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Article
Publication date: 5 September 2016

Nadia Rubaii

This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The…

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1329

Abstract

Purpose

This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public policy and public administration can have on advancing these goals.

Design/methodology/approach

International and national accreditation standards are compared using content analysis for their reference to social equity and diversity in their standards regarding faculty, students, curriculum content and learning outcomes. The research applies content analysis of key documents and thematic coding.

Findings

International accrediting agencies that focused explicitly on programs in public affairs place a much greater emphasis on social equity and diversity than their national counterparts which accredit a full range of programs and institutions. National accrediting agencies assert the value of diversity, but their standards and reporting requirements suggest otherwise.

Research limitations/implications

The research suggests that international accreditation standards have the potential to advance social equity goals more effectively than national standards and that there is great potential to enhance this component of national accreditation standards. Implications for policymakers, accreditation professionals and scholars are identified.

Originality/value

The research is original in its focus on the role of accreditation in promoting social equity and its comparison of national and international standards. Although limited to Latin America and public affairs programs, the research provides a basis for examining similar patterns with respect to other disciplines and professions, and in other regions of the world.

Details

Quality Assurance in Education, vol. 24 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 19 April 2013

Ellen J. Dumond and Thomas W. Johnson

The purpose of this paper is to provide insight into quality management for business education. The paper provides business schools and Association to Advance Collegiate…

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1383

Abstract

Purpose

The purpose of this paper is to provide insight into quality management for business education. The paper provides business schools and Association to Advance Collegiate Schools of Business (AACSB) with information about two different quality standards and suggests how the AACSB accreditation process might be strengthened – thereby improving the quality of the education process and product.

Design/methodology/approach

The authors compare two prevalent but different approaches to quality management: the AACSB accreditation standards and ISO 9001, a set of quality requirements developed by the International Organization for Standardization (ISO). For this comparison, the authors review the literature in the field, including published quality standards, organization examples documenting implementation of AACSB or ISO 9001 standards, and existing empirical research results on the two approaches.

Findings

Both quality approaches have their merits and followers. It seems feasible that AACSB might be able to borrow some elements from the ISO 9001 components and process to improve their accreditation process. For example, they might wish to consider more standardized auditor training, the use of a third party auditing body, incorporation of a process orientation and a system of continuous improvement, as well as more overall reliance on the quality principles in ISO 9001.

Research limitations/implications

This paper is a conceptual one without empirical data. As such, it has limitations. Further research is needed to gather empirical data to continue the investigation between these two approaches to quality management in education.

Practical implications

It is hoped that, with awareness and integration of some of the ISO 9001 components, AACSB and educational administrators are able to improve the accreditation process for business schools, thereby improving the overall education process and product.

Originality/value

The paper provides a comparison of two different but prevalent approaches to quality management within educational organizations. It presents insight for business schools seeking to adopt either of these approaches and provides suggestions for improvement of the AACSB standards. This discussion is valuable as it seeks to improve the quality of business education while it operates in an environment with increasingly limited resources.

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Article
Publication date: 5 May 2015

Morgan P. Miles, Geralyn McClure Franklin, Martin Grimmer and Kirl C. Heriot

The purpose of this paper is to report on the findings of an exploratory survey designed to measure AACSB member deans’ perceptions about the recently revised 2013…

Abstract

Purpose

The purpose of this paper is to report on the findings of an exploratory survey designed to measure AACSB member deans’ perceptions about the recently revised 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards. In April of 2013, AACSB International released a major revision of its accreditation standards to better reflect the increased globalization of management education.

Design/methodology/approach

The present study surveyed AACSB member school deans via e-mail using SurveyMonkey during October and early November of 2013. A total of 1,131 valid e-mail addresses were found for the deans/heads of member schools (accredited and non-accredited). In total, 259 surveys were completed, resulting in a 23 per cent response rate for member schools with valid e-mails (n = 1,131).

Findings

The present study found that the AACSB membership largely perceives that AACSB accreditation is a basic requirement to be a credible and competitive business school, is an indicator of a quality education and is linked to enhancing a business school’s ability to be effective in faculty recruitment and student placement. Even business school’s holding association of MBA (AMBA) and the European Foundation for Management Development’s International Accreditation Program (EQUIS) accreditation seemed to think that AACSB accreditation is a basic requirement to be a competitive business school. The most notable finding of this study is that most deans indicated that they will be able to meet the 2013 standards.

Originality/value

Although at the time of the survey no business school had been subject to review under the new standards, member deans largely felt that the guiding principles and values and the accreditation standards themselves are achievable. In addition, there was widespread agreement that AACSB accreditation is valuable, meaningful and essential in today’s globally competitive environment.

Details

Journal of International Education in Business, vol. 8 no. 1
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 3 April 2017

Judy R. Wilkerson

Understanding and navigating the differences in standards, and the roots and rationales underlying accreditation reviews, is necessary for all institutions that seek…

Abstract

Purpose

Understanding and navigating the differences in standards, and the roots and rationales underlying accreditation reviews, is necessary for all institutions that seek multiple accreditations. The purpose of this paper is to demonstrate a method to assist institutional-level leaders and assessment practitioners analyze and align these differences in various national or international agency requirements, to develop a framework for assessment and data collection. The proposed method is demonstrated by using multiple accreditors’ standards from the USA.

Design/methodology/approach

Guided by a set of process questions, a review and content analysis of national standards and 12 accreditation agency requirements from the USA was conducted using Web-based, documentary sources. An operational definition of institutional quality was derived based on the core themes that emerged. Examples of evidence matched to each core theme were outlined to suggest an assessment framework. The 12 US agency requirements were compared and contrasted with the core themes and validated.

Findings

In the USA, recognition requirements set by two national bodies, the US Department of Education and Council of Higher Education Accreditation, drive the standards applied by various agencies that accredit institutions and programs. Six themes emerged from their requirements, serving as a core framework for designing institutional assessment systems. The themes are student achievement and continuous improvement; curriculum quality; faculty; facilities, equipment and supplies; fiscal and administrative capacity; and student support services, admissions and information-gathering systems. While the 12 sampled accreditation agencies generally used these core themes, divergences were found in how they treated the themes in published requirements.

Practical implications

Where multiple US or other accreditations are sought, the approach recommended could facilitate the work of institutional accreditation leaders and practitioners in establishing assessment systems that reduce redundancy while also maximizing efficiency in assessment and data collection.

Originality/value

There is little guidance in the literature on how institutional leaders and practitioners confronting the challenges of accreditation can negotiate multiple, and sometimes conflicting, sets of requirements. This paper demonstrates a possible solution strategy. Outside the general utility of the demonstrated method, the findings and core assessment framework produced could be useful for institutions seeking accreditation through the agencies in the study sample, in both the USA and overseas.

Details

Quality Assurance in Education, vol. 25 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 September 2003

Daniel Stavert and Brian J. Boon

The Commission on Accreditation of Rehabilitation Facilities (CARF) has experienced considerable market growth in recent years. Growth has occurred in the health care…

Abstract

The Commission on Accreditation of Rehabilitation Facilities (CARF) has experienced considerable market growth in recent years. Growth has occurred in the health care industry with exceptional growth occurring in the fields of persons with disabilities and children’s services. Expansion of their services beyond the American boarders has resulted in CARF accrediting organizations in Canada, Ireland and Sweden with active work occurring in Denmark, Finland, France, Scotland, Italy, England and Australia. In Canada, policy makers at all levels of government began demanding greater community involvement in consumer service delivery. Policy makers and consumers made it clear that a system of accountability needed to be incorporated to ensure quality of service. In order to address the resulting growth in Canada and listen to the needs of consumers it became apparent that a separate office was required to meet the unique needs of Canadians. CARF Canada was established to meet the needs.

Details

Leadership in Health Services, vol. 16 no. 3
Type: Research Article
ISSN: 1366-0756

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Article
Publication date: 1 April 1999

Nicola Walsh and Kieran Walshe

Clinical governance is the linchpin of the UK government's quality improvement strategy for the country's National Health Service. Extending quality accreditation

Abstract

Clinical governance is the linchpin of the UK government's quality improvement strategy for the country's National Health Service. Extending quality accreditation programmes from hospitals into the primary care sector — local general practice surgeries — presents a critical set of challenges. In this extract from Accreditation in Primary Care, Nicola Walsh and Kieran Walshe explore how to evaluate accreditation initiatives to assure the quality of primary care.

Details

Measuring Business Excellence, vol. 3 no. 4
Type: Research Article
ISSN: 1368-3047

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Article
Publication date: 28 October 2014

Morgan P. Miles, Geralyn McClure Franklin, Kirk Heriot, Linda Hadley and Mary Hazeldine

The purpose of this paper is to consider the implications of the 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards for both…

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1011

Abstract

Purpose

The purpose of this paper is to consider the implications of the 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards for both business faculty and their deans who are responsible for implementing these changes.

Design/methodology/approach

This paper is a speculative viewpoint on the implications of the 2013 AACSB standards by a set of a co-authors that include AACSB deans who are active in accreditation reviews and serve as mentors to schools in the accreditation process and senior faculty who have written self-studies for AACSB and served as consultants for schools seeking AACSB accreditation internationally.

Findings

The implications of the 2013 AACSB business accreditation standards are arguably positive for active scholars holding a relevant doctoral degree. For example, active and engaged scholarly faculty should appreciate the ability to use additional indicators of the impact of their career’s intellectual contributions (IC) including, but not limited to, citations, editor ships, professional leadership positions and other measures of professional esteem.

Research limitations/implications

The implications of the 2013 AACSB accreditation standards for deans are potentially less positive. The new standards codify one of the deans’ major duties – that of ensuring that the faculty have resources adequate to support the school’s mission.

Originality/value

This paper represents a starting point for understanding the implications of the 2013 AACSB accreditation standards, and that as the standards are operationalized over the subsequent years that these standards, like the previous changes in AACSB standards, will stimulate additional research on business school accreditation. The implications for both faculty and deans are speculative, but are grounded both by the literature and experience of the authors. The paper uses a set of tables to illustrate the impact of the new AACSB standards with examples for each guiding principle and standard.

Details

Journal of International Education in Business, vol. 7 no. 2
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 16 November 2015

David Greenfield, Deborah Debono, Anne Hogden, Reece Hinchcliff, Virginia Mumford, Marjorie Pawsey, Johanna Westbrook and Jeffrey Braithwaite

Health systems are changing at variable rates. Periods of significant change can create new challenges or amplify existing barriers to accreditation program credibility…

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1072

Abstract

Purpose

Health systems are changing at variable rates. Periods of significant change can create new challenges or amplify existing barriers to accreditation program credibility and reliability. The purpose of this paper is to examine, during the transition to a new Australian accreditation scheme and standards, challenges to health service accreditation survey reliability, the salience of the issues and strategies to manage threats to survey reliability.

Design/methodology/approach

Across 2013-2014, a two-phase, multi-method study was conducted, involving five research activities (two questionnaire surveys and three group discussions). This paper reports data from the transcribed group discussions involving 100 participants, which was subject to content and thematic analysis. Participants were accreditation survey coordinators employed by the Australian Council on Healthcare Standards.

Findings

Six significant issues influencing survey reliability were reported: accreditation program governance and philosophy; accrediting agency management of the accreditation process, including the program’s framework; survey coordinators; survey team dynamics; individual surveyors; and healthcare organizations’ approach to accreditation. A change in governance arrangements promoted reliability with an independent authority and a new set of standards, endorsed by Federal and State governments. However, potential reliability threats were introduced by having multiple accrediting agencies approved to survey against the new national standards. Challenges that existed prior to the reformed system remain.

Originality/value

Capturing lessons and challenges from healthcare reforms is necessary if improvements are to be realized. The study provides practical and theoretical strategies to promote reliability in accreditation programs.

Details

Journal of Health Organization and Management, vol. 29 no. 7
Type: Research Article
ISSN: 1477-7266

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Article
Publication date: 4 September 2017

Huu Cuong Nguyen, Colin Evers and Stephen Marshall

The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its…

Abstract

Purpose

The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges.

Design/methodology/approach

This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system by reviewing associated literature.

Findings

The research has found out that there are several achievements, including: the development of the accreditation framework; establishment of accrediting agencies; completion of almost universities’ self-assessment reports; implementation of external assessment exercise at some institutions, a few of which were awarded accreditation certificates. However, there remain a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation and the pace of accreditation implementation.

Research limitations/implications

The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders.

Originality/value

On the basis of the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.

Details

Quality Assurance in Education, vol. 25 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 20 April 2015

Cláudia S. Sarrico and Margarida M. Pinheiro

The purpose of this paper is to contribute to the debate on the quality and accreditation of management education by examining the fit between the characteristics of…

Abstract

Purpose

The purpose of this paper is to contribute to the debate on the quality and accreditation of management education by examining the fit between the characteristics of current management academics in Portugal and recognised accreditation standards. For purposes of comparison, the authors use both general Portuguese teaching accreditation standards and specific international standards for management education.

Design/methodology/approach

The authors analyse indicators of staff career positioning, tenure status, full time vs part-time, age, degree qualifications, field of training, level of academic inbreeding, internationalisation, research activity, professional activity, and the number of hours taught per week. The authors also examine the relationship between them, in light of accreditation standards, for all academic staff teaching in management degrees submitted for compulsory accreditation by the Portuguese accreditation agency.

Findings

The reality found in this study shows gaps between the actual attributes of management academics and what can be considered appropriate attributes, according to the general consensus found in the literature and which is duly mirrored in common “qualified faculties” accreditation standards by Portuguese and international standards (AACSB, AMBA and EQUIS).

Research limitations/implications

The findings relate to the Portuguese situation and the analysis developed should be extended to other contexts. Also, while the data, which were collected through a census, has a wide national scope, it only covers one academic year.

Practical implications

This work has policy setting implications for degree accreditation and for developing capacity during the transitional periods when universities implement the mandatory minimum standards. It can also help universities to benchmark themselves against their peers as a diagnostic tool for elaborating improvement plans.

Social implications

The massification of higher education has led to legitimate concerns about the quality of the services provided, and consequently accreditation procedures were devised to restore trust. However, policy makers must be aware of the impacts of their actions, namely the effects of degree accreditation, as their goals need to be achieved with the minimum negative impact on academic work.

Originality/value

The authors work sheds light on the characteristics of those who teach management and how they align with the current accreditation policies that affect academia globally and, in the process, presents empirical evidence from Portugal, which is at a relatively early stage in the accreditation process.

Details

Management Decision, vol. 53 no. 3
Type: Research Article
ISSN: 0025-1747

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