Accreditation serves many constituents and for a variety of reasons. It attempts to attest to the quality of a particular program that in most cases prepares people to enter a specific job or profession. The study examined faculty perceptions of the CAEP process in accrediting their teacher education programs and the impact on resources including human resources and morale. Through a researcher-constructed survey and then focused interviews, educators at this university indicated they believed the process of national accreditation was important for enhanced status and prestige, but questioned whether it helped with needed systemic changes. They also noted that faculty workload was a drawback unless faculty were recognized for their work. Conclusions to the study offered three recommendations: (1) faculty along with other key stakeholders should have a strong voice in the decision to pursue accreditation; (2) personnel need to be appreciated for their intensive work; and (3) institutions need to allocate adequate and realistic resources for the entire process. Additionally, universities need to use the lessons learned and outcomes of the process to strengthen and change programs and policies when necessary for continuous improvement.
Reading, Foundations, and Technology
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Accreditation, CAEP, national accreditation, faculty perceptions, continuous improvement, quality assurance
Hail, Cindy, Beth Hurst, Ching-Wen Chang, and William Cooper. "Accreditation in Education: One Institution's Examination of Faculty Perceptions." Critical Questions in Education 10, no. 1 (2019): 17-28.
Critical Questions in Education