Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence
Abstract
Purpose
This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning.
Design/methodology/approach
To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data.
Findings
The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom.
Research limitations/implications
There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country.
Practical implications
The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs.
Social implications
As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights.
Originality/value
Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.
Keywords
Acknowledgements
The authors are indebted to Kristen M. Gudgeon, Lecturer, Department of English, United International University, for her kind and invaluable efforts in proofreading and other comments.
Citation
Ashraf, M.A., Ratan, S.R.A., Amir, T., Joarder, M.H.R. and Osman, A.R. (2024), "Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence", Quality Assurance in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QAE-12-2023-0200
Publisher
:Emerald Publishing Limited
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