The Influence of Transparency on Self-Evaluation as Part of the University Accreditation Process in Peru

Assessing the Impact of Technology Learning and Assessment Method on Academic Performance: Review Paper

“…Another type of difficulty focuses on the time consumed in collecting evidence and in analyzing the data which could reflect the performance of manage in slow off the accreditation process (Pinedo, Chiyón, & Pérez, 2012). The educational levels and skills of students and administrator can be enhanced by using the supported the learning process (Graffigna, 2015).…”

Faculty Members’ Perceptions toward Accreditation Process at Higher Education Institutions (HEIs) in Indonesia: A Research Agenda

“…However, all of the models studied are related to the achievements of university degree programs in different aspects (students, faculty members, infrastructure, society, etc.). For this reason, Pinedo et al (2012) confirmed that a university can obtain accreditation of its university degree programs using different models or accreditation of one program using more than one model referring to the institution's strategy objectives and its mission, vision and values, as well as the national legislation in force and the context in which it operates. Therefore, Alain (2015) emphasized that many academic institutions started the process of accreditation from an independent organization either nationally or internationally to declare openly quality assurance.…”

“…Regarding to the process of program accreditation at university, Gilbert (2010) assert that the accreditation process provides an opportunity for faculty to review program data and program design and advocate for meaningful practices. Moreover, Pinedo et al (2012) argues that the accreditation of university degree programs is a continuous process that seeks to offer a high degree of reliability that an accredited university degree program fulfills the quality requirements of the different stakeholder groups. Ard et al (2017) also notes to the benefit of an accreditation, "it promotes professional and educational mobility for the graduates from an accredited program" (p. 86).…”

University Faculty Research Training and Performance: A Case from Peru

“…Within this frame of reference, there is a need for quantum leaps in research in university academic training. In particular, in Peru, research policies and research strategic plans have been assumed demanded by licensing and accreditation processes and not as core processes in its management, reflecting contradictions in its actions [12]. In addition, the procedural, fragmentary posture, focused on content universities seem to be present in the training plans, reflecting the research from a rigid posture and not from the freedom to investigate new knowledge, making understanding difficult to apply different research to different paradigms from the mental structures of the educational actors involved in the process.…”