eyor Education & Youth Research 2792-0623 Gelecek Sensin Derneği 10.59041/eyor.1338088 Educational Sociology Eğitim Sosyolojisi Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations https://orcid.org/0000-0002-4128-6290 Ehtiwesh Ismael Sabratha University https://orcid.org/0009-0009-3937-3254 Maousa Omaima Zawia University 12 26 2023 3 2 76 86 08 04 2023 10 25 2023 Copyright © 2021, Education & Youth Research 2021 Education & Youth Research

Education accreditation is the formal evaluation ‎process conducted by specialized ‎institutes ‎or ‎agencies to assess educational programs for ‎compliance with established ‎quality ‎standards. ‎Accreditation publicly recognizes programs that ‎meet these standards. ‎Beyond ‎this recognition, ‎accreditation also engenders increased public ‎confidence, ‎fostering mutual ‎acceptance of ‎academic credentials and encouraging active ‎participation ‎by academic staff. ‎The ‎present study is dedicated to evaluating the quality assurance (QA) ‎accreditation in higher ‎education, with particular emphasis on Third-World and ‎unstable ‎nations. The study ‎draws ‎insights from the experience of the University of Sabratha, ‎Faculty ‎of Engineering, which ‎serves as a ‎compelling case study. To gain a ‎comprehensive ‎understanding of the status ‎quo, ‎the perspectives of faculty staff using a ‎SWOT ‎analysis were solicited. This approach ‎allows us to identify the ‎most significant ‎opportunities and threats ‎inherent in the current ‎scenario.‎‎ The findings underscore the ‎importance of quality assurance ‎accreditation not only ‎for enhancing academic ‎profiles ‎but also for improving all facets of higher ‎education ‎systems. Furthermore, it serves as ‎a ‎mechanism to address inconsistencies in ‎regulations ‎within the Ministry of ‎Higher ‎Education and tackle managerial and financial ‎challenges ‎prevalent in ‎university ‎administrations. In sum, QA accreditation ‎emerges as a preferred ‎avenue ‎for ‎organizational enhancement and overall ‎development within the ‎higher ‎education ‎sector.‎

Education accreditation is the formal evaluation ‎process conducted by specialized ‎institutes ‎or ‎agencies to assess educational programs for ‎compliance with established ‎quality ‎standards. ‎Accreditation publicly recognizes programs that ‎meet these standards. ‎Beyond ‎this recognition, ‎accreditation also engenders increased public ‎confidence, ‎fostering mutual ‎acceptance of ‎academic credentials and encouraging active ‎participation ‎by academic staff. ‎The ‎present study is dedicated to evaluating the quality assurance (QA) ‎accreditation in higher ‎education, with particular emphasis on Third-World and ‎unstable ‎nations. The study ‎draws ‎insights from the experience of the University of Sabratha, ‎Faculty ‎of Engineering, which ‎serves as a ‎compelling case study. To gain a ‎comprehensive ‎understanding of the status ‎quo, ‎the perspectives of faculty staff using a ‎SWOT ‎analysis were solicited. This approach ‎allows us to identify the ‎most significant ‎opportunities and threats ‎inherent in the current ‎scenario.‎‎ The findings underscore the ‎importance of quality assurance ‎accreditation not only ‎for enhancing academic ‎profiles ‎but also for improving all facets of higher ‎education ‎systems. Furthermore, it serves as ‎a ‎mechanism to address inconsistencies in ‎regulations ‎within the Ministry of ‎Higher ‎Education and tackle managerial and financial ‎challenges ‎prevalent in ‎university ‎administrations. In sum, QA accreditation ‎emerges as a preferred ‎avenue ‎for ‎organizational enhancement and overall ‎development within the ‎higher ‎education ‎sector.‎

 Accreditation ‎Impact College ‎Experience Quality Assurance Developing ‎Countries Higher Education Accreditation ‎Impact College ‎Experience Quality Assurance Developing ‎Countries Higher Education Acevedo-De-los-Ríos, A. & Rondinel-Oviedo, D. R. (2021). Impact, added value and relevance of an accreditation process on quality assurance in architectural higher education. Quality in Higher Education, 28(2), 186–204. https://doi.org/10.1080/13538322.2021.1977482 Alzafari, K. & Kratzer, J. (2019). Challenges of implementing quality in European higher education: an expert perspective. Quality in Higher Education, 25(3), 261–288. https://doi.org/10.1080/13538322.2019.1676963 Casimiro Zavale, N. (2021). Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique. Quality in Higher Education, 28(2), 236–260. https://doi.org/10.1080/13538322.2021.2010987 Dattey, K., Westerheijden, D. F. & Hofman, W. H. A. (2017). Impact of accreditation on improvement of operational inputs after two cycles of assessments in some Ghanaian universities. Quality in Higher Education, 23(3), 213–229. https://doi.org/10.1080/13538322.2017.1407398 Eaton, J. S. (2010). The role of accreditation of higher education institutions. In International Encyclopedia of Education (Third Edition), Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00832-0 Enders, J. & Westerheijden, D. F. (2014). Quality assurance in the European policy arena. Policy and Society, 33(3), 167–176. https://doi.org/10.1016/j.polsoc.2014.09.004 Ibrahim, H. A.-H. (2014). Quality Assurance and Accreditation in Education. Open Journal of Education, 2(2), 106–110. https://doi.org/10.12966/oje.06.06.2014 Jose, C. (2021). Role of administration in the assessment and accreditation of higher educational institutions. Conference Paper, 1–6. Lucas, L. (2014). Academic resistance to quality assurance processes in higher education in the UK. Policy and Society, 33, 215–224. https://doi.org/10.1016/j.polsoc.2014.09.006 Materu, P. (2007). Higher Education Quality Assurance in Sub-Saharan Africa: Status Challenges, Opportunities, and Promising Practices. In Othe World Bank (Issue 124). http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Higher+Education+Quality+Assurance+in+Sub-Saharan+Africa#4 Nguyen, H. C., Evers, C. & Marshall, S. (2017). Accreditation of Viet Nam’s higher education: Achievements and challenges after a dozen years of development. Quality Assurance in Education, 25(4), 475–488. https://doi.org/10.1108/QAE-11-2016-0075 Sackey, S. M., Megahed, M., Ancha, V. R., Onana, C. A., Danwe, R., Mngwapa, M. P., Chama, S., Kayibanda, V. & Mukeba, L. K. (2014). Tuning Mechanical Engineering Higher Education in Africa toward Unified Quality and Accreditation. International Network for Engineering Education and Research, January 2015, 1–5. The National Center for Quality Assurance and Accreditation of Educational and Training Institutions (NCQAA_LY). (2021). Accreditation management. https://qaa.ly/