The Quality Continuum: Perceptions of Institutional Accreditation

Autor/inn/en	Hoare, Alana; Goad, Pamela
Titel	The Quality Continuum: Perceptions of Institutional Accreditation
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 1, S.102-117 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-08-2021-0135
Schlagwörter	Educational Quality; Accreditation (Institutions); Higher Education; Teacher Attitudes; College Faculty; College Administration; Administrator Attitudes; Quality Assurance; Measures (Individuals); Private Colleges; Public Colleges; Community Colleges; Minority Serving Institutions; Tribally Controlled Education; Administrative Organization; Participation; Neoliberalism + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Fakultät; College administrators; Hochschulverwaltung; Qualitätssicherung; Messdaten; Privathochschule; Community college; Community College; Teilnahme; Neo-liberalism; Neoliberalismus
Abstract	Purpose: Academics and administrators frequently lament the bureaucracy in higher education, which diverts attention from teaching and research. Heightened monitoring of institutions as a result of dominant neoliberal ideologies shapes perceptions of accreditation as a bureaucratic burden rather than a value-added tool for continuous quality improvement. This paper aims to identify factors that positively and negatively impact a culture of quality in North American accredited postsecondary institutions to address issues of equity and inform policy changes that are relevant to community needs. Design/methodology/approach: Academics' and administrators' perceptions of accreditation processes are explored through an interpretivist mixed-methods study that combined focus group and survey results from over 200 participants representative of four-year private and four- and two-year public institutions and tribal colleges in North America. Findings: Findings suggest that a utilitarian and exclusionary mindset perpetuated by neoliberal logics restricts participatory decision-making processes in postsecondary institutions. Furthermore, the research identified a noticeable gap between those who are invited to participate in accreditation processes and those who contribute to decision-making. This lack of inclusive governance inhibits the ability of institutions to respond appropriately to the needs of its community. Originality/value: The scope of the study and prioritization of qualitative data offers a comprehensive picture of academics' and administrators' perceptions and positions them as the experts in their own learning and development. Through participant narratives, strategies for increasing the value of quality assurance processes are illuminated. As a result, the study participants become the change agents who provide the solutions for ameliorating academics' and administrators' resistance to quality assurance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01