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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.

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.

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.

The research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.

The study identifies the tendencies in the development of higher education and quality evaluation.

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.

The purpose of this study is to synthesize empirical research on the correlates of Commission on Accreditation for Law Enforcement Agencies (CALEA) accreditation.

The authors performed keyword searches across 132 criminal justice, policing, and public administration journals to identify peer-reviewed articles that examine the relationship between CALEA accreditation and any output or outcome. Two keyword searches were utilized “commission on accreditation for law enforcement agencies” and “commission on accreditation of law enforcement agencies” in the event that authors misnamed the accrediting body. Only quantitative articles that utilized inferential statistics were included in the sample given that the authors aimed to assess the relationship between CALEA law enforcement accreditation and outputs and outcomes.

Overall, there is a paucity of research on the relationship between CALEA accreditation and outputs and outcomes. Only nineteen, peer-reviewed, studies that utilize inferential statistics have been published on the topic as of the end of 2021. The largest number of studies explore the relationship between CALEA accreditation and community-oriented policing and gender representation. Given the dearth of quantitative studies on CALEA accreditation, and the lack of studies using experimental or quasi-experimental designs, current findings on the topic should not be viewed as proof of cause and effect relationships but as correlations.

This article represents the first systematic review of the correlates of CALEA accreditation.

The aim of this paper is to examine whether accredited police agencies display higher clearance rates than their non‐accredited counterparts.

The study group consists of all municipal police departments operating continuously in the State of Florida from 1997 through 2006. Independent variables capture organizational characteristics for nearly 260 agencies to determine whether becoming accredited improves clearance rates.

Random‐effects Tobit analysis suggests that accreditation status does not affect violent and property crime clearance rates. Clearance rates are more influenced by the number of sworn personnel and law enforcement expenditures per capita.

Much of what is currently known about the impact of accreditation stems from anecdotal and testimonial evidence. Still, the industry manages to expand and flourish. A glaring need for sound empirical research is evident.

Instead of advancing the protection of local communities and bringing about meaningful organizational reform, accreditation appears to be a useful tool for bureaucrats who wish to further their own careers.

Advocates link accreditation status to a number of benefits, including better investigatory practices that culminate in more solved cases. Recent academic work suggests that accreditation has dubious benefits, despite claims to the contrary. This study adds to that literature by showing that accreditation also fails to elevate clearance rates.

The United States (US) has accreditation agencies that assess higher education in a manner analogous to external examiners in the United Kingdom. An example accreditor, the Council for the Accreditation of Educator Preparation, requires university-level Educator Preparation Program providers (EPPs) to evaluate the degree to which (a) their graduates feel prepared to assume their professional roles as a result of their EPP training and (b) their impacts on PK-12 students’ learning. These are meaningful forms of programmatic assessment, however, governmental agencies in the United States do not uniformly collect these data. This has required many EPP providers to do so, with unintended negative consequences. The authors use this context as a case study to examine what must be done when reporting guidelines do not align with the data available. Although a single example, readers are asked to consider analogous situations within their own contexts. Presented in this chapter is the accreditation landscape, a description of the challenges listed above, common solutions, and recommendations for greater coordination among stakeholders in order to expand the systematic conferral of data in safe, ethical, and meaningful ways.

The purpose of this paper is to explore the concept, criteria and definitions of quality of higher education from the perspectives of the leadership of three new independent accreditation agencies in Kyrgyzstan.

The author employed interpretative qualitative research design. The data for this study were collected through semi-structured interviews with the leadership of three independent accreditation agencies and through review and the qualitative analyses of new policies on accreditation of higher education institutions, new accreditation standards and criteria. A priori codes by using categories were defined in advance and emergent codes based on data driven were used for data analyses.

The research findings support the author’s argument that the new independent accreditation processes will not assure quality because first, the agencies are not independent of the Ministry of Education and Science; second, the current standards do not provide evidence of quality; and third, the institutions do not have what in Europe is called a “quality culture” – ongoing, continuous efforts toward quality.

This is first scholarly work looking at independent accreditation process at its beginning stage. The results of an article can have influence on further development of accreditation system and improvement of accreditation standards.

This study explores the benefits of accreditation from the Commission on Accreditation for Law Enforcement Agencies (CALEA), according to those who are engaged in the practice.

The authors collected data through open-ended, semi-structured telephone interviews. The authors analyzed the data using an inductive methodology.

The authors found that CALEA police accreditation enhances organizational learning through the development of knowledge brokers, the creation of communities of practice, support for knowledge repositories, support for knowledge managers and greater levels of transparency.

This qualitative study, which focuses on the perceptions and experiences of those involved in the CALEA process, provides a valuable complement to the quantitative literature on accreditation by shedding light on the organizational learning resulting from accreditation.

The Western Governors University (WGU) educational model departs from most other postsecondary education models in two principal respects – it operates entirely online and is competency based. In fewer than 10 years, WGU has built a fully accredited (including National Council for Accreditation of Teacher Education accreditation) national teachers college offering 30 different programs to an enrollment of nearly 10,000 preservice candidates residing in all 50 states and several foreign countries. This chapter will describe how the WGU model differs from other institutions and how these differences both simplified and complicated the building of the teachers college, the accreditation process, and obtaining licensure for our students in different states.

This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and program levels.

The study adopts a meta-evaluative approach and is based on secondary information sources, including both specialised publications and national databases, regarding the expansion of institutions, programs and enrolment, as well as the results of accreditation processes.

University quality assurance reflects developments in economic policies, and supply and demand. Progressive consolidation of the national system has had positive effects on the management and development of universities, but the implementation of quality assurance has brought some problems. A traditional classification of universities into customary categories is predictive of the results of accreditation. The variable of administrative compliance is more important than a culture of quality in explaining the results of institutional and program accreditation.

This review identifies advances, limitations and challenges in the improvement and assurance of quality of Chilean Universities and their programs. This is an unprecedented metanalysis of studies concerning the evolution of accreditation processes and will inform future practice.

The Capital College of Pennsylvania State University received accreditation from the American Assembly of Collegiate Schools of Business (AACSB) in 1998 for all of its undergraduate and graduate business programs. This article outlines the activities performed by librarians to aid in the accreditation process, with an emphasis on collection development activities. Included is a discussion of types of reports and information requested, techniques used to build collections for accreditation purposes, methods used to evaluate collections, an overview of the accreditation team’s site visit to the library, and a copy of the final report submitted by the library. An overview of the AACSB and library requirements for accreditation are also included.

This study aims to identify the predictors of public support for police accreditation under four different scenarios that vary based upon whether or not accreditation requires a property tax increase and whether or not local police support accreditation.

This study draws upon survey data from 998 US adults. Four binary logistic models are employed to assess support for accreditation under four different scenarios.

Individual-level factors, including age, education, race, region, generalized trust, political ideology, and volunteer experience, are important predictors of support for police accreditation depending on the scenario presented. Community-level factors including perceptions of police performance and perceptions of property taxes are also important predictors of support for police accreditation depending on the scenario presented. Support for police accreditation is highest when police accreditation does not require a property tax increase and when local police support accreditation. Sixty-six percent of respondents support police accreditation under this scenario.

This article represents the first published study on the predictors of support for police accreditation. The findings from this study have important implications for implementing police reform given recent calls by activists to both reform the police and to defund them.