Academic Accreditation Process of English Language Institute: Challenges and Rewards

Autor/inn/en	Khojah, Aishah; Shousha, Amal
Titel	Academic Accreditation Process of English Language Institute: Challenges and Rewards
Quelle	In: Higher Education Studies, 10 (2020) 2, S.176-188 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Accreditation (Institutions); English Instruction; English (Second Language); Educational Practices; Foreign Countries; College Faculty; College Administration; Teacher Attitudes; Administrator Attitudes; Work Environment; Organizational Change; Administrators; Educational Improvement; Saudi Arabia + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungspraxis; Ausland; Fakultät; College administrators; Hochschulverwaltung; Lehrerverhalten; Arbeitsmilieu; Organisationswandel; Teaching improvement; Unterrichtsentwicklung; Saudi-Arabien
Abstract	Accreditation plays a vital role in promoting self-assessment and excellence in English language teaching and administration. It ensures high quality teaching, and provides proper tools and various types of educational support for productive learning to take place. In this connection, the present research is a case study to assess the academic and administrative practices based on the accreditation and reaccreditation experiences of the English Language Institute (ELI), female section, at King Abdul-Aziz University in Saudi Arabia. It aims to document both initial accreditation and reaccreditation and the changes that are fostered. It also aims to report accreditation challenges along with its impact on administrative and academic levels. Semi-structured interview was used to collect data for the study. The study participants were ELI faculty and administrators who were involved in the accreditation process. The findings revealed a positive impact of accreditation on the ELI administrative and academic practices in terms of organizational structure, work atmosphere, and cultural influence. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01