ERIC Number: EJ1455707
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0968-4883
EISSN: EISSN-1758-7662
Faculty Perspectives on Accreditation, Academic Freedom and Quality Learning in Private Higher Education Institutes: Empirical Evidence
Mohammad Ali Ashraf; Sarker Rafij Ahmed Ratan; Tanzila Amir; Mohd Hasanur Raihan Joarder; Abu Rashed Osman
Quality Assurance in Education: An International Perspective, v33 n1 p93-108 2025
Purpose: This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach: To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings: The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications: There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications: The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications: As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value: Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.
Descriptors: Teacher Attitudes, Accreditation (Institutions), Academic Freedom, Educational Quality, Private Colleges, Higher Education, Academic Standards, Evidence Based Practice, Quality Assurance, Educational Policy, Policy Formation, Teacher Rights, College Faculty, Developing Nations, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bangladesh
Grant or Contract Numbers: N/A