Aligning Accreditation and Academic Program Reviews: A Canadian Case Study

Autor/in	Bowker, Lynne
Titel	Aligning Accreditation and Academic Program Reviews: A Canadian Case Study
Quelle	In: Quality Assurance in Education: An International Perspective, 25 (2017) 3, S.287-302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-11-2016-0061
Schlagwörter	Foreign Countries; Accreditation (Institutions); Case Studies; Quality Assurance; Masters Programs; Doctoral Programs; Social Work; Occupational Therapy; Program Evaluation; Self Evaluation (Groups); Feedback (Response); Canada + Suchen Sie Ihr Suchwort? Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Case study; Fallstudie; Case Study; Qualitätssicherung; Magister course; Magisterstudiengang; Doktorandenprogramm; Soziale Arbeit; Beschäftigungstherapie; Programme evaluation; Programmevaluation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Kanada
Abstract	Purpose: This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach: The paper describes two Canadian graduate programs that are subject to both external professional accreditation and institutional cyclical reviews, as they underwent an aligned review. The process was developed as a collaborative effort between the academic units, the professional associations and the university's graduate-level quality assurance office. For each program, a single self-study was developed, a single review panel was constituted, and a single site visit was conducted. The merits and challenges posed by the alignment process are discussed. Findings: Initial feedback from the academic units suggests that the alignment of accreditation and program reviews is perceived as reducing the burden on programs with regard to the time and effort invested by faculty, staff and other stakeholders, as well as in terms of financial expenses. Based on this feedback, along with input from reviewers and program evaluation committee members, 14 recommendations emerged for ways in which an aligned review process can be set up for success. Practical implications: The results suggest that aligned reviews are not only resource-efficient but also allow reviewers to provide more holistic feedback that faculty may be more willing to engage with for program enhancement. Originality/value: The present study contributes to the existing body of knowledge about conducting aligned reviews in response to external accreditation requirements or institutional needs. It summarizes the potential benefits and limitations and offers recommendations for potential best practices for carrying out aligned reviews for policymakers and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01