Faculty Members’ Perceptions of Quality Assurance and Accreditation in Afghanistan

  • Sayed Ahmad Javid Mussawy University of Massachusetts Ahmerst
  • Gretchen B Rossman University of Massachusetts Ahmerst
Keywords: Higher education quality; quality assurance; accreditation; higher education in Afghanistan

Abstract

Abstract

This study investigated faculty members’ perceptions of quality assurance and accreditation (QAA) in Afghanistan. The study aimed to examine how familiar faculty members were with QAA policy, quality concepts, QAA processes, and whether QAA process has improved the status quo. Through a sequential exploratory mixed methods design, the investigators interviewed seven faculty members at four universities, and subsequently conducted a self-administered survey questionnaire at six universities (two public and four private). A response rate of 54 percent (N = 42) was obtained from the survey. The study findings suggest that faculty members had mixed impressions about QAA implementation. For instance, an overall sum of mean scores shows that faculty members have a positive view about QAA processes M = 3.5 (SD = .75), however, interview participants were less satisfied with QAA outcome. Lastly, implications are made that a successful implementation of QAA processes in Afghanistan is contingent on: 1) establishment of a quality culture wherein universities own the processes and outcomes, and 2) engagement of key stakeholders including faculty, staff, and administrators to internalize QAA processes to improve the status quo.

Keywords: higher education quality; quality assurance; accreditation; higher education in Afghanistan

Author Biography

Gretchen B Rossman, University of Massachusetts Ahmerst

Professor Gretchen B. Rossman, Department of Education Policy Research and Administration, University of Massachusetts Amherst.

Published
2018-12-20
How to Cite
Mussawy, S. A. J., & Rossman, G. (2018). Faculty Members’ Perceptions of Quality Assurance and Accreditation in Afghanistan. Higher Learning Research Communications, 8(2), 9-34. https://doi.org/10.18870/hlrc.v8i2.411
Section
Articles