Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Wood, A. L.

doi:10.1007/s10755-006-9008-6

Cited by 9 publications

(4 citation statements)

References 2 publications

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“…It is necessary to set the correct mission, goals, and planning to meet the desired demands and guarantee quality. In line with the obtained results, Ann considers having planning, especially long-term and short-term planning, essential for success in the accreditation process [37]. The goals, mission, and strategic plan of the midwifery profession in each society should be based on the needs identified through a comprehensive examination of the conditions of the faculties and in accordance with the executive structure that governs the macroeducational policy of each region and country.…”

Section: Discussionmentioning

confidence: 73%

Development of accreditation standards for midwifery clinical education in Iran

et al. 2022

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Background Accreditation is one of the most important methods of quality assurance and improvement in medical education. In Iran, there are no specific midwifery education accreditation standards. This study was designed to develop accreditation standards for midwifery clinical education in Iran. Methods This study was performed in Iran in 2021. It consisted of two phases. In the first phase, accreditation standards for midwifery education in the United Kingdom, the United States, Australia and the International Confederation of Midwives were thoroughly examined through a narrative review. The domains obtained from this phase were used as a framework for coding in the second phase. In the second phase, a qualitative study was conducted with a directed content analysis approach to determine standards and criteria for clinical midwifery education accreditation in Iran. Participants were policymakers and senior managers of midwifery education, faculty members of midwifery departments with clinical teaching experience, and final year undergraduate midwifery students. The participants were selected by purposive sampling method, and data collection continued until data saturation. Results The standards and accreditation criteria of midwifery education from the review study were formed 6 domains: Mission and goals; Curricula; Clinical instructors; Students, Clinical setting; and Assessment. In the second phase, data analysis led to the extraction of 131 codes, which were divided into 35 sub-subcategories, 15 sub-categories, and 6 main categories. Conclusion Implementing the specific and localized standards of clinical midwifery education in Iran can lead to improved quality of clinical education programs.

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Section: Discussionmentioning

confidence: 73%

Development of accreditation standards for midwifery clinical education in Iran

et al. 2022

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“…Si bien es cierto que los estudiantes y los administradores de universidades son agentes fundamentales, serían los profesores las fichas clave con los cuales se requiere una permanente comunicación y colaboración a lo largo del proceso (Wood, 2006).…”

Section: La Incorporación De La Acreditación Un Riesgo Para La Calida...unclassified

Configuración de la acreditación de la calidad como campo de estudio. Una revisión sistemática de la investigación internacional (1998-2016)

Guzmán-Puentes

Guevara-Ramírez

2022

RIES

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Este artículo realiza una revisión sistemática de las investigaciones publicadas en revistas indexadas sobre acreditación de la calidad de la educación superior para el periodo 1998-2016. Establece el posicionamiento de la acreditación en la agenda investigativa por país, región e institución; también identifica ocho comunidades académicas conformadas a partir de redes de colaboración. Desde la teoría de Bourdieu, analiza el reconocimiento de los agentes universitarios acerca de la acreditación como un juego digno de ser jugado para mantenerse y mejorar la posición al interior del campo de la educación superior. Se argumenta que las condiciones objetivas que circunscriben estos procesos se relacionan con indicadores de planes de gobierno y demandas de agencias internacionales de financiamiento, lo que pone en riesgo la práctica académica. Se concluye la innecesaria acción de la acreditación para el logro de la calidad educativa, y se plantean desafíos de transformación para este tipo de políticas.

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“…IE is not, however, the sole requirement any more than is the assessment of student learning outcomes. Wood (2006) provides a general approach to seeking accreditation through a three-stage model; however, the details of the model are largely operational, discussing elements such as scheduling, staffing, writing, budgeting and so forth, without addressing the need for a standards review and alignment across programs and agencies. No research was identified that met the need discussed in this paper for systems level thinking and planning toward aligning standards to derive a common assessment framework.…”

Section: Us Accreditation: An Overviewmentioning

confidence: 99%

Navigating similarities and differences in national and international accreditation standards

Wilkerson¹

2017

QAE

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Purpose Understanding and navigating the differences in standards, and the roots and rationales underlying accreditation reviews, is necessary for all institutions that seek multiple accreditations. The purpose of this paper is to demonstrate a method to assist institutional-level leaders and assessment practitioners analyze and align these differences in various national or international agency requirements, to develop a framework for assessment and data collection. The proposed method is demonstrated by using multiple accreditors’ standards from the USA. Design/methodology/approach Guided by a set of process questions, a review and content analysis of national standards and 12 accreditation agency requirements from the USA was conducted using Web-based, documentary sources. An operational definition of institutional quality was derived based on the core themes that emerged. Examples of evidence matched to each core theme were outlined to suggest an assessment framework. The 12 US agency requirements were compared and contrasted with the core themes and validated. Findings In the USA, recognition requirements set by two national bodies, the US Department of Education and Council of Higher Education Accreditation, drive the standards applied by various agencies that accredit institutions and programs. Six themes emerged from their requirements, serving as a core framework for designing institutional assessment systems. The themes are student achievement and continuous improvement; curriculum quality; faculty; facilities, equipment and supplies; fiscal and administrative capacity; and student support services, admissions and information-gathering systems. While the 12 sampled accreditation agencies generally used these core themes, divergences were found in how they treated the themes in published requirements. Practical implications Where multiple US or other accreditations are sought, the approach recommended could facilitate the work of institutional accreditation leaders and practitioners in establishing assessment systems that reduce redundancy while also maximizing efficiency in assessment and data collection. Originality/value There is little guidance in the literature on how institutional leaders and practitioners confronting the challenges of accreditation can negotiate multiple, and sometimes conflicting, sets of requirements. This paper demonstrates a possible solution strategy. Outside the general utility of the demonstrated method, the findings and core assessment framework produced could be useful for institutions seeking accreditation through the agencies in the study sample, in both the USA and overseas.

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Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Cited by 9 publications

References 2 publications

Development of accreditation standards for midwifery clinical education in Iran

Development of accreditation standards for midwifery clinical education in Iran

Configuración de la acreditación de la calidad como campo de estudio. Una revisión sistemática de la investigación internacional (1998-2016)

Navigating similarities and differences in national and international accreditation standards

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