Quality Assurance and Accreditation in Afghanistan: Faculty Members' Perceptions from Selected Universities

Autor/inn/en	Mussawy, Sayed Ahmad Javid; Rossman, Gretchen B.
Titel	Quality Assurance and Accreditation in Afghanistan: Faculty Members' Perceptions from Selected Universities
Quelle	In: Higher Learning Research Communications, 8 (2018) 2, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-6254
Schlagwörter	Foreign Countries; Quality Assurance; Accreditation (Institutions); College Faculty; Teacher Attitudes; Teaching Experience; Public Colleges; Private Colleges; Program Implementation; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Qualitätssicherung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Fakultät; Lehrerverhalten; Privathochschule
Abstract	This study investigated faculty members' perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential, exploratory mixed-methods design, the investigators interviewed seven faculty members at four universities and subsequently conducted a self administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = 0.75); however, interview participants were less satisfied with QAA outcomes. Lastly, one important implication of the study is that successful implementation of QAA processes in Afghanistan is contingent on: (a) establishment of a quality culture wherein universities own the processes and outcomes, and (b) engagement of key stakeholders including faculty, staff, and administrators, who must internalize QAA processes to improve the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01