The idolatry of accreditation in higher education: enhancing our understanding

Romanowski, Michael H.

doi:10.1080/13538322.2021.1948460

Cited by 27 publications

(10 citation statements)

References 28 publications

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“…Instructors of record for credit‐bearing courses, however, must meet the minimum requirements specified by higher education accrediting bodies (Boyd et al, 2019). For example, whereas the guidance provided by the Council for the Advancement of Standards in Higher Education addresses best practices and benchmarks intended to guide program improvement (Komives & Sowcik, 2020), higher education accreditation agencies inform institutional trajectory and viability due to the primary role of accreditation in the allocation of federal and state education funding (Romanowski, 2022a, 2022b; Sowcik et al, 2012). Hence, determinations made by external accrediting bodies are remarkably influential for internal decision‐making, especially in the absence of local‐level consensus and justification.…”

Section: Professional Identities Credentialing and The Influence Of A...mentioning

confidence: 99%

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

Purcell

Smith

2023

J of Leadership Studies

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The disciplinary backgrounds of leadership studies educators have considerable influence on the future of the field; however, disciplinary expertise and credentialing have yet to be examined thoroughly in the literature. Decisions pertaining to the preparation and credentialing of leadership educators, particularly among faculty, are a necessary supplement to existing discourse on the standardization of academic programs and the aim and scope of scholarship privileged within the field. While disciplinary boundaries are permeable and fluid, the organizational boundaries defined within institutions based on disciplinary affiliation impose specific expectations and limitations that may artificially constrain interdisciplinary pursuits, including those within leadership studies. The current article presents a conceptualization of how disciplinary expertise and faculty credentialing may shape the future of leadership studies. It is recommended that leadership studies faculty cultivate program‐level consensus, demonstrate the integrity of leadership studies curricula, enhance interdisciplinary legitimacy through boundary spanning, determine the future trajectory of leadership studies, and set the course accordingly.

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Section: Professional Identities Credentialing and The Influence Of A...mentioning

confidence: 99%

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

Purcell

Smith

2023

J of Leadership Studies

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“…Moreover, he finds scant evidence that the onerous inspection and validation process yields real benefits. Romanowski [86] also notes an absence of empirical research on the impact of accreditation on improvement across HE. He likens the view of universities towards external bodies as a form of idolatry rather than as an interactive partnership with shared goals.…”

Section: Factor H: Expectations Of External Accreditation Bodiesmentioning

confidence: 99%

AI, Analytics and a New Assessment Model for Universities

Williams

2023

Education Sciences

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As the COVID-19 pandemic recedes, its legacy has been to disrupt universities across the world, most immediately in developing online adjuncts to face-to-face teaching. Behind these problems lie those of assessment, particularly traditional summative assessment, which has proved more difficult to implement. This paper models the current practice of assessment in higher education as influenced by ten factors, the most important of which are the emerging technologies of artificial intelligence (AI) and learning analytics (LA). Using this model and a SWOT analysis, the paper argues that the pressures of marketisation and demand for nontraditional and vocationally oriented provision put a premium on courses offering a more flexible and student-centred assessment. This could be facilitated through institutional strategies enabling assessment for learning: an approach that employs formative assessment supported by AI and LA, together with collaborative working in realistic contexts, to facilitate students’ development as flexible and sustainable learners. While literature in this area tends to focus on one or two aspects of technology or assessment, this paper aims to be integrative by drawing upon more comprehensive evidence to support its thesis.

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“…Yirminci yüzyılın başlarında Amerika'da ortaya çıkan yükseköğretimde akreditasyon kavramı ise yükseköğretim kurumlarının ulusal ve uluslararası arenada verimlilik, kalite, şeffaflık gibi performans göstergelerine sahip olduklarını kamuoyuna beyan etmelerini sağlayan bir sistem olarak karşımıza çıkmaktadır (Kılıçaslan, 2020). Dünya çapında akreditasyon sistemleri sayesinde kurumlar ve programlar, kaliteli eğitim vermek ve meşruiyetlerini gösterebilmek için akreditasyondan yararlanmaktadırlar (Romanowski, 2022).…”

Section: Yükseköğretimde Kalite Yönetimiunclassified

Akademisyenler için Akreditasyon Ne Anlama Geliyor? Yükseköğretimde Kalite Üzerine Nitel Bir Araştırma

FİDAN

Bıyıklı

Özkara

2022

Sosyal Mucit Academic Review

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With the establishment of the Higher Education Quality Board (YÖKAK), quality management studies in universities in Turkey gained momentum. Thus, most universities have started to carry out activities to increase their recognition and visibility by obtaining accreditation certificates. However, the activities planned for accreditation bring additional responsibilities such as ensuring the provability of processes and providing student-centered education. The research aims to explore the perspectives of academics, which are very important in determining the course of the process. The research was conducted as a qualitative case study with 11 academics who took part in the accreditation processes of a state university. As a result of the research, it was seen that the knowledge and awareness of the academicians who took an active role in the process were at a high level. On the other hand, it has been revealed that some academicians, who think that the activities carried out for accreditation cause additional time costs and an increase in workload, do not adopt the process sufficiently. The results of the research are important because they provide a foresight about the situations that may be encountered in the accreditation process for higher education institutions. In this context, it is expected that the research will contribute to the universities that are just at the beginning of the road in adapting to the change required by the accreditation process in higher education and to new research to be done.

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The idolatry of accreditation in higher education: enhancing our understanding

Cited by 27 publications

References 28 publications

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

AI, Analytics and a New Assessment Model for Universities

Akademisyenler için Akreditasyon Ne Anlama Geliyor? Yükseköğretimde Kalite Üzerine Nitel Bir Araştırma

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