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Sustainable Education Quality Improvement Using Academic Accreditation: Findings from a University in Saudi Arabia

Author

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  • Abdullah Almurayh

    (Department of Educational Technologies, College of Education, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia)

  • Saqib Saeed

    (Department of Computer Information Systems, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia)

  • Nahier Aldhafferi

    (Department of Computer Information Systems, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia)

  • Abdullah Alqahtani

    (Department of Computer Information Systems, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia)

  • Madeeha Saqib

    (Department of Computer Information Systems, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia)

Abstract

Accreditation is widely considered to be a vital tool for quality assurance in higher education; however, there is disagreement in the academic community on the intended benefits of accreditation. Preparing for accreditation requires extensive financial and human resources to complete the required documentation. All accreditation agencies require improvements in institutional infrastructure, enhanced student support, appropriate learning environments, and faculty development, which can directly improve students’ learning experiences. In this paper, we explore the impact of accreditation on students’ learning by using a case study-based approach. We selected four degree programs from a University in Saudi Arabia and compared the performances of students in different courses before and after acquiring local program accreditation (NCAAA). The results highlight that although there is no direct relationship between increased student performance and acquiring accreditation, there is a significant impact on the performance of student learning. However, there is a need for sustained efforts to continuously adopt accreditation-aligned practices to gain a sustained advantage. We have presented a model that can enable academic institutions to continuously adhere to best practices even if no accreditation visit has been scheduled in the near future. This way, academic programs can consistently improve their processes and enhance student learning.

Suggested Citation

  • Abdullah Almurayh & Saqib Saeed & Nahier Aldhafferi & Abdullah Alqahtani & Madeeha Saqib, 2022. "Sustainable Education Quality Improvement Using Academic Accreditation: Findings from a University in Saudi Arabia," Sustainability, MDPI, vol. 14(24), pages 1-17, December.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16968-:d:1007025
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    References listed on IDEAS

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    1. Abdullah M. Almuhaideb & Saqib Saeed, 2020. "Fostering Sustainable Quality Assurance Practices in Outcome-Based Education: Lessons Learned from ABET Accreditation Process of Computing Programs," Sustainability, MDPI, vol. 12(20), pages 1-26, October.
    2. Btool H. Mohamed & Mustafa Disli & Mohammed bin Saleh Al-Sada & Muammer Koç, 2022. "Investigation on Human Development Needs, Challenges, and Drivers for Transition to Sustainable Development: The Case of Qatar," Sustainability, MDPI, vol. 14(6), pages 1-26, March.
    3. Joseph Crawford & Javier Cifuentes-Faura, 2022. "Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review," Sustainability, MDPI, vol. 14(3), pages 1-11, February.
    4. Fred Bidandi & Anthony Nforh Ambe & Claudia Haking Mukong, 2021. "Insights and Current Debates on Community Engagement in Higher Education Institutions: Perspectives on the University of the Western Cape," SAGE Open, , vol. 11(2), pages 21582440211, April.
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