Alkhateeb, Hadeel, & Michael H. Romanowski (2021, September). Identifying administrators’ and faculty’s perspectives regarding CAEP accreditation in a college of education: A Q methodology research. Studies In Educational Evaluation, 70(4), art. 101004. (doi: 10.1016/j.stueduc.2021.101004) (Link: https://doi.org/10.1016/j.stueduc.2021.101004)
Abstract: In higher education, accreditation involves an external quality review process that scrutinizes universities, colleges, and educational programs to ensure that the education provided meets acceptable quality levels. Often considered the gold standard for institutions, the accreditation process originated in the US and quickly moved beyond American borders. Specifically, the Council for the Accreditation of Educator Preparation (CAEP) has moved to provide ‘legitimacy’ to universities in the Gulf Cooperation Council (GCC) region. Using Q methodology, this study examines faculty and administrators’ perceptions regarding CAEP accreditation of a College of Education (CED) in the GCC. The results identify an apparent discrepancy among participants’ perceptions regarding the CAEP accreditation’s advantages and disadvantages, procedures and requirements, and impact on faculty and administrators’ workload and agency.
Hadeel Alkhateeb <firstname.lastname@example.org> is in the College of Education, and Michael H Romanowski <email@example.com> is in the Educational Research Center, College of Education, Qatar University, Qatar.
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