Impact of Academic Accreditation on Teaching and Learning: Faculty Members' Perceptions

Autor/inn/en	Bougherira, Mohamed Redha; Elasmar, Mayada Hassan
Titel	Impact of Academic Accreditation on Teaching and Learning: Faculty Members' Perceptions
Quelle	In: Journal of Further and Higher Education, 47 (2023) 2, S.167-181 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bougherira, Mohamed Redha) ORCID (Elasmar, Mayada Hassan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2102412
Schlagwörter	Accreditation (Institutions); Teaching Methods; Learning Processes; College Faculty; Teacher Attitudes; Foreign Countries; Educational Indicators; Educational Quality; Saudi Arabia + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Fakultät; Lehrerverhalten; Ausland; Educational indicato; Bildungsindikator; Quality of education; Bildungsqualität; Saudi-Arabien
Abstract	This mixed-method research study investigates the impact of programme accreditation conducted by the Saudi National Commission for Accreditation and Assessment (NCAAA) on teaching and learning at the Imam Abdulrahman Bin Faisal University in the Kingdom of Saudi Arabia. The quantitative data was collected through an online survey consisting of 53 statements as indicators of the teaching and learning practices required by the NCAAA accreditation and ten flow-up qualitative interviews. Furthermore, this study draws on the findings of numerous contemporary studies worldwide to discern the global patterns and compare these with our findings. The results revealed varying degrees of improvement in all practices. The highest impact was on learning outcomes practices. The findings indicate the importance of designing quality assurance policies close to academic realities to drive improvement, which the NCAAA sought to achieve through a learning outcomes-led approach and a gradual implementation intended to promote a quality culture to reform an educational system in need of transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01