Faculty Members’ Perceptions of Quality Assurance and Accreditation in Afghanistan

Abstract

Abstract
 This study investigated faculty members’ perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential exploratory mixed methods design, the investigators interviewed seven faculty members at four universities, and subsequently conducted a self-administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = .75), however, interview participants were less satisfied with QAA outcome. Lastly, implications are made that a successful implementation of QAA processes in Afghanistan is contingent on: 1) establishment of a quality culture wherein universities own the processes and outcomes, and 2) engagement of key stakeholders including faculty, staff, and administrators to internalize QAA processes to improve the status quo.
 Keywords: higher education quality; quality assurance; accreditation; higher education in Afghanistan

Teachers’ Perceptions of Institutional Quality Assurance in Higher Education: A Case of a Bangladeshi Public University

“…However, they also pointed out that the effects of SA have been primarily centered around increasing bureaucracy rather than bringing about substantive improvements in quality education. These findings are consistence with other studies (Mussawy & Rossman, 2018;Tavares et al, 2017).…”

Faculty Perceptions on the Effectiveness of the Internal Quality Process and its Role on the Teaching and Learning

“…In addition, the same study demonstrates that faculty think that quality management results may help in improvement of the system but should not control us and tell them what to do. In addition, Mussawy, & Rossman (2018) stated that the study found that faculty members' felt that current QAA processes is more of submitting paperwork on time, with fewer efforts on improving practice. They also are not aware enough of the quality process.…”