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Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations

Yıl 2023, , 76 - 86, 26.12.2023
https://doi.org/10.59041/eyor.1338088

Öz

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.‎

Kaynakça

  • 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/

Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations

Yıl 2023, , 76 - 86, 26.12.2023
https://doi.org/10.59041/eyor.1338088

Öz

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.‎

Kaynakça

  • 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/
Toplam 13 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Sosyolojisi
Bölüm Araştırma Makaleleri
Yazarlar

Ismael Ehtiwesh 0000-0002-4128-6290

Omaima Maousa 0009-0009-3937-3254

Erken Görünüm Tarihi 25 Aralık 2023
Yayımlanma Tarihi 26 Aralık 2023
Gönderilme Tarihi 4 Ağustos 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Ehtiwesh, I., & Maousa, O. (2023). Examining Perceptions of Academic And Support Staff on Quality Assurance ‎Accreditation in Higher Education ‎in ‎Developing Nations. Education & Youth Research, 3(2), 76-86. https://doi.org/10.59041/eyor.1338088

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