The role of accreditation in establishing academic legitimacy in graduate level non-profit management education

Abstract

Purpose The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming to the perceived legitimate norms within the larger field of higher education. Design/methodology/approach This case study is focused on a multi-day Summit, collecting data from participant presentations and discussions, observations and field notes and documents. Inductive coding and deductive coding are used to analyze data, framed under the theoretical framework of organizational legitimacy, strategy and homogeneity. Findings Three major themes are identified that illuminate the inherent tension between the ambiguous nature of legitimacy and the structured character of accreditation: arguing the field is unique, establishing threats to innovation and drawing boundaries. Originality/value This study offers unique insights into the political nature of accreditation and its ties to legitimacy for professional graduate education programs. With the expansion of graduate education into more applied fields and the increased pressure to provide programs that are directly related to professional and career advancement, many programs may benefit from accreditation standards while garnering legitimacy. However, it is imperative that those seeking accreditation understand they may risk losing the very elements that make their programs distinct.

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

“…The study employed an elite semistructured virtual interview method across the six Nigerian geo-political zones (South-South, South-West, South-East, North-West, North-Central, and North-East) to collect data from the interviewees. It aligns with Schomaker (2015), Biasutti et al (2018), andBlalock (2020). Schomaker (2015) adopted a semi-structured interview approach to evaluate the current accreditation and quality assurance and measures to improve the quality of Egyptian higher education institutions.…”

“…It aligns with Schomaker (2015), Biasutti et al. (2018), and Blalock (2020). Schomaker (2015) adopted a semi-structured interview approach to evaluate the current accreditation and quality assurance and measures to improve the quality of Egyptian higher education institutions.…”

“…Schomaker (2015) adopted a semi-structured interview approach to evaluate the current accreditation and quality assurance and measures to improve the quality of Egyptian higher education institutions. Blalock (2020) adopted interviews in a similar study investigating the role of accreditation in higher education institutions, emphasising the non-profit management system. The semi-structured interview allows fact-finding research (Creswell and Creswell, 2018; Ebekozien, 2020a, b; Ibrahim et al.…”

Inbound Halal Logistics Practices: A Case of Local Mosques

“…Attending enough halal training is vital in ensuring an adequate supply of competent personnel to meet the long-term requirement of the industry (Pahim et al, 2012). Blalock (2019) suggested relevant course and training are important to gain knowledge and it should be handled by established and qualified instructors. The course and training will improve the trainee's ability to handle the real situation (Bauerle et al, 2016) and improve the quality of the organizations' operational practices (Bächmann et al, 2019).…”