Comparative Analysis of Binary Accreditation Frameworks and Institutional Quality Determinants in Global Higher Education
DOI:
https://doi.org/10.71426/jassh.v2.i1.pp89-101Keywords:
Binary accreditation, Higher education, Quality assurance, Institutional quality, Governance, Documentary analysis, Comparative policy analysis.Abstract
This article presents an overview of a comparative secondary-data and documentary analysis of two binary accreditation models in global higher education. As such, India will serve as a model of reform within the context of these broader trends. In addition, this comparative documentary analysis examines hypothesized transitions from legacy graded accreditation systems to binary accreditation systems. A new set of 10 binary attributes is being proposed to reform the existing accreditation process. In so doing, the proposed binary framework will utilize different metrics (59 universities, 56 autonomous colleges, 46 affiliated colleges) and a six year reaccreditation cycle. Globally, the UK eliminated their university/polytechnic binary divide in 1992 and has implemented data-driven risk based regulation utilizing six annual data sets for purposes of continued quality monitoring in England. The comparative analysis demonstrates that the structure of the binary framework design is aligned with propositions that the binary framework can expand the potential for participating in accreditation processes and emphasizes measurable institutional quality indicators more than legacy graded systems. Therefore, it appears that binary accreditation models may increase initial level participation rates and emphasize measurable institutional quality determinants; however, since this study is limited to comparative documentary analysis and therefore does not establish post-implementation causality, no conclusions should be drawn regarding post-implementation causality.
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