Stakeholders' perceptions of the impact of accreditation of science curricula of higher education institutions

Abstract

Despite being a relatively new process in higher education institutions (HEIs), accreditation has become an indispensable requirement for universities to remain competitive. Its significance lies in its crucial functions, such as evaluating the quality of academic or degree programs, fostering a culture of continuous improvement, establishing criteria for professional certification, and more. Nevertheless, the decision to seek accreditation remains voluntary for institutions, leading to a situation where not all of them pursue it due to various factors, including the perceptions of stakeholders. Therefore, this study aims to investigate stakeholders' perspectives on the impacts of accrediting science curricular programs in higher education institutions located in Central Visayas, Philippines. To achieve this goal, a mixed-methods research design was employed, and a survey was administered to stakeholders, including managers, faculty, alumni, and students, from four HEIs. The survey results were utilized to develop and validate a quantitative scale, revealing three distinct areas of impact associated with accreditation: Curricular, institutional, and societal. The outcomes of the survey indicated that stakeholders from the four HEIs perceived these impact areas positively, suggesting a willingness to pursue accreditation voluntarily if the need arises. Nonetheless, it is essential to emphasize that the recommendations arising from these accreditation processes should be diligently considered and adhered to. This study's findings may suggest that stakeholders developed positive perceptions regarding the impacts of program accreditation based on the level of compliance displayed by institutions with the recommendations made by accrediting bodies.