Intelligent Accreditation System: A Survey of the Issues, Challenges, and Solution

Akhter, Fahim; Ibrahim, Yasser E.

doi:10.14569/ijacsa.2016.070165

Cited by 9 publications

(8 citation statements)

References 9 publications

(8 reference statements)

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“…The influence of stakeholders of HEIs can enhance or diminish the reputation of an institution and also have an impact on student numbers; therefore, it is important for HEIs to seek out what stakeholders perceived as the most important measures of quality. The results obtained from FGDs conducted to investigate the perceptions of three different groups of stakeholders namely, students, staff, and employers are in alignment with the findings of previous studies (Akhter & Ibrahim, 2016;Al Tobi & Duque, 2015;Schindler et al, 2015;Sunder, 2016a).…”

Section: Discussion Of Findingssupporting

confidence: 85%

“…The UNESCO described quality assurance in HE as "a multidimensional concept which must involve all its functions and activities" (da Costa Vieira & Raguenet Troccoli, 2012, p. 19). Moreover, it is essential to understand that stakeholders of HEIs have different perceptions of what makes a quality HEI because they are based on their interests and needs (Akhter & Ibrahim, 2016;Al Tobi & Duque, 2015;Pham, 2019;Schindler et al, 2015;Sunder, 2016a).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, quality assurance in HEIs is a complex notion where stakeholders have "different priorities and their focus of attention may be different" (Sunder, 2016a, p. 1,093). Hence, HEIs strive to satisfy all stakeholders and meet their expectations by enhancing the quality of the activities and by ensuring continuous enhancements (Akhter & Ibrahim, 2016). Mitchell et al's (1997) framework of stakeholder salience is a useful tool to identify the various categories of stakeholders and their degree of importance to universities.…”

Section: Stakeholder Theory In Hementioning

confidence: 99%

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Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

et al. 2020

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Higher education institutions (HEIs) are increasingly being held accountable for maintaining quality in their activities by governments, industry, students, and the community as a whole. Accreditation agencies formulate assessment criteria covering the entire range of HEI activities so that the quality of HEI activities can be measured. However, as the perceptions of stakeholders varies of what makes a good HEI, it is crucial to investigate their opinions about the standards set by these agencies. This study uses focus group discussions involving Omani HEI stakeholders, including students, HEI staff, and employers, to gain insights into their perceptions on the most significant standards set by Oman Academic Accreditation Authority (OAAA) in measuring the quality of HEIs. It was found that stakeholders’ views of the key standards that measure HEI quality varies. Students were in favor of the standards related to the quality of teaching and learning. Students also show a good level of awareness about employers’ priorities. Employers were more concerned about the research skills of graduates and their industry and community involvement. There was also some agreement between staff and employers on the importance of governance and management. This study provides HEIs, OAAA, and partner universities insights into stakeholder priorities and concerns.

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Section: Discussion Of Findingssupporting

confidence: 85%

Section: Literature Reviewmentioning

confidence: 99%

Section: Stakeholder Theory In Hementioning

confidence: 99%

See 1 more Smart Citation

Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

et al. 2020

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“…Logistics cost including travel, place, and materials are the least. Moreover, the comprehensive, detailed, constant evaluations and analytics required by the modern accreditation systems for quality assurance, which have been quite unmanageable in the traditional learning environments (Akhter and Ibrahim, 2016), could seamlessly be incorporated into the e-learning ecosystems. Novel educational techniques including gaming and adaptive learning are more native in the interactive online systems.…”

Section: E-learning and Virtual Classesmentioning

confidence: 99%

COVID-19 crisis and the continuous use of virtual classes

Ibrahim¹,

Hidayat-ur-Rehman²

2021

Int. j. adv. appl. sci.

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COVID-19 is a serious epidemic that has an unmistakable impact on all aspects of our lives, including the educational process. Most of the world has adopted Virtual Classes (VCs) to sustain teaching and learning. While prior research about such e-learning technologies has been focusing on the initial adoption, this research investigates the factors influencing the students’ desire and intention to continue using VCs, especially after the crisis subsides. This study extends the literature by developing a model that integrates pre-and post-adoption constructs and incorporates technological characteristics, namely, task technology fit, convenience, and compatibility into the Expectation Confirmation Model (ECM) to study the post-adoption Continuance Intention (CI) of VCs. The model is empirically validated using the partial least squares–structural equation modelling method and proved to have a reasonable description power (R2=62%) in terms of students’ CI. The survey empirical data is also supported by interviews with some students. The results support all the hypothesized relationships and confirm that the integration of technical characteristics in the ECM provides an appropriate framework to explain students’ intention to continue using VCs, which forms a good base for practitioners to consider a wide range of technological features for preparing applications. Yet, the model still requires to be extended with other stakeholders, including teachers, and other constructs like personal, psychological, social, and environmental factors.

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“…One study [ 32 ] identified accreditation knowledge dissemination to be an important factor for successful ABET accreditation. [ 58 ] presents an intelligent web-based accreditation system to manage the vast amount of data gathering and sharing processes. Academic institutions being part of knowledge industry, have good document orientation.…”

Section: Quality Culture and Excellencementioning

confidence: 99%

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Ahmad¹,

Qahmash²

2020

PLoS ONE

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The Accreditation Board for Engineering and Technology (ABET) accredits the tertiary education programs in the areas of applied and natural science, computing, engineering, and engineering technology. ABET offers accreditation in the United States and other regions in the world that lack such entities such as Gulf Cooperative Counties (GCC). Though ABET accreditation is voluntary, graduates of the ABET-accredited programs are considered equivalent in knowledge, behaviors, and attitude with global standards. The process of ABET accreditation takes months or years depending upon the gap with readiness and resources. The objective of this study is to compile and prioritize the list of critical success factors (CSFs) to commit resources optimally for sustained academic quality assurance and ABET accreditation. The triangulation research designed has been employed. Firstly, the observation of the ABET accreditation process of multiple programs at King Khalid University (KKU) helped in identifying 11 CSFs in three categories namely Program design and execution, Quality culture and excellence, and Institutional infrastructure and support. Further, these CSFs have been explored in the literature in the area of ABET accreditation. Finally, the research employs a fuzzy analytical hierarchy process (Fuzzy AHP) and full consistency method (FUCOM) to rank the relative importance of these CSFs and their dimensions for sustained academic quality assurance and ABET accreditation. The incorporation of these CSFs will help institutions in the GCC and other regions to get their academic programs ABET-accredited in an optimal manner.

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Intelligent Accreditation System: A Survey of the Issues, Challenges, and Solution

Cited by 9 publications

References 9 publications

Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

COVID-19 crisis and the continuous use of virtual classes

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

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