Capacity and Willingness in Higher Education Accreditation: When Incentives Are Not Enough

Autor/in	Salto, Dante J.
Titel	Capacity and Willingness in Higher Education Accreditation: When Incentives Are Not Enough
Quelle	In: Studies in Higher Education, 48 (2023) 4, S.538-550 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salto, Dante J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2148158
Schlagwörter	Capacity Building; Higher Education; Accreditation (Institutions); Incentives; Compliance (Legal); College Administration; Educational Quality; Quality Assurance; Educational Policy; Public Agencies; Foreign Countries; Administrator Attitudes; Educational Legislation; Graduate Study; Undergraduate Study; Human Resources; Program Evaluation; Educational Development; Argentina + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Anreiz; College administrators; Hochschulverwaltung; Quality of education; Bildungsqualität; Qualitätssicherung; Politics of education; Bildungspolitik; Öffentliche Einrichtung; Ausland; Bildungsrecht; Schulgesetz; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Humankapital; Programme evaluation; Programmevaluation; Bildungsentwicklung; Argentinien
Abstract	Accreditation as a form of quality assurance has spread worldwide. As a result, the public and research interests have targeted the policies that developed agencies and procedures and the responses and effects of accreditation on higher education organizations and programs. However, studies on accreditation have not analyzed two core aspects: the capacity and willingness of the accreditation agencies and the programs to perform their functions. Through qualitative interviews with key stakeholders in the regulatory agencies and universities, this study explores the issue of capacity and willingness in higher education accreditation by studying the functioning of an accreditation agency in Argentina and the responses of organizations and programs to the accreditation process. The results show that three key factors may affect accreditation monitoring, enforcement, and compliance: administrative burden, inadequate resources, and information availability. The findings are relevant beyond the national context and have research and policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01