Evaluating Accreditation: A Case Study of Student Views on the Value of Optional Program Accreditation

Erica Eckert   |    Volume 21 Issue 1  |   

This concurrent triangulation mixed methods study explores undergraduate students’ perspectives on programmatic accreditation, a rigorous process that demands significant resources from faculty and staff. Few studies have investigated students’ perspectives on accreditation at institutions of higher education (IHEs) based in the United States. Most students were unaware their program was accredited and knew little about accreditation in general. However, when presented with simplified versions of the accreditation standards, students ranked most components as important and identified additional elements that evidence academic program quality. They indicated programmatic accreditation validated quality and demonstrated institutional and faculty commitment. This is one of few studies of students’ perspectives on accreditation in the American context—programmatic or otherwise. This study serves as a model for faculty and administrators seeking to determine if the work for optional accreditation is “worth it” and to determine how well accreditation standards align with students’ notions of program quality.

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