The quality continuum: perceptions of institutional accreditation

Abstract

Purpose Academics and administrators frequently lament the bureaucracy in higher education, which diverts attention from teaching and research. Heightened monitoring of institutions as a result of dominant neoliberal ideologies shapes perceptions of accreditation as a bureaucratic burden rather than a value-added tool for continuous quality improvement. This paper aims to identify factors that positively and negatively impact a culture of quality in North American accredited postsecondary institutions to address issues of equity and inform policy changes that are relevant to community needs. Design/methodology/approach Academics’ and administrators’ perceptions of accreditation processes are explored through an interpretivist mixed-methods study that combined focus group and survey results from over 200 participants representative of four-year private and four- and two-year public institutions and tribal colleges in North America. Findings Findings suggest that a utilitarian and exclusionary mindset perpetuated by neoliberal logics restricts participatory decision-making processes in postsecondary institutions. Furthermore, the research identified a noticeable gap between those who are invited to participate in accreditation processes and those who contribute to decision-making. This lack of inclusive governance inhibits the ability of institutions to respond appropriately to the needs of its community. Originality/value The scope of the study and prioritization of qualitative data offers a comprehensive picture of academics’ and administrators’ perceptions and positions them as the experts in their own learning and development. Through participant narratives, strategies for increasing the value of quality assurance processes are illuminated. As a result, the study participants become the change agents who provide the solutions for ameliorating academics’ and administrators’ resistance to quality assurance.

Evaluation of built environment programmes accreditation in the 21st century education system in Nigeria: stakeholders' perspective

“…De Souza-Daw and Ross (2021) asserted that government and professional body regulators evaluate higher education institution provider policies through minimum standards and audit policies to ensure it is implemented. Hoare and Goad (2021) affirmed that the perception of accreditation as an opportunity for learning and improvement or a threat depends on the viewpoint of the evaluator and other factors. The major criteria employed to carry out the accreditation exercise include funding, library facilities, staffing, academic content, physical facilities, and employers' rating of programmes.…”

“…Insufficient integration within the curricula and high costs for intensive training of academic staff were found as hindrances to higher institution education (Maina, 2018). Hoare and Goad (2021) identified bureaucracy in higher education institutions and lack of inclusive governance as barriers in North America higher institutions. De Souza-Daw and Ross (2021) found fraud in higher education, including during programmes accreditation exercises.…”