A Checklist for a Comprehensive Accreditation Model for Fully Electronic Higher Education Institutions: Synthesising Criteria and Expert Perspectives.

Autor/inn/en	Ramezani, Seyedeh Golafrooz; Mostafavi, Zainab Sadat; Godfrey, Hayden
Titel	A Checklist for a Comprehensive Accreditation Model for Fully Electronic Higher Education Institutions: Synthesising Criteria and Expert Perspectives.
Quelle	In: Higher education quarterly, 79 (2025) 3, Art. 70030, 21 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70030
Schlagwörter	Akkreditierung; Gegenwart; Hochschulbildung; Hochschule; Aufgabe
Abstract	This research focuses on developing a comprehensive accreditation model for online, electronic, and distance education in higher education institutions (OEDE-HEIs). The surge in OEDE's global prevalence necessitates an evolved accreditation framework that addresses unique institutional needs. This study employs a mixed-methods approach, combining a deductive meta-synthesis of existing literature with an inductive, qualitative analysis of expert opinions. The objective was to integrate various accreditation criteria into a cohesive checklist tailored to OEDE-HEIs, ensuring robustness and relevance in the rapidly changing educational landscape. The research identified 5 principal themes and 45 subthemes, encompassing organisational structure, educational dimensions, research integration, support systems, and technological infrastructure. Key findings include the importance of organisational adaptability, emotional and administrative support, and the critical impact of technology on all facets of OEDE. This led to the creation of a novel, all-encompassing accreditation checklist, offering a holistic view of essential factors for high-quality, responsive online education. Additionally, the study highlights potential limitations, including regional biases from expert feedback and the dynamic nature of technological advancements. Recommendations for future research include broadening expert perspectives, regular updates to the accreditation criteria, and examining practical application challenges. This research contributes to the field by providing a detailed framework for accrediting OEDE-HEIs, fostering a more holistic, adaptable, and student-centric approach. Its implications extend to practitioners, policymakers, and educators, guiding operational strategies, policy formulation, and educational delivery enhancements in OEDE-HEIs. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3