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Educator perceptions of accreditation

J W Schermerhorn, J S Reisch, P J Griffith

    Journal of Allied Health
    |August 1, 1980
    PubMed
    Summary
    This summary is machine-generated.

    Educators expressed greater concern regarding the processes of accreditation than its core principles. Different institutional types showed varied perceptions of accreditation

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    Area of Science:

    • Educational Administration
    • Higher Education Policy
    • Program Evaluation

    Background:

    • Accreditation is a critical process in higher education.
    • Understanding educator perspectives is vital for improving accreditation.
    • Existing research may not fully capture current concerns.

    Purpose of the Study:

    • To delineate educators' concerns regarding the accreditation process.
    • To identify specific areas of concern, including constructive aspects, constraints, and logistical shortcomings.
    • To analyze how these concerns differ across various institutional categories.

    Main Methods:

    • Development of a 25-item survey instrument.
    • Random distribution of the survey to educators.
    • Categorization of respondents into four institutional types.

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  • Computer analysis of survey responses.

    • Main Results:

    • Significant differences in the perceived importance of accreditation aspects were found among institutional categories.
    • The majority of respondents expressed greater concern about accreditation processes than principles.
    • Specific concerns related to constructive, constraining, and logistical elements were identified.

    Conclusions:

    • Educator concerns about accreditation are multifaceted, extending beyond foundational principles.
    • The processes and logistics of accreditation warrant focused attention for improvement.
    • Tailoring accreditation approaches to different institutional contexts may be beneficial.