment, Project) to achieve systematic enhancement in engineering education and effectively cultivate the comprehensive abilities of engineers. Methods: The STEP model is structured around project-driven learning, seamless integration of theoretical and experimental teaching, and a curriculum structure supported by software tools. It aims to enhance students’ learning outcomes through innovative teaching approaches, including science-education integration, virtual-real fusion, and competition-driven learning. Results: Practical applications of the STEP education model in several course systems at the university demonstrate its effectiveness in enhancing students' engineering practice abilities and innovative thinking. Conclusion: Providing strong support for the cultivation of excellent engineering talent, the STEP education model has proven effective in enhancing students' engineering practice abilities and innovative thinking, which are essential for meeting the demands of the new era and the trends in engineering education reform and accreditation requirements.

In defense of social work’s ADEI mandate: Perspectives on how we can move forward and combat antisemitism together

ABSTRACT Social work has long embraced the value of combating oppression and the 2022 Education Policy and Accreditation Standards enshrine “anti-racism, diversity, equity, and inclusion” (ADEI) as core curricular areas. An upsurge in academic fights over legitimate concerns about social justice have created deep rifts within the profession and academia. As social work educators and academics with an ongoing and deep commitment to social work principles of social justice, we examine whether and how ADEI content can help us move forward. We describe how Jewish identity has been conceptualized in ADEI spaces and implemented within implicit and explicit curricula historically and in the wake of October 7 and rising antisemitism. We share personal reflections as social work academics with different positionalities about our own experiences, concerns, and hopes for the profession and our core principles. We include reflections grounded in our differences regarding our proximity to the Hamas-Israel conflict; institutional situatedness as it relates to power, credibility, and intersectional vulnerability; Jewish American and Jewish Israeli identities; and personal perspectives and viewpoints. While some have been calling for the removal of ADEI-related content in academia and elsewhere, our answer to the problems we face is not less but more of such content. This means deeper authentic engagement with fundamental principles of ADEI, more knowledge of what it means and how to do it, and suspicion of absolutism, certitude, and exclusion when it comes at the expense of humility and connection.

Transversal education in higher education: a study on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing

The research focuses on the importance of transversal education in higher education, with a particular emphasis on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing students in Chile, aligning with current educational policies and accreditation standards. The objective was to analyze levels of emotional competencies and emotional intelligence, as well as their correlations. A quantitative approach was adopted using instruments such as the Adult Emotional Competencies Inventory (ICEA) and the TMMS-24 Emotional Intelligence Scale, applied to a sample of n=969 students. The results revealed significant strengths in areas such as emotional autonomy and social competencies, alongside areas for improvement in emotional awareness and emotional regulation, highlighting significant correlations between emotional competencies and key components of emotional intelligence. The strong relationship between emotional competence (CE) and clarity (CLAR) indicates that higher emotional understanding is linked to better management of emotional states. Additionally, positive correlations between emotional competence, attention (ATE), and repair (REP) suggest that individuals with higher emotional competence also exhibit better emotional regulation and repair abilities. These findings underscore the importance of integrating emotional competencies into university curricula, as their development can positively impact overall emotional intelligence. The study highlights the value of educational practices focused on emotional skills, promoting a transversal, gradual, sequential, and evaluated formative trajectory within educational programs, with specific strategies designed to enhance emotional awareness and regulation

A Dynamic Convergence: ANCC Accreditation. Leading Learning.

The American Nurses Credentialing Center (ANCC) is a globally recognized leader in credentialing and accreditation. Among its cornerstone programs are the ANCC Nursing Continuing Professional Development Accreditation Program, the ANCC Practice Transition Accreditation Program®, and the ANCC Advanced Practice Provider Fellowship AccreditationTM program. The ANCC additionally holds a pivotal role as a founding member in Joint AccreditationTM, an interprofessional continuing education accreditation for health professionals. As health care evolves, the ANCC remains at the forefront, advancing nursing practice, fostering innovation, and providing support and education to stakeholders. [J Contin Educ Nurs. 2025;56(1):5-7.].

Evaluation of Graduate Outcomes in Architecture Accreditation Requirements from a Student Perspective

Architectural education encompasses a variety of methods, with the primary goal of maintaining and improving education quality. In this context, the concept of accreditation has emerged as a system that ensures the preservation of certain standards and keeping these standards up to date in higher education. In Türkiye, the Association for Accreditation of Architectural Education (MIAK-MAK) has established certain accreditation requirements for Architectural Bachelor's Programs in 2021. According to these requirements, the targeted graduate profile is defined under the title of "Education and Learning Characteristics" of the program. The subheading "Knowledge, Skills, and Competencies that Graduates Should Acquire" summarizes the knowledge and skill areas that students need to acquire through the courses included in the program's curriculum, which are categorized into five titles. This study aimed to statistically evaluate the importance of the areas created for the knowledge, skills, and competencies that the graduate should gain from the perspective of the active student. The study focuses on the students of the Department of Architecture at KTO Karatay University Faculty of Fine Arts and Design. In this context, a face-to-face survey was conducted with the students, and the survey results were evaluated using the Analytic Hierarchy Process method. By comparing each subheading with the others, a ranking system was created, and their importance levels were determined. The results of student evaluations indicated that especially issues related to life safety, structural systems, sustainability, and global architecture stood out prominently. Studies evaluating accreditation criteria from the student perspective are very limited in the literature. For this reason, as an important approach, this study points out the gap in the field for researchers working on accreditation. This research, which aims to provide a perspective from students, is expected to offer an alternative approach and provide a participatory view in educational research.

Development of the Revised Entry-Level Essential Competencies in the Care of Older Adults: Linking Domains of Competence, Commission on Accreditation in Physical Therapy Education Standards, and the Geriatric 5Ms.

Geriatric physical therapy (PT) has evolved since 2011, when the Essential Competencies (ECs) in the Care of Older Adults at the Completion of the Entry-level Physical Therapy Professional Program of Study were published. The purpose of the ECs was to ensure that all entry-level physical therapists were prepared to meet the unique needs of the growing older adult population. Changes in population demographics, medical and research advances, coupled with advancements in the profession of PT, necessitate a revision of the ECs. The Academic Education Committee of APTA Geriatrics was convened to revise the original ECs. Participation was solicited and obtained from experts in clinical and academic geriatric PT; committee work lasted from 2021 to 2024. The committee recognized the intersection of the Domains of Competence Framework developed by the American Physical Therapy Association (APTA), American Council of Academic Physical Therapy, and the Academy of Education partnership, the geriatric medicine 5Ms model, and the Commission on Accreditation in Physical Therapy Education (CAPTE) standards in guiding entry-level PT education. The committee determined that the Domains of Competence, Geriatric 5Ms, and CAPTE standards could synergistically enhance the establishment of contemporary ECs. Input from a nonresearch-based informational survey of APTA Geriatrics members, supported by feedback from discussion at a platform presentation at the APTA's Combined Section Meeting San Diego 2023, informed the revised ECs presented in the current manuscript. This manuscript presents the revised ECs and describes how each EC links to the Domains of Competence, the Geriatric 5Ms, and CAPTE standards. The updated ECs aim to promote best practices in entry-level PT education by providing all stakeholders clear and concise competency statements for the physical therapy examination and treatment of older adults.

A Comparative Study on Midwifery Education Accreditation Standards in Iran and Some Other Countries

Quality midwifery education is critical to creating a decent workforce and improving mothers' and infants' health. Although international educational standards have been defined worldwide for the quality of midwifery education, there is a wide variety of types and natures of midwifery educational programs in different cultures. The purpose of this research is to compare the accreditation standards of midwifery education in Iran and other countries. This descriptive study was conducted using a comparative approach and the Beredy model, which was conducted in 2021. The inclusion criteria were program accreditation standards for midwifery undergraduate degrees and valid documents. Hospital accreditation standards, postgraduate accreditation standards, electronic and printed information that have not been approved by reputable publications, as well as reports, ideas, editorials, and views were among the exclusion criteria of this study. In this study, the standards used for midwifery accreditation in Iran and other countries and Organizations (the United States, the United Kingdom, Australia, the United Arab Emirates, the West African Health Organization, and ICM) were compared. According to the findings, the framework of midwifery accreditation standards, the mission and objectives, curriculum, students, faculty, resources and facilities, government financial management and administrative capacity, complaints and grievance, educational governance and quality, and environmental and participatory conditions. In line with the results of this study, it is suggested that due to the conditions and facilities of the community, the necessary changes be applied in the midwifery educational program accreditation in Iran.

Research and practice of biochemistry curriculum reform to serve the cultivation of innovative talents among engineering majors

On the basis of the enlightenment of international engineering education accreditation for the reform and development of higher education in China, combined with the important measures of the national “double first-class” construction, new challenges have been proposed for innovative talent cultivation among engineering majors in the context of promoting national development. These challenges also promote the reform of science-oriented courses among engineering majors. As a core mandatory course for engineering majors, biochemistry plays a crucial role in the entire educational process at universities, serving as a bridge between basic and specialized courses. To address challenges such as limited course resources, insufficient development of students’ advanced thinking and innovation skills, and overly standardized assessment methods, the bioengineering major from Guilin University of Technology restructured the biochemistry course content. A blended teaching model termed “three integrations, three stages, one sharing”, was implemented. This effort has yielded significant results, providing a research foundation for constructing an innovative talent cultivation system that is oriented toward industry needs within modern industrial colleges. It also offers valuable insights into and reference points for the cultivation of engineering talents and curriculum reform in local universities.

Editorial

This issue marks three years of Communicare: Journal for Communication Studies in Africa publishing in an open-access format under UJ Press. Since 2022, the journal has achieved significant milestones by retaining South Africa's Department of Higher Education accreditation and being added to the Directory of Open Access Journals (DOAJ) in 2024. Communicare is a top performing among UJ Press journals with monthly views between 1500 and 3000. These successes are attributed to the contributions of editors, reviewers, authors, readers and the production staff.

Linguistic Validity: The Missing Link in the Evolution of Iranian Undergraduate Medical Education Accreditation Standards

Linguistic Validity: The Missing Link in the Evolution of Iranian Undergraduate Medical Education Accreditation Standards

From Chrysalis to Taking Flight, the Metamorphosis of the ACGME During Dr Thomas Nasca's Tenure as CEO.

Thomas J. Nasca, MD, MACP, served as the President and Chief Executive Officer (CEO) of the Accreditation Council for Graduate Medical Education (ACGME) for 17 years, with his tenure ending December 2024. During this time he led and supported significant changes in accreditation and medical education. This article will examine the changes during this period through the lens of key themes, including the redesign of the graduate medical education (GME) accreditation model and new and expanded roles that the ACGME assumed during 3 phases between 2007 and 2024: (1) the development years leading to the Next Accreditation System (NAS), (2) implementation of the NAS, and (3) the COVID-19 pandemic. Launched in 2012, the NAS redesigned accreditation as a balanced combination of assurance- and improvement-focused policies and activities. The NAS served as the foundation for harmonizing GME training through the creation of the single accreditation system. The ACGME also took on new roles within the professional self-regulatory system by tackling difficult issues such as wellness and physician suicide, as well as diversity, equity, and inclusion in medical education. In addition, the ACGME substantially expanded its role as facilitator and educator via the introduction of multiple resources to support GME. However, the medical education landscape remains complex and faces continued uncertainty, especially as it emerges from the effects of the COVID-19 pandemic. The next ACGME President and CEO faces critical issues in GME.

Education Research: Making a Tweetorial Fly: Features of Educational Social Media Posts Associated With High Sharing and Engagement.

Social media platforms such as X (formerly Twitter) are increasingly used in medical education. Characteristics of tweetorials (threaded teaching posts) associated with higher degrees of engagement are unknown. We sought to understand features of neurology-themed tweetorials associated with high sharing and engagement. We created a neurology-themed tweetorials data set by searching "tweetorial" AND "neurology" on X that were posted between November 2018 and December 2022. Tweetorial and author characteristics were collected from X and by viewing the author's academic profile. We created and validated a novel formula to determine the tweetorial's "X Factor" (XF), a measure of reader engagement and distribution, reflecting reposts and likes. Each tweetorial was analyzed for basic variables, the author's academic rank, and thematic content. Each first post underwent a language analysis using Linguistic Inquiry and Word Count (LIWC-22) and was hand-coded for style (such as "statement" or "clinical case"). We determined each covariate's impact on XF. The general estimating equation was applied to correct for the author effect. We identified 392 neurology-themed tweetorials posted by 96 unique authors. XF strongly correlated with impressions (R 2 = 0.85) and was validated in a separate data set (R 2 = 0.74). The median XF of the tweetorials was 28.5K (interquartile range 12.7K-61.5K). Tweetorials about a "General Neurology Topic" and with a "Clearly Stated Topic" had 48% and 49% higher XF than those without (p = 0.001 and 0.006, 95% CI 17%-88%, 12%-97%, respectively). Having a "creative" first post, including a unique hashtag, and featuring an author-made graphic correlated with 60%, 49%, and 84% higher XF than posts without those elements (p = 0.01,95% CI 13%-125%, p < 0.001, 95% CI 16%-92%, p < 0.001, 95% CI 30%-164%, respectively). Continuing medical education (CME) accreditation and higher scores on "positive tone" negatively affected XF (-80%, p < 0.001, 95% CI 70%-86% and -7%/point of positivity, p < 0.001, 95% CI 2%-10%, respectively). Tweetorial engagement and distribution are determined by multiple factors including authorship, clarity of the topic, and visual appeal of the post. CME accreditation was strongly negatively associated with sharing and may reflect a sharing preference for personal accounts over institutional ones, although further study is needed.

Procedure for Institutional Accreditation in Higher Education

This article examines the initiation, course, and conclusion of the procedure for institutional accreditation with an administrative act adopted by the Accreditation Council of the National Evaluation and Accreditation Agency. The research is focused on uncovering procedural challenges and identifying potential ways to overcome them.

Developing Life Skills through Erasmus+ Accreditation. Presentation of the E+ SKILLS FOR LIFE eTwinning and Erasmus+ Project

This article presents recent research on life skills for secondary school students, the European educational framework of the Erasmus+ program, the products and results obtained within the “E+ Skills for Life” school education accreditation project (reference number 2023-1-RO01-KA121-SCH-000134608), implemented at “Petru Rareș” National College for a period of 15 months between 01/06/2023 and 31/08/2024, both dates included. In addition to analyzing students' collaborative and individual work, a questionnaire prepared for the purpose of this study was distributed to 25 participants, all of whom were secondary school students participating in short term mobilities of groups of students (between January and June 2024). According to the poll results, there is a greater need in the classroom to build lifeskills and 21st century abilities. The essay explores the significance of Erasmus projects and European mobility in creating lifeskills for secondary school students participating in the project, offering examples and testimonials from students` learning diaries, both in eTwinning and Erasmus+ context.

Strengthening an OR Nurse Residency Program: Enhancing Education and Achieving Accreditation.

This article discusses the implementation and enhancement of an OR nurse residency program at a health care system in North Carolina. Recognizing the unique challenges and skills required in perioperative nursing, program coordinators aimed to support new nurses transitioning into the OR setting. Key enhancements included incorporating AORN's Periop 101: A Core Curriculum to provide consistent, evidence-based perioperative education and pursuing accreditation through the Commission on Collegiate Nursing Education to ensure the highest standards of excellence. The program also emphasizes simulation training, preceptor guidance, and continuous feedback to increase residents' proficiency and confidence. The integration of Periop 101 has led to successful outcomes, including high pass rates on comprehensive exams and residents achieving the Certified Foundational Perioperative Nurse credential offered by the Competency & Credentialing Institute. This article highlights the importance of structured education, leadership involvement, and continuous improvement to develop competent and skilled OR nurses.

Could ChatGPT get an engineering degree? Evaluating higher education vulnerability to AI assistants

AI assistants, such as ChatGPT, are being increasingly used by students in higher education institutions. While these tools provide opportunities for improved teaching and education, they also pose significant challenges for assessment and learning outcomes. We conceptualize these challenges through the lens of vulnerability, the potential for university assessments and learning outcomes to be impacted by student use of generative AI. We investigate the potential scale of this vulnerability by measuring the degree to which AI assistants can complete assessment questions in standard university-level Science, Technology, Engineering, and Mathematics (STEM) courses. Specifically, we compile a dataset of textual assessment questions from 50 courses at the École polytechnique fédérale de Lausanne (EPFL) and evaluate whether two AI assistants, GPT-3.5 and GPT-4 can adequately answer these questions. We use eight prompting strategies to produce responses and find that GPT-4 answers an average of 65.8% of questions correctly, and can even produce the correct answer across at least one prompting strategy for 85.1% of questions. When grouping courses in our dataset by degree program, these systems already pass the nonproject assessments of large numbers of core courses in various degree programs, posing risks to higher education accreditation that will be amplified as these models improve. Our results call for revising program-level assessment design in higher education in light of advances in generative AI.

Clustering of Study Program Using of Block-Based K-Medoids

The purpose of this research is to classify Study Programs based on eleven mixed data from InternalQuality Management System (QMS) indicators. This grouping can provide a clearer picture of howQMS affects the performance and quality of study programs. By understanding these clusters, universities can identify and design more effective strategies to improve the quality of education. The dataused comes from the National Accreditation Board for Higher Education (BAN-PT) and the websitedatabase, which consists of seven numerical variables: number of lecturers, percentage of doctors, percentage of professors and associate professors, student enumeration, percentage of graduates, programexperience, and availability of laboratories. Meanwhile, the categorical variable consists of four variables: National Accreditation Board of Higher Education (BAN-PT) research ranking, accreditation,international recognition, and level of community service. The clustering method used is the blockbased k-medoids (block-based KM), and multivariate analysis of variance (MANOVA). We applied theDeviation Ratio Index based on K-Medoids (DRIM) to determine the number of clusters. This researchresults that the optimal number of groups that must be formed is three. Based on MANOVA the resultsshowed that the group consisting of 12 study programs had better QMS outcomes than the other twogroups.

TRANSFORMASI PRAKTIK AKREDITASI BAN-PDM MALUKU MELALUI PELATIHAN DARING DALAM PENERAPAN INSTRUMEN AKREDITASI TERBARU

The purpose of this community service is to enhance the capacity of BAN-PDM assessors in Maluku Province through online training on the 2024 Accreditation Instrument. This training aims to deepen assessors' understanding of key aspects of educational accreditation, such as school climate, principal leadership, the role of educators, and the learning process. By integrating online methods, it is expected that this training can address the geographical challenges in the Maluku archipelago and improve the quality of educational accreditation in the region. The results of this training show that online methods are effective in enhancing assessors' understanding of the latest accreditation instruments. Despite facing technical challenges and connectivity limitations, participants demonstrated a significant increase in their understanding and skills related to educational accreditation. The evaluation of the training results indicates that assessors can effectively apply new knowledge in their accreditation practices, making a positive contribution to improving the quality of education in Maluku Province.

Accounting research and teaching: perceptions of Portuguese public higher education professors

This study analyzes the relationship between accounting research and teaching, according to the perception of Portuguese public higher education teachers. The study employs a qualitative research methodology, using semi-structured interviews carried out with Portuguese academics in the accounting field. The results corroborate the existence identified in the literature of a gap between accounting research and teaching, more evident at the undergraduate level, highlighting the pertinence of the contributions of the studies and the rather difficult integration of research into teaching. This study contributes to raising awareness and reflection on the importance of the relationship between research and higher education in accounting, and to support the decision-making process of a variety of social actors that work within that relationship, namely directors of higher education institutions, course directors, higher education teachers, higher education assessment and accreditation bodies, journal editors and professional bodies.

Importancia de la acreditación de la educación superior en el Ecuador

Accreditation of higher education in Ecuador takes on a paramount significance for the development of academic activities. This study focuses on the distinction between evaluation and accreditation, emphasizing their relationship. The accreditation in Ecuadorian higher education is addressed, considering parameters such as teaching, research, and engagement with society, highlighting its relevance. The employed method centers on the construction and analysis of the Referential Framework, playing a crucial role in providing a clear and accessible understanding of the research topic. The results underscore the importance of continuous training and knowledge updates in university education, especially in an environment characterized by constant changes. In conclusion, the need for implementing continuous evaluation processes at all levels of the educational institution is emphasized.