Literature Review of Accreditation Systems in Higher Education

Duarte, Nelson; Vardasca, Ricardo

doi:10.3390/educsci13060582

Cited by 9 publications

(2 citation statements)

References 59 publications

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“…Most educational institutions use peer review and accreditation as an assessment of their performance [ 10 ]. Accreditation is often cited as a barrier to program innovation [ 11 ], it can be complex and time-consuming [ 12 ], and understanding it’s outcomes is difficult for lay stakeholders [ 13 ]. Performance measurement can be used as a powerful tool for evaluating and controlling organizations [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Adapting the Donabedian model in undergraduate nursing education: a modified Delphi study

Ghofrani,

Valizadeh,

Zamanzadeh

et al. 2024

BMC Med Educ

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Background Donabedian conceptual and multidimensional framework has been used in several studies in an educational context. In this study, we aimed to adapt the Donabedian three-component model (structure, process, and outcome) in undergraduate nursing education. This conceptual framework provides a comprehensive image of nursing education institutions and can help to evaluate institutions by measuring different aspects of their performance. A comprehensive understanding of the various elements of an educational institution helps to develop a complete, appropriate relevant set of performance indicators. Methods This was a modified Delphi study. It had three rounds. The expert panel consisted of nursing faculty members and nursing Ph.D. students. In the first round, a questionnaire was designed based on interviews, focus groups, and a literature review. Experts rated their agreement with each element on a 5-point Likert scale in rounds two and three. The consensus level was set as 75%. The stability between rounds was also determined by calculating kappa coefficients. One Sample T-Test was also calculated for new items in round three. Results All 55 items of the questionnaire were confirmed in the second round based on the consensus percentage of 75. Five new items were added to the third round based on comments in round two. Eventually, all elements except one were confirmed according to the consensus level, kappa values, means, and One-Sample T-Test in round three. The structure's key elements include staff (academic and non-academic); equipment; guidelines; resources and facilities; and students’ demographics and characteristics. Process key elements include communication; education; evaluation; cooperation; and consultation. Outcome key elements include knowledge development; nursing image; alumni’s outcome; students’ outcome; related medical centers’ performance; accreditation and evaluation results; and satisfaction. Conclusions Different elements of a nursing education institution at the bachelor's level were determined. The results of this study can help related bodies to develop and implement a comprehensive and systematic evaluation. These results can also be a basis for making this model useful in other nursing courses or education in other fields.

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Section: Introductionmentioning

confidence: 99%

Adapting the Donabedian model in undergraduate nursing education: a modified Delphi study

Ghofrani,

Valizadeh,

Zamanzadeh

et al. 2024

BMC Med Educ

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“…One of the ways to guarantee quality is through accreditation. Duarte and Vardasca (2023) stated that "accreditation in higher education is a key process that attempts to ensure the quality of institutions and their respective programs" (p. 582). In other words, accreditation agencies act as an external quality assurance for higher education in international and national contexts.…”

Section: Introductionmentioning

confidence: 99%

Navigating AACSB accreditation with strategic leadership and change management: a systematic literature review

Prastiwi,

Tukiran

2024

QAE

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Purpose This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach This study used a systematic literature review following Petticrew and Roberts’ study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools’ identity, teaching, learning and business schools’ key players. Research limitations/implications As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

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Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

Ashraf,

Ratan,

Amir

et al. 2024

QAE

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Purpose This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.

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Literature Review of Accreditation Systems in Higher Education

Cited by 9 publications

References 59 publications

Adapting the Donabedian model in undergraduate nursing education: a modified Delphi study

Adapting the Donabedian model in undergraduate nursing education: a modified Delphi study

Navigating AACSB accreditation with strategic leadership and change management: a systematic literature review

Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

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