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1 – 10 of over 9000Ahmad Bukhori Muslim, Fuad Abdul Hamied, Moh Fakry Gaffar, Maria Elvira Asuan, Syakirah Samsudin, Watsatree Diteeyont, Margana Margana, Ani Wilujeng Suryani, Jessie PNG, Rini Solihat, Tina Priyantin, Nina Cassandra, Gunadi Gunadi and Sumalee Sitthikorn
This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency…
Abstract
Purpose
This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region.
Design/methodology/approach
The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia.
Findings
As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries.
Research limitations/implications
The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance.
Practical/social implications
The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic.
Originality/value
The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.
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This study aims to reflect how German business schools respond to the diffusion of the triple accreditation: AACSB (Association to Advance Collegiate Schools of Business), EQUIS…
Abstract
Purpose
This study aims to reflect how German business schools respond to the diffusion of the triple accreditation: AACSB (Association to Advance Collegiate Schools of Business), EQUIS (European Quality Improvement System), and AMBA (Association of MBAs).
Design/methodology/approach
This study applies a multiple case study to conduct a qualitative analysis of perceived drivers, value and limitations of AACSB, EQUIS and AMBA accreditation in German business schools.
Findings
International accreditation is a seal of excellence for business schools to enhance international competitiveness and global networking, providing evidence of quality, performativity, transparency and accountability for stakeholders. International accreditation offers business schools international comparability and compatibility. International accreditation adds value and benefits to business schools. However, business schools may prioritize institutional strategies and resources to meet the requirements of international accreditations rather than a broader concept of good governance. Business schools should critically review their decisions on international accreditations in line with institutional strategic goals, mission, vision, core values and sustainable development.
Research limitations/implications
This study only focuses on international accreditations of German business schools. Further studies may focus on comparisons of national and international accreditations, impacts of international accreditation and perceptions of international accreditation from policymakers, accreditation bodies, academics and students.
Practical implications
This study offers guidance for the strategic decision-making of business schools on international accreditations, valuable feedback to international accreditation agencies and a reference for quality assurance practitioners, policymakers and accreditation bodies.
Social implications
This study discusses the social-cultural impacts of international accreditation and accreditation discrimination arising from the selectivity and the exclusivity of international accreditation. International accreditation may further enlarge their comparative advantages over non-accredited schools. International accreditation adds value and benefits to accredited business schools but puts non-accredited business schools in disadvantageous positions.
Originality/value
Business schools need to critically review their institutional strategies and decisions on international accreditation in line with institutional strategic goals, mission, vision, core values and sustainable development. The rational decision of business schools to adopt international accreditation should consider drivers, value, benefits, limitations, organizational effectiveness, transparency, social responsibility and accountability for all stakeholders. Business schools need to take effective strategies to ensure a higher quality of management education through high-quality teaching and good governance. When single accreditation is sufficient, promoting mutual recognition is advisable rather than the “beauty contests” of multiple accreditations at the national and international levels.
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The purpose of this paper is twofold: first, to count the number of international program accreditations at universities in Kyrgyzstan and Kazakhstan; and second, to understand…
Abstract
Purpose
The purpose of this paper is twofold: first, to count the number of international program accreditations at universities in Kyrgyzstan and Kazakhstan; and second, to understand why Kazakhstan has dramatically more such accreditations.
Design/methodology/approach
The methodology included identifying agencies working in each country, reviewing data on their websites, and analyzing government documents and relevant literature.
Findings
Findings were that Kazakhstan has 645 international program accreditations and Kyrgyzstan has 9. Analysis of the reasons for this difference includes strong government support and incentives for internationalization of higher education in Kazakhstan, furthering the government’s goal of becoming one of the world’s 30 most developed economies by 2050; Kazakhstan’s financial wherewithal to support internationalization policies; and its membership in the Bologna Process. In Kyrgyzstan, on the other hand, few rewards result from the costly and time-consuming process of international accreditation; only programs with existing international connections or institutions with large international student populations seem interested.
Research limitations/implications
Limitations are that the research was based on document analysis and did not include interviews with staff of programs seeking international accreditation.
Practical implications
One implication, i.e., international program accreditation, while an indicator of program quality, also denotes the financial and infrastructural wherewithal to carry it out, plus the perceived benefits and costs of doing so.
Originality/value
The value of this research is that it analyzes the reasons for divergence and different results in two countries that, 25 years ago, were part of the same higher education system.
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J. Srikanth Reddy, Ritu Sharma and Narain Gupta
The present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses…
Abstract
Purpose
The present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses cost involvement and comparisons between various accreditations.
Design/methodology/approach
The research examined the requirements, methods and preparations for many national and international accrediting authorities. The accreditation criteria, history and guidelines were collected from secondary data sources. The content analysis was used to draw conclusions about the similarities and differences between the data sources and identify any differences and similarities between various accreditations.
Findings
The study found commonalities across accreditation standards and cost analyses, helping institutions achieve suitable accreditations. To unify the administrative procedure at the institutional level and reduce duplicates for schools seeking multiple accreditations, similarities in all accreditation requirements are analysed. The comparison helps organisations determine which accreditation standard best suits their needs and goals. Schools with limited budgets might compare accreditation costs to determine which are worth pursuing.
Research limitations/implications
This study is limited to comparing a few accreditation bodies related to management education. In future research, the study may be extended to other areas. The use of the approach developed in this study for evaluating accreditation agencies of different streams, such as engineering, science and medicine, will be the study's future implications.
Practical implications
The research indicates that schools can streamline accreditation by identifying commonalities, aligning procedures, comparing standards and conducting cost assessments. These insights aid efficient accreditation and inform accrediting bodies' framework enhancements. Standards facilitate global performance comparisons.
Originality/value
This is likely the first study to compare Indian and international accreditations using the accreditation frameworks and cost analyses using comparative analysis. The study recommends strategies for achieving academic benchmarks through continuous improvement activities and success in international competition.
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Uwe Reinhardt stated that medical tourism can do to the US healthcare system what the Japanese automotive industry did to American carmakers after Japanese products developed a…
Abstract
Purpose
Uwe Reinhardt stated that medical tourism can do to the US healthcare system what the Japanese automotive industry did to American carmakers after Japanese products developed a value for money and reliability reputation. Unlike cars, however, healthcare can seldom be test-driven. Quality is difficult to assess after an intervention (posteriori), therefore, it is frequently evaluated via accreditation before an intervention (a priori). This article aims to scope the growth in international accreditation and its relationship to medical tourism markets.
Design/methodology/approach
Using self-reported data from Accreditation Canada, Joint Commission International (JCI) and Australian Council on Healthcare Standards (ACHS), this article examines how quickly international accreditation is increasing, where it is occurring and what providers have been accredited.
Findings
Since January 2000, over 350 international hospitals have been accredited; the JCI's total nearly tripling between 2007-2011. Joint Commission International staff have conducted most international accreditation (over 90 per cent). Analysing which countries and regions where the most international accreditation has occurred indicates where the most active medical tourism markets are. However, providers will not solely be providing care for medical tourists.
Practical implications
Accreditation will not mean that mistakes will never happen, but that accredited providers are more willing to learn from them, to varying degrees. If a provider has been accredited by a large international accreditor then patients should gain some reassurance that the care they receive is likely to be a good standard.
Originality/value
The author questions whether commercializing international accreditation will improve quality, arguing that research is necessary to assess the accreditation of these growing markets.
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Galina Motova and Vladimir Navodnov
The purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in…
Abstract
Purpose
The purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.
Design/methodology/approach
The major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.
Findings
The transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.
Practical implications
The research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.
Social implications
The study identifies the tendencies in the development of higher education and quality evaluation.
Originality/value
The paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.
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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…
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.
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The paper seeks to share a viewpoint on the benefits and value of AACSB International business accreditation and some perspectives on the evolution of business accreditation on a…
Abstract
Purpose
The paper seeks to share a viewpoint on the benefits and value of AACSB International business accreditation and some perspectives on the evolution of business accreditation on a global basis.
Design/methodology/approach
This is a commentary/viewpoint paper.
Findings
AACSB accreditation is global brand delivering external validation of high‐quality business schools providing key stakeholders, students, faculty and employers, with a decision criterion for selecting institutions with which to be associated.
Originality/value
In an increasingly competitive, global market for leading business students and an ever‐increasing number of business programs that deliver management education, differentiation is critical. Earning AACSB International accreditation can provide an important external validation and statement that can be an important factor in identifying high‐quality business schools by prospective students, faculty, and employers.
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The purpose of this paper is to illustrate how language functions to construct relevance at moments of articulation and how language functions as an aggressive marketing practice…
Abstract
Purpose
The purpose of this paper is to illustrate how language functions to construct relevance at moments of articulation and how language functions as an aggressive marketing practice to promote a self‐regulated (production‐oriented) system of accreditation.
Design/methodology/approach
Drawing on the political theory of Laclau and Lacanian psychoanalytical theory of desire and aggressivity, a linguistic case study is used to illustrate the construction and promotion of accreditation and relevance.
Findings
Aggressive competitive behavior in the area of higher education accreditation sets up inter‐institutional antagonisms at the local and global level which may prove socially divisive and restrict the distribution of knowledge for the social good with the possible implication of restricting economic growth for competitively weaker countries.
Research limitations/implications
The micro analysis of language restricts the size of the data set considered in a single article.
Practical implications
Stakeholders of higher education institutions may wish to consider the strategic implications of accreditation beyond inter‐institution rivalry.
Originality/value
Methodologically, this paper provides an innovative application of political, psychoanalytical and linguistic theory. Empirically, the paper provides new insights into the accreditation of higher education.
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William I. MacKenzie Jr, Robert F. Scherer, Timothy J. Wilkinson and Norman A. Solomon
The purpose of this paper is to conduct a systematic review of the research on the quality and value of AACSB International accreditation.
Abstract
Purpose
The purpose of this paper is to conduct a systematic review of the research on the quality and value of AACSB International accreditation.
Design/methodology/approach
Data were abstracted from published journal articles between 2003 and 2017 in which the words “AACSB” and “quality” or “value” (or both quality and value) were used in the title or the article text.
Findings
In total, 91 studies were identified that have been published on the value and/or quality of AACSB accreditation. These studies focused primarily on students and faculty and were conducted using survey research methods. Results indicate that accreditation does have some effects on stakeholder value and quality.
Research limitations/implications
While there is evidence to support the importance of accreditation to enhance the quality and value of business schools, additional research is needed to empirically support the quality and value propositions.
Practical implications
In order to effectively communicate to stakeholders how AACSB accreditation enhances the business school, the current study’s findings indicate that identification of indicators and factors that affect quality and value would be productive.
Originality/value
This study contributes insight on what is currently known about the quality and value of AACSB accreditation to both internal and external stakeholders from research conducted over an extended period of time.
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