Examining perceptions of academic and support staff on quality ‎assurance ‎accreditation in higher education ‎in ‎developing nations

Abstract

Education accreditation is the formal evaluation ‎process conducted by specialized ‎institutes ‎or ‎agencies to assess educational programs for ‎compliance with established ‎quality ‎standards. ‎Accreditation publicly recognizes programs that ‎meet these standards. ‎Beyond ‎this recognition, ‎accreditation also engenders increased public ‎confidence, ‎fostering mutual ‎acceptance of ‎academic credentials and encouraging active ‎participation ‎by academic staff. ‎The ‎present study is dedicated to evaluating the quality assurance (QA) ‎accreditation in higher ‎education, with particular emphasis on Third-World and ‎unstable ‎nations. The study ‎draws ‎insights from the experience of the University of Sabratha, ‎Faculty ‎of Engineering, which ‎serves as a ‎compelling case study. To gain a ‎comprehensive ‎understanding of the status ‎quo, ‎the perspectives of faculty staff using a ‎SWOT ‎analysis were solicited. This approach ‎allows us to identify the ‎most significant ‎opportunities and threats ‎inherent in the current ‎scenario.‎‎ The findings underscore the ‎importance of quality assurance ‎accreditation not only ‎for enhancing academic ‎profiles ‎but also for improving all facets of higher ‎education ‎systems. Furthermore, it serves as ‎a ‎mechanism to address inconsistencies in ‎regulations ‎within the Ministry of ‎Higher ‎Education and tackle managerial and financial ‎challenges ‎prevalent in ‎university ‎administrations. In sum, QA accreditation ‎emerges as a preferred ‎avenue ‎for ‎organizational enhancement and overall ‎development within the ‎higher ‎education ‎sector.‎