Jordanian Experience in Accreditation and Quality Assurance in HEIs

Jaber, Majed Abu; Batsh, Mohammad Walid Al

doi:10.17265/1539-8080/2016.04.007

Cited by 3 publications

(2 citation statements)

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“…As revealed in the current study, the lowest mean percent of an accreditation benefits tool dimensions for faculty staff about (63.4%) and for stakeholders about (71.2%) for the dimension that said "improve human and non-human resources". This result is inconsistent with the study conducted by [25,26] who revealed that accreditation helps to maintain and raise the quality of education, guarantee the improvement of its standards, enables the institution to get the necessary input (such as the overall infrastructure especially the physical space, financial, staffing, programs resources, curriculum design and contents), with refine the educational processes (teaching staff, students, programs, teaching methods, labs computers, etc.) and raise the standards of its output to meet the defined goals (such as the employability, graduate abilities, and stakeholders' satisfaction).…”

Section: Concerning Percentage Distributions Of Sociodemographic Datacontrasting

confidence: 60%

Cost-Benefit Analysis of an Accredited Faculty from the Perspectives of Faculty Staff and Stakeholders

Sadek¹,

El-Wahab

Abed³

2018

The Medical Journal of Cairo University

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Section: Concerning Percentage Distributions Of Sociodemographic Datacontrasting

confidence: 60%

Cost-Benefit Analysis of an Accredited Faculty from the Perspectives of Faculty Staff and Stakeholders

Sadek¹,

El-Wahab

Abed³

2018

The Medical Journal of Cairo University

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“…Quality assurance and Accreditation in HEIs is considered as one of the major processes in the development of higher education which is connected to the components of the educational process such as (students, teaching staff, programs, teaching methods, facilities and equipment, etc.) [18]. Accreditation is defined as "a process whereby officially appointed external regulatory www.ijacsa.thesai.org bodies, accountable at government level, evaluate educational institutions sing established criteria, standards and procedures" [19].…”

Section: B Quality and Academic Accreditation In Heis In Saudi Arabiamentioning

confidence: 99%

Conceptual Framework for Developing an ERP Module for Quality Management and Academic Accreditation at Higher Education Institutions: The Case of Saudi Arabia

Abdel-Haq¹

2020

IJACSA

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As a result of the high priority given by universities in Saudi Arabia to the implementation of quality systems and achieve international and local academic accreditation, especially NCAAA, as well as, academic accreditation standards require the provision of a set of data, documents, reports and evidence distributed among the various departments of the university (academic and non-academic), which must be provided periodically and annually. These universities need to provide an integrated system between these departments to cover the requirements of quality and academic accreditation. On the other hand, there are ERP systems that suit the organizational environment of the university, but these systems did not implement a module to cover quality assurance requirements or academic accreditation. This study proposed a framework includes ERP module for quality requirements and academic accreditation to facilitate the collection of required data from various sources within the university and helps to provide the necessary reports and statistics, where the module organizes the necessary processes for quality and accreditation by providing a special database and through linking with the other subsystems at the university.

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Quality complacency in Indian higher education institutions between the second and third cycles of accreditation

Kumar

Gawande

Raibagkar

2022

QAE

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Purpose The purpose of this study is to evaluate the sustenance of quality over the long run by higher education institutions (HEIs) as measured by the accreditation scores in two consecutive five-year cycles of accreditation, which is a global quality practice. It also aimed to uncover the causes of the decline in the quality performance of the majority of HEIs. Design/methodology/approach The authors analyzed 481 Indian HEIs based on their accreditation scores for the second and third cycles of assessment by the apex agency, the National Assessment and Accreditation Council. Given the alarming results, the authors investigated the matter further. Possible causes for the lack of quality sustenance on the part of Indian HEIs were ascertained. Findings While 161 HEIs showed improvement, 320 showed a decline in the accreditation scores. Indian HEIs are on a slippery slope in dealing with quality. This survey of a sample of 248 out of 481 institutions showed that much remains to be done by the Internal Quality Assurance Cells. The lack of institutionalization of quality is a major concern. Findings of this study have implications for HEIs across the globe who want to be assured of quality on a sustained basis. Originality/value This study is the first of its kind to look into drops in quality among HEIs that have been in a quality environment for more than 10 years. It warns institutions to guard against quality complacency to sustain quality in the long run.

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Jordanian Experience in Accreditation and Quality Assurance in HEIs

Cited by 3 publications

References 0 publications

Cost-Benefit Analysis of an Accredited Faculty from the Perspectives of Faculty Staff and Stakeholders

Cost-Benefit Analysis of an Accredited Faculty from the Perspectives of Faculty Staff and Stakeholders

Conceptual Framework for Developing an ERP Module for Quality Management and Academic Accreditation at Higher Education Institutions: The Case of Saudi Arabia

Quality complacency in Indian higher education institutions between the second and third cycles of accreditation

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