Education Accreditation Research Articles

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.

Including highly educated migrants in academia to improve their health-protocol for a pilot intervention.

Norway's healthcare system needs a diversified work force to meet societal demands for improved cultural competence. However, many migrants in Norway who were educated as health professions in their home countries are not practicing these professions. This may negatively affect their physical and mental health and hinder their personal social integration. Though good health is often seen as a precondition for work, relevant working activities can also improve health. However, including health professionals with foreign education in academic institutions prior to receiving necessary accreditation is a complex task. This study will pilot an intervention aiming to improve health through meaningful integration of these professionals in academic environments. This paper is a protocol for a non-randomized pilot intervention study targeting migrants who are waiting for their health education accreditation in Norway. To test the benefits of meaningful activity on health and explore possibilities for implementing such activity, we have designed a six-month long intervention consisting of including nurses, doctors, and other highly educated migrants with healthcare backgrounds between 20 and 67 years of age, into health-related working tasks, at two higher education institutions in Bergen, Norway. The intervention will be tailored according to the participant's expertise. This hybrid type 2 pilot protocol paper will present how feasibility, fidelity, dose received (satisfaction), and dose of exposure (participation), will be assessed and whether the intervention is experienced as beneficial for the participants' health as primary outcome utilizing both quantitative and qualitative methods. We present a complex, personalized intervention that has the potential for large scale implementation in the future. By thoroughly presenting our designed intervention and assessment methods, this protocol will add to the study's transparency and facilitate replicability and comparison with future studies. This study will be of benefit to the migrants themselves, policy makers, government agencies and academia at large as it can point to a unique and sustainable way of speeding up the integration of highly educated migrants in their respective fields in a new host country.

Empowering Pharmacy Graduates to Diagnose and Prescribe

This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.

Evidence on the accreditation of health professionals' education in the WHO Africa region: a scoping review protocol.

This scoping review aims to map and examine the extent and type of available evidence on health professionals' education accreditation within Africa. The demand for health professionals is unprecedentedly high globally. One response to this challenge has been expanding training through more liberal education policies, facilitating private sector participation in education service provision. Some evidence suggests that this is a double-edged sword, increasing quantity but compromising the quality of health professionals produced. Regulation can provide a framework to assure and continuously improve quality, with such regulation in place in 79% of World Health Organization African countries. However, it is unclear how much and what evidence has been generated on how accreditation happens, where it is concentrated, and the prevailing evidence gaps within this region; therefore, we propose to conduct a scoping review. This review will include articles and dissertations focusing on the accreditation of health professionals' education in Africa. All methodological approaches and designs will be included. Conference abstracts and protocols will be excluded. This review will be carried out according to the JBI scoping review methodology. We conducted an initial search of CINAHL and MEDLINE to identify relevant articles. This informed our selection of keywords, along with index terms, to create a comprehensive search strategy for CINAHL (EBSCOhost), MEDLINE (Ovid), Global Health (Ovid), ERIC (EBSCOhost), Web of Science Core Collection, Embase, and Scopus. Sources included will be limited to those published starting from 2000 onwards. Data will be presented using tables and charts, accompanied by a narrative summary. https://doi.org/10.17605/OSF.IO/W5G7T.

Quality Competency of Teachers in the Developing Quality Culture in Public Secondary Schools in a Developing Country

Quality culture has been mentioned as a tool to help improve quality standards and promote the development of educational institutions. Recently, quality culture has begun to be recognized as an interesting research trend in Vietnam, mainly focusing on higher education. Several studies have applied models/types of building and developing quality culture to educational activities and institutions, but not in the national school system. The purpose of this study is to understand the quality capacity of administrators and teachers of public secondary schools in the Southeast region, of Vietnam through the aspect of quality awareness during education. General education implements educational quality accreditation activities. The research uses quantitative research methods combined with qualitative research methods. The survey sample was conveniently selected randomly, information was collected by questionnaire with 749 managers and 3831 teachers, and by interviews with 22 managers and 40 teachers. Quantitative data were calculated by Cronbach's Alpha to eliminate inappropriate variables. Descriptive statistics calculate percentages, mean values, and standard deviations, and inferential statistics test differences using ANOVA and t-test with 2 independent samples. Data analysis results show differences in quality awareness between the three provinces and between managers and teachers, and the results also show that managers and teachers do not have positive views. teacher on educational quality accreditation activities in secondary schools through two contents "Education quality accreditation takes time and resources" and "Education quality accreditation increases achievement problems in education”. Therefore, the study recommends that leaders at all levels research and promulgate quality policies and create conditions for secondary schools to develop quality; Secondary schools build a set of tools and principles for forming and developing a quality culture to improve quality capacity and develop internal quality resources.

Research and innovation of the “ship navigation radar” course based on the four‐in‐one approach in engineering education accreditation

AbstractTo achieve the strategic goal of marine and transportation power, it is imperative to cultivate highly skilled navigation professionals with a strong theoretical foundation and practical expertize. Seizing the opportunity by the “Double Thousand Plan” first‐class undergraduate courses initiated by the Ministry of Education, a four‐in‐one experimental teaching model is developed for ship navigation radar courses that integrate virtual reality technology under the context of engineering certification. The model encompasses land laboratory real training, maritime radar simulator training platform, comprehensive real‐ship training at sea, and virtual laboratory teaching and training. Through this innovative approach, students can acquire essential knowledge of ship navigation radar required for practical activities in navigation practice while honing their operational skills in positioning, navigation, and collision avoidance using radars. Furthermore, an analysis of course attainment and future development trends is conducted to provide insights into enhancing maritime education and fostering internationally competitive shipping talents.

Preserving and promoting national cultural identity for students majoring in the University of Greenwich Vietnam’s Graphic and Digital Design in an international University environment

In terms of development and integration of globalization, Vietnam has many qualities of international universities with international standard training programs, which prestigious educational accreditation organizations have recognized. Students have the opportunity to study entirely in English and in an advanced learning environment, which is a great advantage for learners in accessing international education. Research on Preserving and promoting national cultural identity for students majoring in the University of Greenwich Vietnam’s Graphic and Digital Design in an international University environment aims to emphasize the importance of national cultural identity in development, current globalization integration, especially for students studying international training programs that do not have specific subjects on national history and cultural traditions. From there, the topic proposes a number of solutions to raise learners' awareness of preserving and promoting national cultural identity in future professional activities. The research used analysis, synthesis, and interdisciplinary methods such as cultural studies, ethnology, and fine arts. This paper aims to contribute to the study of solutions to preserve national cultural identity in the context of today's international integration

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

Entrepreneurship Education Around the World: A Study on Member Universities of the Association to Advance Collegiate Schools of Business

It has long been debated whether people are born entrepreneurs or if it is a combination of skills and knowledge that can be acquired through education and training. While there are passionate scholars on both sides of the debate, the increasing number of studies and programs focusing on training people on how to become entrepreneurs perhaps shows that the balance is shifting in favour of the latter side. The purpose of this study is to examine how universities are performing the task of teaching entrepreneurship by focusing on member institutions of the Association to Advance Collegiate Schools of Business (AACSB). A total of 461 out of 1794 institutions that are members of the AACSB member directory were examined for the study. First, descriptive statistics were used to determine the number of bachelor's and master's degree programs that focus directly on entrepreneurship education along with lower-level programs such as minors and certificates. This was supplemented by examining additional entrepreneurship-related best practices employed by these institutions, such as entrepreneurship centres or certificate programs. All analyses were bifurcated by examining results based on criteria such as educational level, geographical location, and AACSB accreditation. The results show that although almost all business schools have included some form of entrepreneurship courses in their curricula, the number of programs or degrees directly dedicated to entrepreneurship remains a minority. In addition to classroom teachings, some of these institutions offer innovative practices related to entrepreneurship, such as entrepreneurship scorecards, entrepreneurship competitions, and certificate programs. All data collected and analysed were used to develop an overview of undergraduate and graduate level entrepreneurship education to encourage institutions and individuals to develop entrepreneurship programs that cover all theoretical and applied aspects of entrepreneurship education to support aspiring entrepreneurs along their journey.

Implementation of Total Quality Management in Higher Education A conceptual framework

Purpose – TQM in Higher Education has demonstrated remarkable effectiveness in driving substantial improvements across various dimensions of educational institutions. There is a significant opportunity to gain valuable insight into the global competitiveness of academic institutions through a study of QAPs (Quality Assurance Practices) in Higher Education Institutions (HEIs). The research assesses the impacts of QAPs on higher education and their outcomes facilitated by the HEIs to prepare students for employability. Design/methodology/approach – The study employs an exploratory research approach. QAPs from various assessment, accreditation, and ranking bodies were assessed, and variables were gathered for the study. After adopting the common-sense method, eight independent variables were identified that potentially influence the success of TQM and student employability in HEIs. The study's eight independent variables are governance leadership, student support progression, research consultancy extension, curriculum aspects, teaching, learning & evaluation, innovative practices, infrastructure learning resources, and collaboration, with two dependent variables, TQM effectiveness, and student employability, finalized. Findings – The findings reveal that the QAPs of HEIs, such as Governance Leadership, Student Support Progression, Research Consultancy Extension, Curriculum Aspects, Teaching Learning Evaluation, Innovative Practices, Infrastructure Learning Resources, and Collaboration, influence TQM Effectiveness. The study also supports that student employability is an outcome of the TQM effectiveness influenced by the QAPs of HEIs, representing a paradigm of educational excellence and advancing knowledge, societal contribution, and building an employable global workforce. Practical Implications – The article explores the dimensions of QAPs of higher education assessment, accreditation, and ranking bodies from India and a few global regulators. The study reveals that the HEIs are committed to upholding academic standards and ensuring the delivery of high-quality education. The HEIs often cater to a diverse student population by adapting to local regulations and policies. The study emphasizes the need for continuous assessment and improvement strategies to meet the evolving needs of students and other stakeholders globally. The research findings can help HEIs produce the intended results while meeting and exceeding the expectations of their stakeholders. It can also assist institutions to improve their reputations. Originality/value – This is possibly a one-of-a-kind study that used a methodology to evaluate the QAPs of assessing, accrediting, and ranking agencies of HEIs. The findings may assist higher education institutions in maintaining their global competitiveness.

Geographical Distribution of Osteopathic Neurosurgery Residents.

The neurosurgery residency match has grown increasingly competitive, especially for osteopathic (DO) medical students, amidst the transition to a single accreditation system in 2020. This shift required former American Osteopathic Association (AOA) programs to apply for Accreditation Council for Graduate Medical Education (ACGME) accreditation, leading to a notable reduction in programs with a history of accepting DO applicants. This study aims to explore both potential geographical trends in residency match among recent DO neurosurgical residents and in the number of DO neurosurgical residents pre- and post-ACGME merger. Neurosurgery residency programs during the 2023-2024 academic year were identified, and each program's residents, resident degrees, and resident post-graduate years were collected from residency programs' websites. Descriptive statistics were used to analyze the ratios of DO and allopathic (MD) residents, while regression analyses were used to determine the trends in DO residents between 2017 and 2024. DO residents were also collated by state to observe their geographical distribution. A comprehensive cross-sectional analysis of 115 neurosurgery residency programs across the United States from 2016 to 2024 reveals a significant decrease in DO residents, from 14 in 2016 to four in 2024, with an average of six DO residents per year post-merger. A geographical heatmap analysis pinpointed New Jersey, Michigan, and California as states with the highest proportions and numbers of DO neurosurgery residents. These findings show the geographical distribution of DO neurosurgery residents in the US. Recognizing and understanding these geographical trends could be essential in the strategic application planning for DO candidates and the need for residency programs to reassess selection criteria to be more inclusive of DO applicants.

Conceptualizing Professionalization for Black Social Work Students

ABSTRACT This paper presents a conceptual practice model for professionalization to serve Black students who are matriculating through social work programs, especially those who are novice or less experienced in the field. The model is informed by a review of literature that explores professionalization of Black students across disciplines including social work, as well as my empirical research with Black students (across the Black Diaspora) in a related field who were pursuing graduate degrees. It is also contextualized by the Council of Social Work Education’s Educational Policy and Accreditation Standards. I end the paper by making recommendations for utilizing the model in social work education, while uplifting best practices in Black-centered social work programs and practice models. This piece prioritizes Black students as its audience, to help (a) demystify professionalization for them and (b) explicitly identify actions they can take to personalize and pursue their own developmental processes.

Political and policy content in human behavior in the social environment textbooks

ABSTRACT Both the National Association of Social Workers (NASW) Code of Ethics and the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) require that social work practitioners and students engage in political and policy practice. However, social work practitioners report that they feel inadequately prepared by their education to engage in the political system. Thus, utilizing a content analysis approach, this study explores the frequency and integration of political and policy themes in Human Behavior in the Social Environment (HBSE) textbooks. Reviewing 607 learning objectives in six HBSE textbooks determined that political and policy themes are implicitly identified within these textbooks; however, more steps can be taken to integrate and explicitly incorporate political and policy themes. Thus, this article provides findings from content analysis as well as suggestions for social work educators to incorporate political and policy themes in HBSE courses.

Anti-Racism, Diversity, Equity, and Inclusion Perspectives Across the Explicit Curriculum: Insights and Efforts from a School of Social Work

ABSTRACT Principles of diversity and difference are and have historically been, essential to social work education. However, preparing students with the knowledge, awareness, and skills of anti-racist and anti-oppressive practices has been less central in social work education until recently. In June 2022, the Council on Social Work Education issued new Educational Policy and Accreditation Standards (EPAS) guidelines. Most notable was the addition of EPAS 2.0, requiring social work programs to integrate anti-racism, diversity, equity, and inclusion (ADEI) approaches throughout social work programs’ context and learning environment. Responding to EPAS 2022 and our program’s commitment to social and racial justice, this article presents our school’s process for critically assessing and revising how our explicit curriculum integrates critical ADEI perspectives. We highlight the findings from a rapid scoping review of ADEI content in the social work literature. Additionally, we discuss the revisions and recommendations used in our school to ensure the intentional integration of ADEI critical perspectives in our curriculum and the future efforts our school is making to support ADEI perspectives.

The effects of single education session on physiotherapy students' knowledge levels and thoughts on accreditation.

and Purpose: In the global landscape, quality assurance is paramount for educational institutions to adapt and thrive. The accreditation process involves evaluating an institution's quality according to standards established by experts and officially documenting its level of quality. This study aimed to assess the impact of a single educational session on physiotherapy and rehabilitation students' awareness and understanding of accreditation processes, recognizing their vital role in quality assurance. A pretest-posttest design was employed with 211 students from a physiotherapy and rehabilitation department. Data were collected using a questionnaire assessing demographic information, knowledge about accreditation, and thoughts regarding accreditation. The educational session focused on accreditation criteria and processes, involving presentations and interactive discussions. McNemar's analysis was used to compare the response rates given by the students pre-and post-session. Analysis after the education session revealed a significant increase in students' knowledge of accreditation concepts (p<0.05). Positive attitudes towards accreditation were reinforced, with students recognizing its importance in education quality. Despite pre-existing positive attitudes, the educational intervention enhanced students' understanding and engagement in accreditation processes with a significant increase in three of the eight questions on thoughts about accreditation (p<0.05). This study underscores the efficacy of educational interventions in fostering student engagement and awareness of accreditation. Findings suggest the need for integrating accreditation education into curricula and advocating its significance through seminars and literature support, ultimately enhancing student participation in quality assurance processes.

Characteristics of U.S. Baccalaureate Health Informatics Programs.

Health informatics (HI) is a growing field of study, yet sparse data are available on the characteristics of undergraduate HI programs in the United States. The lack of a central location for U.S. HI undergraduate program data has led to a gap in information to support current efforts to promote academic standards in the field and attract potential students. The objective of this study was to perform an environment scan of colleges and universities within the United States and Puerto Rico to identify undergraduate programs in HI including majors, minors, and undergraduate-level certificates. Potential institutions offering HI programs were identified from the National Center for Education Statistics (NCES), the Commission for Accreditation of Health Informatics and Health Information Management Education (CAHIIM), the Association of University Programs in Health Administration (AUPHA), the Healthcare Information and Management Systems Society (HIMSS), and the American Health Information Management Association (AHIMA). Publicly available materials for these institutions were reviewed, and data were captured for identified HI programs including geographic location; college or school in which the program was offered; type of degree (if applicable); program title; total credits to complete the program; delivery format; and source of data. A total of 83 HI programs were identified from 60 institutions and 26 states. The primary finding of this environment scan was that inconsistencies exist among U.S. HI undergraduate programs including variations in offering college/school, title of program, number of credits required, delivery formats, CIP codes, and the type of information published on university/college websites. This environment scan was a first step in exploring the characteristics of undergraduate HI programs within the United States. Further research is needed on the curricular similarities and differences among the programs, the administrative methods of these interdisciplinary programs, and the information most needed by current and potential undergraduate students.

An imminent need for veterinary medical educators: are we facing a crisis?

A potential emerging shortage of veterinary medical educators requires the profession to acknowledge and understand the factors leading to this outcome. Expanding class sizes within existing schools and colleges of veterinary medicine and the expected expansion of new programs seeking AVMA-Council of Education accreditation have heightened the need to address an impending shortage of veterinary medical educators. A solution-oriented approach that accurately projects educator workforce needs and identifies factors contributing to the shortage requires effective collaboration across various partnering organizations to develop innovations in pedagogy and educational delivery methods. The veterinary profession must also identify and reduce disincentives that deter students and post-DVM trainees from pursuing careers in education. Finally, efforts at the state and federal level are critical to advocate for financial support and incentives for expansion of the veterinary medical educator workforce. Through these collective approaches and partnerships, the veterinary medical educator workforce can be strengthened to overcome obstacles for educating the next generation of veterinarians to meet societal needs.

Evaluating two academic programs of social work: a comparison between the United Arab Emirates University and the Al-Quds University in Palestine

ABSTRACT The accreditation of social work education is a vital issue, given its strong connection to the outcomes of social work education and effectiveness of social work practice as a whole. Thus, this study evaluated the documentation of bachelor’s programs in social work at the United Arab Emirates University and Al-Quds University in Palestine. Such documents are typically required in the initial stages of an accreditation process. Specifically, we evaluated the programs against nine criteria that constitute the Global Standards for Social Work Education and Training adopted by the International Association of Schools of Social Work. Based on the findings, compliance with the majority of the main standards is satisfactory but less than satisfactory for most of the subcriteria. The shortcomings at both universities are primarily related to their failure to clearly articulate the substandards in their respective descriptions of the programs. Another key finding is that both universities are still pursuing a Eurocentric approach to their social work curricula and have made limited efforts to localize them. Thus, both social work programs are in the pre-candidacy phase, with areas that must be improved if they aim to prepare for a formal third-party assessment of their courses.

Development of a Quality Assurance Assessment Tool to meet accreditation standards for midwifery education: A Delphi study

BackgroundEnsuring the quality of midwifery education is critical for producing a qualified and competent midwifery workforce for sexual, reproductive, maternal, and newborn care services. While global standards advocate for quality enhancement and accreditation systems, challenges persist, particularly in low-income countries like Bangladesh. AimTo validate and culturally adapt a Quality Assurance Assessment tool aligned with global midwifery education standards for application in Bangladesh. The goal of the tool is to guide and assess an internal quality education assurance process tailored to meet the national accreditation standards. MethodsA modified Delphi technique was conducted with a panel of 55 experts, including educators, principals, and researchers from Bangladesh, India, and Sweden. The study underwent three rounds: tool development, field testing, and consensus building. ResultsThe first round was completed by 25 workshop panel members, the second was completed by 30 participants during field testing, and the third was completed by the 25 workshop panel members from the first round. The developed Quality Assurance Assessment Tool demonstrated face and content validity through expert consultation and field testing, aligning with both global education and national accreditation standards. Minor revisions enhanced clarity and feasibility. ConclusionThe Delphi rounds resulted in a validated Quality Assurance Assessment Tool that offers a robust framework for assessing and enhancing midwifery education quality, aiding progress towards meeting national accreditation standards. This study provides a valuable resource for countries seeking to develop similar tools aligned with global and national education priorities.